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PSY 101 > Exam 2 > Flashcards

Exam 2 Flashcards

(71 cards)

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1
Q

Habituation

A

You don’t notice constant things

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2
Q

Dishabituation

A

You notice when a constant changes

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3
Q

Stimulus

A

Part of the environment

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4
Q

Response

A

Part of the learning organism

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5
Q

CC: Unconditioned Stimulus

A

A stimulus that elicits a response before learning

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6
Q

CC: Unconditioned response

A

A response elicited by the US before learning

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7
Q

CC: Conditioned stimulus

A

Initially neutral but elicits a response after learning. Learning involves repeated pairing of CS and US; organism learns that the CS predicts the US

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8
Q

CC: Conditioned response

A

Response elicited by the CS after learning; may resemble UR

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9
Q

CC: Stimulus generalization

A

Stimulus has shared features to CS, will elicit a similar response (at least to some degree)

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10
Q

IC: Reinforcer

A

Stimulus used in shaping

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11
Q

IC: Shaping

A

Reinforcing behaviors that are more and more like the desired response

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12
Q

Iconic memory

A

Another name for visual sensory memory

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13
Q

Visual sensory memory characteristics

A 
Holds 1 item per spatial location
Contents are unidentified (you can encode one item at a time)
Contents decay quickly
Subitizing
Represented in occipital lobe
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14
Q

Subitizing

A

We can encode the number of items in iconic memory, up to about 4 or 5, without actually counting

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15
Q

Masking

A

Presenting an item at a location in visual sensory memory overwrites the previous one at that location

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16
Q

Working memory

A

Contents of our conscious awareness

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17
Q

Working memory characteristics

A

Verbal and visual components
Duration is a few seconds, but this can be delayed with rehearsal
Capacity is limited
Primacy
Recency
Chunking
Verbal rehearsal involves Brocas’s and Wernicke’s areas

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18
Q

Working memory capacity estimates

A

7 +- 2 chunks
Or
As many items as you can rehearse in 2 seconds

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19
Q

Primacy

A

Early items get more rehearsal

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20
Q

Maintenance rehearsal

A

Say item repeatedly

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21
Q

Elaborating rehearsal

A

Connect item to existing knowledge

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22
Q

Recency

A

Late items are active because you just encoded them; left alone, they decay

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23
Q

Chunking

A

Packing several items into groups.

Large working memory in domain of expertise

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24
Q

LTM: Shallow processing

A

About the sound

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25
LTM: Deep processing
About the meaning; leads to better memory at test
26
Retrieval path
Connecting new material to existing knowledge. Encoded through deep processing
27
LTM: Explicit memory
Stuff you can talk about Includes episodic and semantic memory
28
LTM: Implicit memory
Revealed by indirect tests Includes procedural, priming, perceptual, and classical conditioning
29
Episodic memory
Can be incidental (what you ate) or intentional (words to memorize in a list)
30
Semantic memory
Started as episodic but no longer have context. Things like your name, the first President
31
Procedural
Knowing how something works/how to do something
32
Priming
Changes in perception and belief caused by precious experience
33
Perceptual learning
Recalibration of perceptual systems as a result of experience
34
Word-stem completion
A method of measuring priming; show the start of a word, participant completes it
35
Repetition priming
Memory rank-orders words in terms of the recency and frequency of encountering them
36
Autobiographical memory
Memory for life experience
37
Caudate nucleus
Involved in skill learning and OCD; repetitive behavior. Larger in people with superior autobiographical memory
38
DRM procedue
Theme helps recall target words of list, but the theme word may intrude
39
Reality monitoring
Monitoring whether an event really happened
40
Decision making
Making a choice of some kind; happens all the time, at many levels
41
Mental processes that influence choices
Heuristics Biases Emotion Reasoning about probabilities
42
Heuristics
Rules of thumb
43
Anchoring and adjustment
Anchor- a number in the scenario | Adjustment- a change to the anchor in what seems like the correct direction
44
Availability heuristic
Estimating frequency based on how easy it is to think of examples or scenarios
45
Representativeness heuristic
We categorize people and things automatically
46
Confirmation bias
Giving excess weight to evidence that is consistent with your beliefs
47
Syntax
Rules that govern how words are assembled into sentences. Represented in Broca’s area
48
Semantics
The meaning of words and sentences. Represented in Wernicke’s area
49
Fluent aphasia
Aphasia in Wernicke’s area, speech is fluent but makes little sense
50
Garden path sentence
A missing comma causes a split; parser runs into a dead end and has to backtrack
51
Characteristics of human language
Communicative, arbitrary, dynamic, has rules, generative
52
Homeostasis
Stability in body state through self-regulation, involves set points
53
Drive state
Internal tension due to a deviation from homeostasis
54
Concordance rate
The probability that one member of a twin pair has a characteristic, given that the other does
55
Development
Large changes across the lifespan
56
Critical period for language learning
Childhood to age 12-15
57
Habituation procedures
A way of measuring infant mental processes. Infants are shown a stimulus until they are habituated, then the stimulus is manipulated and the researchers see if the infants are dishabituated
58
Gaze duration
Length of looking time; way to measure infant surprise
59
Theory of mind
Understanding that other people have minds of their own
60
Spontaneous recovery
The reappearance of an extinguished response after a period in which no further conditioning trials have been presented
61
Anterograde amnesia
The inability to form new memories; what patient HM suffered from
62
Levels of language
1. Phonemes 2. Morpheme 3. Word 4. Phrase 5. Sentence
63
Phonemes
Smallest significant unit of sound in language
64
Morpheme
Smallest significant unit of meaning in a word
65
Superordinates
Concepts that are more abstract or inclusive than basic-level concepts (ex. animal, food, utensil)
66
Subordinates
Concepts that are less abstract or more particular than basic-level concepts (ex. poodle, soup, spoon)
67
Piaget’s Theory of Development
1. Sensorimotor (birth-2 years) 2. Preoperational (2-7 years) 3. Concrete operational (7-12 years) 4. Formal operational (12 and up)
68
Sensorimotor
Differentiates self from objects | Achieves object permanence
69
Preoperational
Learns to use language to represent objects with images and words Classifies objects by a single feature
70
Concrete operational
Can think logically about concrete objects | Achieves conservation of number, mass, and weight
71
Formal operational
Can think logically about abstract propositions | Becomes concerned with the possible as well as the real

PSY 101 (2 decks)

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