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Pysch > Chapters 7 And 10 > Flashcards

Chapters 7 And 10 Flashcards

1
Q

Habituation

A

Ceases to respond to a stimulus after repeated presentations

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2
Q

Sensitization

A

Repeated presentations results in an amplification of a response

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3
Q

Unconditioned stimulus

A

Any stimulus that naturally elicits a behaviour

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4
Q

Unconditioned reponse

A

Response that is automatically produced

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5
Q

Conditioned stimulus

A

Elicits a conditioned response after being associated with an unconditional stimulus

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6
Q

Conditioned reponse

A

Elicited by a conditioned stimulus, occurs after the conditioned stimulus is associated with an unconditioned stimulus

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7
Q

Classical conditioning

A

Procedure by which a neural stimulus become a conditioned stimulus
Ivan Pavlov

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8
Q

Extinction

A

When you remove a conditioned response by repeating the conditioned stimulus until it eventually doesn’t work anymore. Like the dog if you continually ring the bell but don’t bring any food then eventually it will stop salivating

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9
Q

Spontaneous recoverery

A

Conditioned reponpse comes back

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10
Q

Higher ordering conditioning

A

Neural stimulus can become a conditioned stimulus
Ex. Relate positive things to birthday because we know we will hey gifts or negative things to names if said with a slang word
Can be related to prejudices

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11
Q

Stimulus generalization and discrimination

A

After a stimulus is conditioned stimulus for some response, other similar stimulus can produce a similar reaction
Say you train your dog to salvitate to a bar on a guitar but then you play one note higher

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12
Q

Counter conditioning

A

Process of pairing a conditioned stimulus with a stimulus that elicits a response incompatible with the unwanted response
You pair something good with something bad and gradually add the bad part and the bad part begins to not feel so bad

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13
Q

Operant conditioning

A

Process by which a reponse becomes more likely to occur or less so depending on its consequences

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14
Q

A response can be influenced by two types of consequences

A
  1. Reinforcement straightens the response or makes it more likely to occur
    Dog below the table wanting food if you give it food it will come back wanting more
  2. Punishment weakens the response or makes it less likely to recur
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15
Q

Primary reinforcers

A

Statist biological needs

Example is food

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16
Q

Secondary reinforcers

A

Acquired reinforcing properties through association with other reinforcers
Ex is applause or a gold star when you do something good

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17
Q

Secondary punishers

A

Criticism or scolding fines

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18
Q

Positive reinforcement

A

Pleasant consequence makes a response more likely

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19
Q

Negative reinforcement

A

Removal of something unpleasant

Someone keeps nagging you to study but stops when you do study so you study more to avoid nagging

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20
Q

Punishment vs reinforcemt

A

Punishment either negative or positive decreases the likelihood of a reponse
Reinforcement positive or negative increases the likelihood of a reponse

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21
Q

Continuous reinforcement

A

A reinforcement schedule in which a particular response is always reinforced

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22
Q

Learning performance distinction

A

Difference between what has been learned and what is expressed in overt behaviour

23
Q

Cons of punishment

A
  1. People often administer punishments inappropriately
  2. The recipent of punishment usually responds with fear anxiety or rage
  3. The effectiveness of punishment is usually temporary and depends on the prescence of the punisher
  4. Most misbehaviour is hard to punish immediately
  5. Punishment conveys little information.
  6. An action intended to punish may be reinforcing because it brings attention
24
Q

Types of memory explicit and implicit

A

Explicit is the conscious effort to recover info

Implicit is the availability of info through memory with conscious effort

25
Q

Procedural and declarative

A

Procedural is knowing how. Memories for performance of skills
Declarative is memories of facts rules and stuff knowing that

26
Q

Three box model of memory

A

Sensory short term and long term

27
Q

Sensory register

A

Momentarily preserves extremely accurte images of sensory info

28
Q

Short term memory

A

Involves preservation of very recent experiences

Limited capacity of 7 plus or minus 2

29
Q

Short term memory strategies

A

Rehearsal: involves repeating info
Chunking: grouping things together on the basis of some other recognizable principle

30
Q

Phonological loop

A

Working memory

Holds auditory info

31
Q

Visuospatial sketch pad

A

Working memory

Stores visual info

32
Q

Long term memory

A

Unlimited capacity

Stores major events

33
Q

Schemas

A

Clusters of knowledge

34
Q

Prototypes

A

Representation of average number of category

35
Q

Exemplars

A

Categorization based on comparison to examples in memory

36
Q

Episodic memories

A

Memories for things you have personally experienced

37
Q

Semantic memories

A

Things you do like brushing your teeth

38
Q

Recall

A

Like answering a short answer or test of fill in the blank

39
Q

Recognition

A

Like answering multiple choice answer already there

40
Q

Primary effect

A

Improved rememberance for items at the start of the list

41
Q

Recently effect

A

Improved memory for items at the end of the list

42
Q

Structural encoding

A

Paying attention to the structural properties of words

43
Q

Phonological encoding

A

Paying attention to the sound qualities of words

44
Q

Semantic encoding

A

Paying attention to the meaning of words

45
Q

Priming

A

First experience of something makes it easier to be recalled later

46
Q

Proactive interference

A

Info you acquired in past makes it harder to acquire new info

47
Q

Retroactive interference

A

Acquisition of new info makes it harder to remember old info

48
Q

Mnemonics

A

Devices that encore a long series of facts

49
Q

Levelling

A

Simplifying the story

50
Q

Sharpening

A

Highlighting and overemphasizing certain details

51
Q

Assimilating

A

Changing details to better fit the participants own background or knowledge

52
Q

Confabulation

A

Belief that something happened to you when it never did

53
Q

Under what conditions are children more suggestible?

A

Being very young
When interviewers expectations are very clear
When other children’s memories for events are accessible

Pysch (4 decks)

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