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General Psych > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Operant Conditioning

A

Consequence that encourages the action is a REINFORCER
Consequence that discourages the action is a PUNISHMENT

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2
Q

Positive Consequence

A

Adds something

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3
Q

negative consequence

A

takes away something

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4
Q

Positive Reinforcement

A

something added to encourage behavior

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5
Q

something is removed to discourage behavior

A

negative punishment

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6
Q

something is removed to encourage behavior

A

negative reinforcement

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7
Q

something is added to discourage behavior

A

positive punishment

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8
Q

change in knowledge due to building
upon prior knowledge and the process of
mental activity required to store new
information

A

cognitive learning

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9
Q

social-cognitive theory

A

learning by watching & imitating others in the unique

through modeling, imitation, social cognition, development, and language

learning via person-environment interaction

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10
Q

the belief that an individual has control over and is able to execute a behavior

A

self efficacy theory

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11
Q

expectant outcome

A

believed consequences of behavior

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12
Q

belief that intelligence is changeable

A

growth mindset

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13
Q

knowledge is created as an individual derives meaning from their own experiences

A

constructive learning

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14
Q

cognition develops while interacting with the physical environment with focus on stages

A

cognitive constructivism

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15
Q

motivation (definition, explanation, examples)

A

need or desire that energizes and directs behavior, it maintains physiological homeostasis, allows for learning and development, arousal can increase focus/survival

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16
Q

instinct (m)

A

unlearned behavior that occurs throughout a species

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17
Q

drive (m)

A

an motivate state caused by a physiological need

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18
Q

incentive (m)

A

environmental stimuli that encourages or discourages behavior

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19
Q

role of arousal (m)

A

motivation -> arousal (alertness, anxiety, energy, fear) -> behavior

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20
Q

flow (m)

A

a highly focused mental state that leads to maximum productivity

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21
Q

hierarchy of needs (m)

A

cannot satisfy all needs at once so must prioritize to stay alive

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22
Q

extrinsic motivation (m)

A

engaging in a behavior due to an external reward or punishment

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23
Q

intrinsic motivation (m)

A

engaging in a behavior due to a personal reward or inherent satisfaction

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24
Q

role learning theory (m)

A

motivation -> attention -> learning -> performance

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25
Q

depression (m)

A

lack of motivation becomes a major issue (failure to accomplish goals, low self esteem)

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26
Q

attention (definition, explanation, examples)

A

the concentration of awareness on some phenomenon to the exclusion of other stimuli

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27
Q

role of attention in learning, memory, executive function, and working memory (a)

A

working memory links attention, executive functions, and memory

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28
Q

four core elements of attention (a)

A

Mirsky model: shift, focus-execute, sustain, encode

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29
Q

shift

A

moving from one thing to another (core aspect of executive function)

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30
Q

focus-execute

A

focus: sustain attention while screening out distractors
execute: select important elements for optimal performance

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31
Q

sustain

A

maintain attention for a period of time

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32
Q

encode

A

registering information, manipulating it mentally, and organizing it for storage

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33
Q

executive function (a)

A

frontal lobe, set of processes involved in planning, directing attention, and impulse control

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34
Q

selective attention (a)

A

focusing on one stimulus over others occurring at the same time

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35
Q

inattentional blindness (a)

A

failure to notice unexpected stimuli, extends to tactile stimuli

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36
Q

task switching (a)

A

shifting attention between tasks or between elements of the same task

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37
Q

mind wandering (a)

A

thoughts do not remain focused on a task

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38
Q

priming (a)

A

presenting a cue or prompt to affect the reaction

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39
Q

subliminal (a)

A

overall inconsistent link between subliminal messaging and behavior

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40
Q

eye tracking (a)

A

researchers track eye gaze as a measurement of attention
particularly useful for those without language
atypical eye gaze is characteristic of neurodiversity

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41
Q

age (a)

A

preschool age (3-5) attention average of 5 minutes
(5-16) sustained attention improves
(16-45) college students: exact duration unclear but one study states that they retain 40% of info
sustained attention then plateaus
(45-60) small declines in sustained attention
(60+) sharper declines in sustained attention

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42
Q

time of day (a)

A

5th grade: attention peaks in afternoon
10th grade: attention peaks in morning
adults at work: focus peaks mid-afternoon

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43
Q

trauma (a)

A

affects memory for negative words/imagery, difficulty focusing attention, increased divided attention

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44
Q

depression (a)

A

attentional bias toward negative stimuli, decreased reward response for positive stimuli

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45
Q

social anxiety (a)

A

those with high social anxiety look at faces longer and have faster heart rates

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46
Q

anxiety (a)

A

vigilance and maintenance hypotheses

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47
Q

vigilance (a)

A

those with anxiety detect and shift attention toward potential threat cues more easily

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48
Q

maintenance (a)

A

those with anxiety find it more difficult to shift attention away from threat cues

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49
Q

ASD (a)

A

40% of individuals with ASD have an ADHD diagnosis

50
Q

learning (definition, explanation, examples)

A

gaining knowledge or developing new behaviors through experience or study, changes the brain (the way neural networks function, brain structure and organization, how the brain functions)

51
Q

behavioral theories of learning (l)

A

behavioral, cognitive, social-cognitive, information processing, and constructive

52
Q

association (l)

A

linking two events together

53
Q

classical conditioning (l)

A

associate stimuli to anticipate events, basic form of learning that allows organisms to adapt to their environment

54
Q

unconditioned stimulus and response (l)

A

natural response to something (ex: dog’s mouth salivating after smelling food)

55
Q

conditioned stimulus and response (l)

A

learned response to something

56
Q

extinction PTSD (l)

A

a learning process by which repeated presentation of the conditioned stimulus without the unconditioned stimulus reduces the expression of the conditioned response

57
Q

operant conditioning (l)

A

associate a behavior with its consequence

58
Q

shaping behavior (l)

A

reinforcing behavior or knowledge

59
Q

antecedents and consequences (l)

A

antecedents are what happened before challenging behavior while consequences are what happens after challenging behavior

60
Q

cognitive theories of learning (l)

A

change in knowledge due to building upon prior knowledge and the process of mental activity required to store new information

61
Q

social-cognitive theory (l)

A

learning by watching and imitating other in the unique environment (modeling, imitation, etc)

62
Q

observation (l)

A

watching behaviors and learning them

63
Q

modeling (l)

A

an evidence based teaching practice for individuals with autism

64
Q

imitation (l)

A

a key component of language development

65
Q

person-environment interaction (l)

A

different people choose different environments, individual characteristics create unique situations, individual characteristics influence how we interpret and react to events

66
Q

self-efficacy (l)

A

the belief that an individual has control over and is able to execute a behavior

67
Q

expectant outcome (l)

A

believed consequences of behavior

68
Q

growth mindset (l)

A

belief that intelligence is changeable

69
Q

constructive learning (l)

A

knowledge is created as an individual derives meaning from their own experiences

70
Q

Cognitive Constructivism (l)

A

cognition develops while interacting with the physical environment with focus on stages

71
Q

schemas (l)

A

describes a pattern of thought or behavior that organizes categories of information

72
Q

assimilation (l)

A

when we modify or change new information to fit into our schemas

73
Q

accommodation (l)

A

the process by which people alter their existing schemas or create new schemas as a result of new learning

74
Q

social constructivism (l)

A

cognition develops while interacting with the social environment

75
Q

scaffolding (l)

A

guided support to enhance learning

76
Q

zone of proximal development (l)

A

task too easy: boredom
task too hard: anxiety

77
Q

information processing (l)

A

learning occurs when the brain receives, encodes, stores, and retrieves information

78
Q

steps of learning (l)

A

receiving, storing, and encoding

79
Q

effective learning techniques (l)

A

distributed practice and practice testing

80
Q

memory (definition, explanation, examples)

A

information that us acquired, stored, and retrieved

81
Q

steps of memory what to notice and hang on tosteps of memory (m)

A

acquisition, storage, retrieval

82
Q

acquisition (m)

A

brain is constantly bombarded with information and needs to decide what to notice and hang on to

83
Q

parallel processing (m)

A

simultaneous information analyzed and integrated by brain

84
Q

encoding (m)

A

changing information to a form that is stored

85
Q

organizing methods (m)

A

chunking, mnemonics, hierarchies

86
Q

repeating methods (m)

A

self-testing, distributed practice

87
Q

maximizing connectivity methods (m)

A

making meaning

88
Q

implicit v explicit memory (m)

A

implicit memories are ones we are not aware of, they are created by automatic processing. explicit memories which we are aware of and are created by effortful processing

89
Q

automatic v effortful processing (m)

A

automatic processing is through associations, unconscious abilities, space, time, etc
effortful processing takes place when learning a new skill (sports, etc)

90
Q

working memory (m)

A

active processing of information that is both new or already learned

91
Q

long-term memory (m)

A

second stage of encoding, brain-based process that is widely distributed

92
Q

retrieval (m)

A

remembering, or bringing information out of storage

93
Q

retrieval cues (m)

A

external cue (priming), context (encoding specificity), internal state (emotion), spatial cue (position)

94
Q

role in depression and rumination (m)

A

repetitive focus on negative thoughts, choices, or memories
more stressful life events -> more rumination -> more severe depression

95
Q

emotion (defintion, explanation, example)

A

a whole organism response that includes physiological arousal, expressive behavior, conscious experience

96
Q

components of emotion

A

physiological arousal, behavior, conscious experience

97
Q

why emotion matters

A

influences motivation, forms social networks, efficient way for genes to guide behavior and ensure survival

98
Q

James-Lange theory (e)

A

arousal then emotion

99
Q

Cannon-Bard Theory (e)

A

arousal and emotion at the same time

100
Q

Schater-Singer Theory (e)

A

arousal and labeling of arousal based on environment must occur in order to experience emotion

101
Q

Autonomic responses (e)

A

sympathetic nervous system arousal: fight or flight reaction
parasympathetic nervous system calms

102
Q

facial feedback (e)

A

facial muscles actually send messages to the brain that result in us feeling an emotion

103
Q

behavior feedback (e)

A

behavior, the way one acts, influences emotions (body language)

104
Q

expression (e)

A

a behavior that communicates an emotional state or attitude

105
Q

nonverbal cues (e)

A

Communication without words using techniques such as eye contact, body language, gestures, and physical closeness.

106
Q

gender differences (e)

A

women are better at reading emotional cues, more open to feelings, more likely to express and identify as having empathy, and have stronger brain response to emotional events

107
Q

cultural differences (e)

A

nonverbal gestures may vary, facial language generally is the same, level of emotionality differs

108
Q

emotion regulation (e)

A

individual ability to modify the physiological, behavioral, and conscious components of an emotion

109
Q

personality (definition, explanation, examples)

A

an individuals unique characteristic pattern of thinking, feeling, and acting

110
Q

thinking (p)

A

example: being an optimist vs a pessimist

111
Q

feeling (p)

A

example: tending to get angry fast vs staying calm3

112
Q

acting (p)

A

example: tending to keep a space neat vs messy

113
Q

characteristics of a good theory (p)

A

replicated, parsimonious (able to explain a phenomena easily), precise, general, progress understanding of behavior

114
Q

characteristics of a good assessment (p)

A

reliable and valid

115
Q

psychodynamic theory and assessment (p

A

personality is resolving conflict of biological urges and internalized social controls. (was general and progressed understanding of behavior, and was reliable… did not meet other requirements)

116
Q

humanistic theory and assessment (p)

A

personality is ones own self concept, strive for personal self concept that is positive. (was parsimonious and progressed understanding of behavior… did not meet other requirements)

117
Q

social-cognitive theory and assessment (p)

A

personality is result of reciprocal relationship between an individual and their situation (was replicated, parsimonious, and progressed understanding of behavior… did not meet other requirements)

118
Q

trait theory and assessment (p)

A

people have fundamental identifiable behavior patterns (met all requirements)

119
Q

big five emotions (p)

A

personality is composed of various levels of five domains OCEAN/CANOE openness, conscientiousness, extraversion, agreeableness, neuroticism)

120
Q

why the big five?

A

Somewhat stable, 40% heritable, and its in the brain

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