Term
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Definition
| A type of learning in which an organism comes to associate stimuli. A neutral stimulus that signals a UCS begins to produce a response that anticipates and prepares for the unconditioned stimulus. |
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Term
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Definition
| A stimulus that unconditionally - naturally and automatically - triggers a response |
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Term
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Definition
| The unlearned, naturally occurring response to the UCS, such as salivation when food is in the mouth. |
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Term
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Definition
| An originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditoned response. |
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Term
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Definition
| The learned response to a previously neutral (but now conditoned) stimulus. |
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Term
| Process of conditioning: Acquisition |
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Definition
| the initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response. In operant conditioning; the strengthening of a reinforced response. |
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Term
| Process of conditioning: Extinction |
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Definition
| The diminishing of conditioned response; occurs in classical conditioning when an unconditioned stimulus does not follow an unconditioned stimulus. Occurs in operant conditoning when a response is no longer reinforced. |
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Term
| Process of conditioning: Spontaneous Recovery |
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Definition
| The reappearance, after a pause, of an extinguished conditioned response. |
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Term
| Process of conditioning: Generalization |
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Definition
| The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
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Term
| Process of conditioning: Discrimination |
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Definition
| In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. |
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Term
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Definition
| An innately reinforcing stimulus, such as one that satisfies a biological need. |
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Term
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Definition
| Any event that strenthens, or increases the frequency of, a preceding response. |
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Term
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Definition
| Increasing behaviors by presenting positive stimuli, such as food. Any stimulus that, when presented after a response, strenthens the response. |
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Term
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Definition
| Increasing behaviors by stopping or reducing negative stimuli, such as shock. Any stimulus that, when removed after a response, strenthens the response. (NOT punishment) |
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Term
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Definition
| A stimulus that gains its reinforcing power through its association with a primary reinforcer; a.k.a. secondary reinforcer. |
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Term
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Definition
| Reinforcing the desired response every time it occurs |
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Term
| Partial (intermittent) reinforcement |
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Definition
| reinforcing a response only part of the time; results in slower acquisition of a response, but much greater resistance to extinction than does continuous reinforcement. |
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Term
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Definition
| A reinforcement schedule that reinforces a response only after a specified number of responses. |
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Term
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Definition
| A reinforcement schedule that reinforces a response after an unpredictable number of responses |
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Term
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Definition
| a reinforcement schedule that reinforces a response after a specified time has elapsed. |
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Term
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Definition
| A reinforcement schedule that reinforces a response at unpredictable time intervals. |
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Term
| Is conditioned taste aversion best explained by classical conditioning or by operant conditioning? |
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Definition
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Term
| What does, 'associative learning' mean and what are the two types? |
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Definition
-Learning that certain events occur together. A. Type 1 - Two stimuli (classical conditioning) B. Type 2 - Response and its consequences (operant conditioning) |
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Term
| Basic method of Watson's study with little Albert |
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Definition
| Watson had the idea that human emotions and behaviors, though biologically influenced, are mainly a bundle of conditioned responses. (Albert was scared of loud noises but not rats. Every time Albert went to touch a rat, they struck a hammer against a steel bar to make a loud noise. After 7 repetitions of this, Albert burst into tears at the sight of the rat.) |
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Term
| Which reinforcement schedule leads to a scallop effect? |
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Definition
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Term
| What do the results from the Bobo Doll study suggest about media violence? |
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Definition
| We look and we learn. "There is absolutely no doubt that higher levels of viewing violence on television are correlated with increased acceptance of aggression attitudes and increased aggressive behavior." |
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Term
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Definition
| Our tendency to recall best the last and first items of a list. |
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Term
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Definition
| The immediate, very brief recording of sensory information in the memory system. |
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Term
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Definition
| Echoic is a momentary sensory memory of auditory stimuli. Iconic is a mementary sensory memory of visual stimuli. |
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Term
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Definition
| Activated memory that holds a few items briefly, such as the 7 digits of a phone number while dialing, before the information is stored or forgotten. |
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Term
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Definition
| The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. |
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Term
| Automatic processing vs. effortful processing |
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Definition
| Automatic proccessing happens unconsciously and effortful is encoding that requires attention and conscious effort. |
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Term
| Elaborative vs. Maintenance rehearsal |
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Definition
| Elaborative is used for retaining information for longer periods of time, and maintenance is the simple repetition (without elaboration) of items that need to be remembered in order to prevent them from fading from short term memory. |
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Term
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Definition
| Memory aids, especially those techniques that use vivid imagry and organizational devices. |
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Term
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Definition
| Organizing items into familiar, manageable units; often occurs automatically. |
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Term
| Proactive vs. Retroactive interference |
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Definition
| Proactive is the disruptive effect of prior learning on the recall of new information. Retroactive is the disruptive effect of new learning on the recall of old information. |
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Term
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Definition
| A clear memory of an emotionally significant memory or event. |
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Term
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Definition
| a phenomenon of learning and recalling that is based upon the physiological an dmental state of the organism. |
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Term
| What is the relationship between learning and memory? |
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Definition
| Your memory is your mind's storehouse, the reservoir of your accumulated learning. |
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Term
| What are the 3 processes of memory according to the information processing model? |
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Definition
1. Encoding (getting info to the brain) 2. Storage (retaining info) 3. Retrieval (get the info back out) |
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Term
| What are the 3 stages of memory |
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Definition
1. Sensory memory 2. Short-term memory 3. Long-term memory |
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Term
| What is the capacity of short-term memory? Long-term memory? |
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Definition
Short-term: 7+/- 2 items Long-term - UNLIMITED |
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Term
What are the 3 types of long-term memory? (Is it possible to have a problem with one type of long-term memory and not another?) |
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Definition
1. Procedural (memory for skills) 2. Declarative (memory for facts and events) 3. Autobiographical (memory about self) (Yes, it is possible) |
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Term
| Is it easier to recognize or recall something? Why? |
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Definition
| It is easier to recognize because there are cues to remind us. |
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Term
| Which memory problem results in the inability to store new memories? |
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Definition
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Term
| What is the main point behind the research by Elizabeth Loftus discussed in class? |
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Definition
| The most common response to a traumatic experience is not banishment of the experience into the unconscious. Rather, such experiences are etched on the mind as a vivid, persistent, haunting, memory. |
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Term
| What is the benefit of studying before going to sleep? |
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Definition
| The hour before going to sleep is a good time to study because no new information is interfering once you go to sleep. |
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Term
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Definition
| A mental grouping of similar objects, events, ideas, or people. |
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Term
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Definition
| A mental image or best example of a category. Matching new items to the prototype provides a quick and easy method for including items in a category. |
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Term
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Definition
| A methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier - but also more error-prone - use of heuristics. |
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Term
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Definition
| A simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually speedier but also more error-prone than algorithms. |
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Term
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Definition
| A sudden and often novel realization of the solution to a problem; it contrasts with strategy-based solutions. |
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Term
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Definition
| The tendency to approach a problem in a particular way, often a way that has been successful in the past. |
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Term
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Definition
| In language, the smallest distinctive sound unit. |
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Term
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Definition
| In language, the smallest unit that carries meaning; may be a word or part of a word (such as a prefix). |
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Term
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Definition
| The set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning. |
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Term
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Definition
| The rules for combining words into grammatically sensible sentences in a given language. |
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Term
| What method of problem solving is most likely to produce an error? Which is slow? |
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Definition
Algorithm is slow because it is a step by step procedure that guarantees a solution. A heuristic is more likely to produce an error because it uses a strategy for us to make judgements quickly that may not be true. |
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Term
| What does phonemic awareness predict? |
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Definition
| Reading ability in children. |
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Term
| B.F. Skinner's Operant Theory |
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Definition
| He believed that children learn to speak just as animals learn in testing, through conditioning. First they associate, imitate, and then reinforce. |
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Term
| Noam Chomsky's Inborn Universal Grammar Theory |
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Definition
| Suggests that the children have an inborn ability to pick up phonemes and morphemes in a logical way and then are able to place them together logically. (Disagreeing with Skinner) |
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Term
| Cognitive Scientists - Statistical Learning and Critical Periods |
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Definition
| Their tests have shown that before the age of 1, children are able to quickly pick up syllable usage of the language spoken to them, as well as patterns of speech. They believe that children come with a capacity to statistically analyze language and discern words and grammatical rules. |
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Term
| Is it more appropriate to say, "language determines thinking," or "language influences thinking?" |
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Definition
| "Language influences thinking," because of the way that language is set up. English has more words that are self-focused such as "anger," but in Japanese, there are more words for interpersonal emotions such as sympath. Because of this, the language that a person speaks will greatly influence the way they think. |
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Term
| Which area of the brain is associated with language production? |
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Definition
| Broca's Area is associated with language production, while Wernicke's Area is associated with understanding the sensory image of words. |
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Term
| An animal's ability to think is similar to a child of what age? |
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Definition
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Term
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Definition
| Stands for General Intelligence. Developed by Charles Spearman who believed that it was the underlying intelligence that influenced out every ability thus is measured by every task on an intelligence test. |
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Term
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Definition
| The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting. |
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Term
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Definition
| The extent to which a test measures or predicts what is supposed to |
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Term
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Definition
| The process of defining meaning ful scores relative to a pretested group. |
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Term
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Definition
| The average or expected level. Usually having to do with intelligence testing. |
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Term
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Definition
| There has been a global increase in average intelligence over the past 50 years. This means we have to restandardize our tests. |
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Term
| Aptitude tests vs Achievemental tests |
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Definition
| Aptitude tests are designed to predict a person's future performance; aptitude is the capacity to learn. An achievement test is designed to assess what a person has already learned. |
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Term
| Down Syndrome (and cause) |
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Definition
| Causes by an extra chromosome 21. It is a form of mental retardation and has associated physical disorders. |
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Term
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Definition
| When a test is meant for a certain culture group, thus making those outside of it score lower. |
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Term
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Definition
A self-confirming concern that one will be evaluated based on a negative stereotype. Aptitude tests will mirror what the test taken was led to believe. (Led to believe men outperform women on a test, women will not do as well). |
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Term
| The two sides of the debate regarding whether intelligence measures one ability or several. |
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Definition
One: Through factor analysis, scientists test clusters of test items that measure one ability. They have notices that one who scores well on one aspect of a test, generally scores well on the others. This is the basis of general intelligence. Multiple: More contemporary. Studies such as brain damage limiting one aspect of life but not another, or the different abilities that enabled our ancestors to cope with differnet environmental challenges. Also, the study of savant syndrome, which is a conditon in which a person otherwise limited in mental ability, has an exceptional specific skill, such as computation or drawing. |
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Term
| Who developed the 1st intelligence test? |
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Definition
| Alfred Binet in the early 1900's. his test measured the mental age of a child, theorizing that a child of 9 would have a mental age of 9 (on average). Those with lower mental ages would have a harder time in school, and the opposite for higher. This was later improved upon by Lewis Terman, who created the IQ scale. |
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Term
| Given a mental age and a chronological age, be able to calculte IQ. |
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Definition
| The IQ of someone is their mental age divided by their chronological age (age in years) and then multiplied by 100. |
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Term
| What is the norm for intelligence? For each part of the SAT? |
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Definition
| The norm on an intelligence test is a score of 100 (mental age = chronological age), but this has to be standardized often in order to keep up with the changing average. |
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Term
| In terms of an intelligence score, how would we define soneone as mentally retarted? Gifted? |
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Definition
| A score that would give the test -taker an IQ of 70 or less would qualify someone as being mentally retarded. This score alone does not designate them as much, they must also have trouble adapting to society and not be able to live on their own. Those who are considered "gifted" have an IQ of 130-140. And a "genius" is above 140. |
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Term
| What did The Bell Curve suggest was the reason for racial differences in IQ? Is that idea supported today? |
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Definition
Genes; IQ is heritable & correlated with poverty; minorities are more likely to be poor. Never took into account environment nor did it compare similar populations rather, it compared a broad sense. NOT supported today because of the cultural bias. |
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Term
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Definition
| The scientific study of how we think about, influence, and relate to one another. |
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Term
| Fundamental attribution error |
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Definition
| The tendency for observers, when analyzing another's behavior, to underestimate the impact of the situation and to overestimate the impact of personal dispositon. |
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Term
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Definition
| Adjusting one's behavior or thinking to coincide with a group standard. |
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Term
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Definition
| The tendency for people who have first agreed to a small request to comply later with a larger request. (Asking to go over ones house and then asking to stay the night which will get a positive response rather than just asking to stay the night right off.) |
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Term
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Definition
| The tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable. |
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Term
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Definition
| Stronger responses on simple or well-learned tasks in the presence of others. |
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Term
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Definition
| An unjustifiable (and usually negative) attitude toward a group and its members. Prejudice generally involves stereotyped beliefs, negative feelings, and a predisposition to discriminatory actions. |
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Term
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Definition
INGROUP - "Us" - people with whom one shares a common identity. OUTGROUP - "Them" - those perceived as different or apart from one's ingroup. |
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Term
| Out-group homogeneity bias |
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Definition
| People wil see members of their own group as more varied than members of another group. |
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Term
| Conditions that strengthen conformity |
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Definition
1. One is made to feel incompetent or insecure. 2. The group has at least three people. 3. The group is unanimous. 4. One admires the group's status and attractiveness. 5. One has made no prior commitment to any response. 6. Others in the group observe one's behavior. 7. One's culture strongly encourages respect for social standars. |
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Term
| Conditions that strengthen obedience |
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Definition
1. The person giving the orders was close at hand and was perceived to be a legitimate authority figure. 2. The authority figure was supported by a prestifious institution. 3. The victim was depersonalized or at a distance, even in another room. 4. There were no role models for defiance; that is, no other participants were seen disobeying the experimenter. |
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Term
| When does social facilitation enhance performance? Impair performance? |
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Definition
ENHANCE: When others observe us, we become aroused and this strengthens the most likely response - the correct one on an easy task. When the task is doen easily, we are motivated to do it harder, better, faster, or stronger. IMPAIR: When the task is hard or unlearned, we perform worse in the presence of others than if we are alone. |
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