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Psychology 101 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Classical Conditioning

A

learning based on reflexes

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2
Q

Operant Conditioning

A

learning based on consequences

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3
Q

Observational Learning

A

learning by watching others

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4
Q

ABC’s of Learning

A

Antecedent: what comes before
Behavior: that is being learned
Consequences: a lot of what we do depends on being rewarded/disciplined

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5
Q

Pavlov’s Dogs

A

Was studying the amount dogs salivated while eating but then discovered that he could train the dogs to salivate on command

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6
Q

U.S.

A

Unconditioned Stimulus

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7
Q

U.R.

A

Unconditioned Response

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8
Q

C.S.

A

Conditioned Stimulus

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9
Q

C.R.

A

Conditioned Response

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10
Q

N.S.

A

Neutral Stimulus

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11
Q

Steps/Process of Classical Conditioning

A 
US --> UR
(food --> salivation)
NS + US --> UR
(bell + food --> salivation)
**after repeated pairings, NS becomes CS**
CS --> CR
(bell --> salivation)
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12
Q

Taste Aversion

A

a classically conditioned avoidance of a certain food

gets food poisoning from Qdoba, refuses to eat Qdoba again

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13
Q

Extinction

A

The diminishing of a conditioned response

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14
Q

What Retarded Extinction?

A

The avoidance of the conditioned response to something

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15
Q

Spontaneous Recovery

A

The reappearance, after a pause, of an extinguished conditioned response

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16
Q

Generalization

A

the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses

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17
Q

Discrimination

A

Being able to recognize differences between a conditioned stimulus and another stimuli

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18
Q

Thorndike’s Law of Effect

A

The idea that if you do a behavior and good things happen then you’ll be more likely to repeat that behavior

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19
Q

Reinforcement

A

(ADD) any stimulus or event that strengthens the behavior it follows or increases the frequency of the behavior it follows

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20
Q

Punishment

A

(SUBSTRACT) any stimulus or even that weakens the behavior it follows or decreases the frequency of the behavior it follows

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21
Q

Positive Reinforcement

A 
Increasing behaviors by presenting a positive stimulus, such as food... strengthens the response
ex.) more you talk in class the more money you get
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22
Q

Negative Reinforcement

A

Increasing behaviors by stopping or reducing negative stimulus.
Ex.) Having a headache, taking Advil, getting rid of headache

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23
Q

Positive Punishment

A

adding a bad stimulus which decreases behavior

ex.) spanking your kids when they are naughty

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24
Q

Negative Punishment

A

taking away a good stimulus which decreases behavior

ex.) taking away phone when kids misbehave

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25
Q

Observational Learning

A

learning by observing others

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26
Q

Modeling

A

the process of observing and imitating a specific behavior

27
Q

Bandora’s Bobo Doll Experiment

A

children’s actions directly imitate the adults

28
Q

Memory

A

the persistence of learning over time through the storage and retrieval of information

29
Q

Encoding

A

the processing o information into the memory system

ex.) extracting meaning

30
Q

Storage

A

the retention of encoded information over time

31
Q

Retrieval

A

the process of getting information out of memory storage

32
Q

Flashbulb Memory

A

a clear memory of an emotionally significant moment or event

33
Q

Three Stages of Information Processing View of Memory

A
  • sensory memory
  • short-term memory
  • long-term memory
34
Q

Sensory Memory

A

First recorded ‘to be remembered’ information
All stimuli from senses go here
fairly large storage capacity
very brief retention
information stored VERICIALLY (exactly how it happened)

35
Q

Short-Term Memory

A

where info is actively worked on
limited capacity (7+/-2)
duration of information is brief (18 seconds)

36
Q

Long-Term Memory

A

organizes and stores info
unlimited capacity
info should be able to be held here forever

37
Q

Automatic Processing

A

unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information such as word meanings

38
Q

Effortful Processing

A

encoding that requires attention and conscious effort (rehearsal)

39
Q

Serial Position Effect

A

our tendency to recall best the last and first items in a list

40
Q

Primacy Effect

A

High performance at first

41
Q

Recency Effect

A

High performance at the end

42
Q

Spacing Effect

A

The tendency for distributed study or practice to yield better log-term retention than is achieved through cramming

43
Q

Testing Effect

A

testing is a powerful mean of improving learning, not just assessing it. Speed study and self-assessment beat cramming

44
Q

Chunking

A

organizing items uno familiar, manageable units, often occurs automatically

45
Q

What does chunking do?

A

increases capacity of short-term memory

46
Q

Maintenance Rehearsal

A

repeating something over and over again

47
Q

What does maintenance rehearsal do?

A

increases the duration of short term memory, without rehearsal information and memory fade and decay quickly

48
Q

Elaborative Rehearsal

A

a type of memory rehearsal that is useful in transferring information into long term memory. This type of rehearsal is effective because it involves thinking about the meaning of the information and connecting it to other information already stored in the memory

49
Q

Mnemonics

A

memory aids, especially those techniques that use video imagery and organized devices
ex:) ROY G BIV

50
Q

Recall

A

a measure of memory in which the person most receive information learned earlier, as on a fill-in-the-blank test
ex:) name the 7 dwarfs

51
Q

Recognition

A

a measure of memory in which the person needs only to identify items preciously learned, as on a multiple choice test
ex:) recognized wrong or right

52
Q

Context Effects

A

putting yourself back in the context of where you experienced something

53
Q

Memories and Mood Congruent

A

because our mood states provide an example of memory’s state dependence, emotions that accompany good or bad events become retrieval cues

54
Q

Retrieval Cues

A

anchor points you can use to access the target information when you want to retrieve it later
ex) tastes, smells, sights

55
Q

Reasons for Forgetting

A
  • encoding failure(think that you know it but never got to LTM)
  • storage decay(inför becomes faded and unclear)
  • retrieval failure(can’t pull info back up)
56
Q

Loftus Experiments on Memory Construction

A

Participants saw video of a car wreck and then were asked about what they saw during the accident… their answers changed based on how the question was asked

57
Q

Ways to Improve Memory

A

study repeatedly, make the material meaningful, activate retrieval cues, mnemonic devices, animal interferences, sleep more, test your knowledge

58
Q

Cognition

A

mental activities associated with thinking, knowledge, remembering and communicating

59
Q

Three Ways to Solve Problems

A
  • trial and error
  • algorithm (formula) gets you the write answer but takes longer to solve
  • Heuristics (rule of thumb) gets you the answer quicker but not always right
60
Q

Availability Heuristic

A

shortcut idea that whatever come to mind easier means that it happens more often
ex:) plane crashes, abductions

61
Q

Representative Heuristic

A

making decisions based on how representative that event is (what looks more prototypical)
ex:) numbers on a lottery ticket

62
Q

Barriers to Accurately Solving Problems and Making Decisions

A
  • Overconfidence (better than we think we are)
  • Belief Perseverance (stuck to our beliefs)
  • Confirmation Bias (have to find confirmation in our beliefs)
  • Fixation (unable to see from other perspectives)
  • Functional Fixedness (only see objects for what they are originally used for)
63
Q

Intuition

A

an effortless, immediate, automatic feeling or thought, as contracted with explicit, conscious reasoning

64
Q

Why is intuition powerful and how can it be dangerous?

A

it enables us to react quickly and usually adaptively, but we can overfill and under think when judging risks

Psychology 101 (4 decks)

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