Exam 2 Flashcards
(120 cards)
1
Q
Operant Conditioning
A
Consequence that encourages the action is a REINFORCER
Consequence that discourages the action is a PUNISHMENT
2
Q
Positive Consequence
A
Adds something
3
Q
negative consequence
A
takes away something
4
Q
Positive Reinforcement
A
something added to encourage behavior
5
Q
something is removed to discourage behavior
A
negative punishment
6
Q
something is removed to encourage behavior
A
negative reinforcement
7
Q
something is added to discourage behavior
A
positive punishment
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
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
10
Q
the belief that an individual has control over and is able to execute a behavior
A
self efficacy theory
11
Q
expectant outcome
A
believed consequences of behavior
12
Q
belief that intelligence is changeable
A
growth mindset
13
Q
knowledge is created as an individual derives meaning from their own experiences
A
constructive learning
14
Q
cognition develops while interacting with the physical environment with focus on stages
A
cognitive constructivism
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
16
Q
instinct (m)
A
unlearned behavior that occurs throughout a species
17
Q
drive (m)
A
an motivate state caused by a physiological need
18
Q
incentive (m)
A
environmental stimuli that encourages or discourages behavior
19
Q
role of arousal (m)
A
motivation -> arousal (alertness, anxiety, energy, fear) -> behavior
20
Q
flow (m)
A
a highly focused mental state that leads to maximum productivity
21
Q
hierarchy of needs (m)
A
cannot satisfy all needs at once so must prioritize to stay alive
22
Q
extrinsic motivation (m)
A
engaging in a behavior due to an external reward or punishment
23
Q
intrinsic motivation (m)
A
engaging in a behavior due to a personal reward or inherent satisfaction
24
Q
role learning theory (m)
A
motivation -> attention -> learning -> performance
25
depression (m)
lack of motivation becomes a major issue (failure to accomplish goals, low self esteem)
26
attention (definition, explanation, examples)
the concentration of awareness on some phenomenon to the exclusion of other stimuli
27
role of attention in learning, memory, executive function, and working memory (a)
working memory links attention, executive functions, and memory
28
four core elements of attention (a)
Mirsky model: shift, focus-execute, sustain, encode
29
shift
moving from one thing to another (core aspect of executive function)
30
focus-execute
focus: sustain attention while screening out distractors
execute: select important elements for optimal performance
31
sustain
maintain attention for a period of time
32
encode
registering information, manipulating it mentally, and organizing it for storage
33
executive function (a)
frontal lobe, set of processes involved in planning, directing attention, and impulse control
34
selective attention (a)
focusing on one stimulus over others occurring at the same time
35
inattentional blindness (a)
failure to notice unexpected stimuli, extends to tactile stimuli
36
task switching (a)
shifting attention between tasks or between elements of the same task
37
mind wandering (a)
thoughts do not remain focused on a task
38
priming (a)
presenting a cue or prompt to affect the reaction
39
subliminal (a)
overall inconsistent link between subliminal messaging and behavior
40
eye tracking (a)
researchers track eye gaze as a measurement of attention
particularly useful for those without language
atypical eye gaze is characteristic of neurodiversity
41
age (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
42
time of day (a)
5th grade: attention peaks in afternoon
10th grade: attention peaks in morning
adults at work: focus peaks mid-afternoon
43
trauma (a)
affects memory for negative words/imagery, difficulty focusing attention, increased divided attention
44
depression (a)
attentional bias toward negative stimuli, decreased reward response for positive stimuli
45
social anxiety (a)
those with high social anxiety look at faces longer and have faster heart rates
46
anxiety (a)
vigilance and maintenance hypotheses
47
vigilance (a)
those with anxiety detect and shift attention toward potential threat cues more easily
48
maintenance (a)
those with anxiety find it more difficult to shift attention away from threat cues
49
ASD (a)
40% of individuals with ASD have an ADHD diagnosis
50
learning (definition, explanation, examples)
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
behavioral theories of learning (l)
behavioral, cognitive, social-cognitive, information processing, and constructive
52
association (l)
linking two events together
53
classical conditioning (l)
associate stimuli to anticipate events, basic form of learning that allows organisms to adapt to their environment
54
unconditioned stimulus and response (l)
natural response to something (ex: dog's mouth salivating after smelling food)
55
conditioned stimulus and response (l)
learned response to something
56
extinction PTSD (l)
a learning process by which repeated presentation of the conditioned stimulus without the unconditioned stimulus reduces the expression of the conditioned response
57
operant conditioning (l)
associate a behavior with its consequence
58
shaping behavior (l)
reinforcing behavior or knowledge
59
antecedents and consequences (l)
antecedents are what happened before challenging behavior while consequences are what happens after challenging behavior
60
cognitive theories of learning (l)
change in knowledge due to building upon prior knowledge and the process of mental activity required to store new information
61
social-cognitive theory (l)
learning by watching and imitating other in the unique environment (modeling, imitation, etc)
62
observation (l)
watching behaviors and learning them
63
modeling (l)
an evidence based teaching practice for individuals with autism
64
imitation (l)
a key component of language development
65
person-environment interaction (l)
different people choose different environments, individual characteristics create unique situations, individual characteristics influence how we interpret and react to events
66
self-efficacy (l)
the belief that an individual has control over and is able to execute a behavior
67
expectant outcome (l)
believed consequences of behavior
68
growth mindset (l)
belief that intelligence is changeable
69
constructive learning (l)
knowledge is created as an individual derives meaning from their own experiences
70
Cognitive Constructivism (l)
cognition develops while interacting with the physical environment with focus on stages
71
schemas (l)
describes a pattern of thought or behavior that organizes categories of information
72
assimilation (l)
when we modify or change new information to fit into our schemas
73
accommodation (l)
the process by which people alter their existing schemas or create new schemas as a result of new learning
74
social constructivism (l)
cognition develops while interacting with the social environment
75
scaffolding (l)
guided support to enhance learning
76
zone of proximal development (l)
task too easy: boredom
task too hard: anxiety
77
information processing (l)
learning occurs when the brain receives, encodes, stores, and retrieves information
78
steps of learning (l)
receiving, storing, and encoding
79
effective learning techniques (l)
distributed practice and practice testing
80
memory (definition, explanation, examples)
information that us acquired, stored, and retrieved
81
steps of memory what to notice and hang on tosteps of memory (m)
acquisition, storage, retrieval
82
acquisition (m)
brain is constantly bombarded with information and needs to decide what to notice and hang on to
83
parallel processing (m)
simultaneous information analyzed and integrated by brain
84
encoding (m)
changing information to a form that is stored
85
organizing methods (m)
chunking, mnemonics, hierarchies
86
repeating methods (m)
self-testing, distributed practice
87
maximizing connectivity methods (m)
making meaning
88
implicit v explicit memory (m)
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
automatic v effortful processing (m)
automatic processing is through associations, unconscious abilities, space, time, etc
effortful processing takes place when learning a new skill (sports, etc)
90
working memory (m)
active processing of information that is both new or already learned
91
long-term memory (m)
second stage of encoding, brain-based process that is widely distributed
92
retrieval (m)
remembering, or bringing information out of storage
93
retrieval cues (m)
external cue (priming), context (encoding specificity), internal state (emotion), spatial cue (position)
94
role in depression and rumination (m)
repetitive focus on negative thoughts, choices, or memories
more stressful life events -> more rumination -> more severe depression
95
emotion (defintion, explanation, example)
a whole organism response that includes physiological arousal, expressive behavior, conscious experience
96
components of emotion
physiological arousal, behavior, conscious experience
97
why emotion matters
influences motivation, forms social networks, efficient way for genes to guide behavior and ensure survival
98
James-Lange theory (e)
arousal then emotion
99
Cannon-Bard Theory (e)
arousal and emotion at the same time
100
Schater-Singer Theory (e)
arousal and labeling of arousal based on environment must occur in order to experience emotion
101
Autonomic responses (e)
sympathetic nervous system arousal: fight or flight reaction
parasympathetic nervous system calms
102
facial feedback (e)
facial muscles actually send messages to the brain that result in us feeling an emotion
103
behavior feedback (e)
behavior, the way one acts, influences emotions (body language)
104
expression (e)
a behavior that communicates an emotional state or attitude
105
nonverbal cues (e)
Communication without words using techniques such as eye contact, body language, gestures, and physical closeness.
106
gender differences (e)
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
cultural differences (e)
nonverbal gestures may vary, facial language generally is the same, level of emotionality differs
108
emotion regulation (e)
individual ability to modify the physiological, behavioral, and conscious components of an emotion
109
personality (definition, explanation, examples)
an individuals unique characteristic pattern of thinking, feeling, and acting
110
thinking (p)
example: being an optimist vs a pessimist
111
feeling (p)
example: tending to get angry fast vs staying calm3
112
acting (p)
example: tending to keep a space neat vs messy
113
characteristics of a good theory (p)
replicated, parsimonious (able to explain a phenomena easily), precise, general, progress understanding of behavior
114
characteristics of a good assessment (p)
reliable and valid
115
psychodynamic theory and assessment (p
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
humanistic theory and assessment (p)
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
social-cognitive theory and assessment (p)
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
trait theory and assessment (p)
people have fundamental identifiable behavior patterns (met all requirements)
119
big five emotions (p)
personality is composed of various levels of five domains OCEAN/CANOE openness, conscientiousness, extraversion, agreeableness, neuroticism)
120
why the big five?
Somewhat stable, 40% heritable, and its in the brain
