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General Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Emotional map

A

dimensions
valence - how positive or negative the experience is
arousal - how active or passive the experience is

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2
Q

Emotion

A

positive or negative experience associated with a particular pattern of physiological activity

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3
Q

James-Lange theory of emotion

A

a stimulus triggers activity in the body, which produces an emotional experience in the mind
emotional experiences are consequences and not the cause of our body’s reactions to events in the world
stimulus activates ANS, which becomes a subjective experience

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4
Q

4 problems with James-Lange theory of emotion

A

emotional experiences happen more rapidly than bodily responses
people are not always aware of their bodily responses
all sorts of unemotional events can cause the body to respond
there are fewer unique physiological patterns of bodily activity than there are unique emotional experiences

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5
Q

Cannon-Bard theory of emotion

A

a stimulus simultaneously triggers activity in the body and emotional experience in the mind
stimulus activates ANS and leads directly to subjective experience

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6
Q

Two factor theory of emotion

A

stimulus triggers a general state of arousal in the body, which the mind then interprets a specific emotion
people have just one bodily reaction to all emotional stimuli, but they interpret that reaction differently on different occasions (this causes different emotions)

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7
Q

Appraisal

A

evaluation of the motion relevant aspects of a stimulus
amygdala, decides whether a stimulus is a threat or not
fast and slow pathways

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8
Q

Emotion regulation

A

strategies people use to influence their own emotional experience

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9
Q

Reappraisal

A

changing how you feel about something by changing how you think about it

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10
Q

Emotional expression

A

sign of emotion

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11
Q

Universality hypothesis

A

emotional expressions have the same meaning for everyone

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12
Q

Facial feedback hypothesis

A

specific emotional expressions can cause the emotional experiences they represent
making a mad face can make you angry

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13
Q

Display rule

A

a norm for the appropriate expression of emotion

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14
Q

Motivation

A

psychological cause of an action

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15
Q

Hedonic principle

A

people are motivated to experience pleasure and avoid pain

instincts and drives

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16
Q

Drive

A

internal states caused by physiological needs

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17
Q

Drive reduction theory

A

organisms are motivated to reduce their drives

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18
Q

Binge eating disorder (BED)

A

recurrent and uncontrolled episodes of consuming a large number of calories in a short time

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19
Q

Bulimia nervose

A

binge eating followed by compensatory behavior

eating then throwing up

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20
Q

Anorexia nervosa

A

intense fear of being overweight and a severe restriction of food

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21
Q

Metabolism

A

rate at which energy is used by the body

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22
Q

Intrinsic motivation

A

motivation to take actions that are themselves rewarding

don’t have a payoff because they are a payoff

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23
Q

Extrinsic motivation

A

motivation to take actions that lead to reward

work hard for money to pay for rent

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24
Q

Rewards can

A

undermine intrinsic motivation

change intrinsic motivation to extrinsic motivation

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25
Q

Conscious motivations

A

motivations people are aware of

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26
Q

Unconscious motivations

A

motivations people are not aware of

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27
Q

Need for achievement

A

motivation to solve worthwhile problems

unconscious

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28
Q

Easy actions

A

we are aware of general motivations

* ex. be helpful

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29
Q

Difficult actions

A

we are aware of specific motivations

* ex. getting lightbulb threads aligned

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30
Q

Approach motivation

A

motivation to experience positive outcomes

something positive you’re attracted to

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31
Q

Avoidance motivation

A

motivation to avoid experiencing negative outcomes

something negative you stay away from

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32
Q

Loss aversion

A

tendency to care more about avoiding losses than about achieving equal-size gains

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33
Q

Terror management theory

A

how people respond to knowledge of they own mortality

suggests people develop a cultural worldview (set of beliefs about what is good/right/true)

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34
Q

Learning

A

involves the acquisition from experience, of new knowledge, skills, or responses that results in a relatively permanent change in the state of the learner
based on experience, learning produces change in the organism, and these changes are permanent

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35
Q

Habituation

A

repeated or prolonged exposure to a stimulus results in a gradual reduction in responding

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36
Q

Sensitization

A

presentation of a stimulus leads to an increased response to a later stimulus

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37
Q

Classical conditioning

A

occurs when a neutral stimulus produces a response after being paired with a stimulus that naturally produces a response

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38
Q

Unconditioned stimulus (US)

A

something that reliably produces a naturally occurring reaction in an organism
* ex: presentation of food
produces automatic, reflexive reaction

39
Q

Unconditioned response (UR)

A

a reflexive reaction that is reliably produced an unconditioned stimulus
* ex: dogs’ salivation
automatic response

40
Q

Conditioned stimulus (CS)

A

reaction that resembles in an organism after being paired with a US
* ex: ringing a bell
neutral stimulus doesn’t naturally produce any response

41
Q

Conditioned response (CR)

A

reaction that resembles an unconditional response but is produced by a conditioned stimulus
* ex: dogs’ salivation
learned response to neutral stimulus

42
Q

Second-order conditioning

A

type of learning where a CS is paired with a stimulus that became associated with the US in an easier procedure (happens after conditioning has been established)
another CS is presented

43
Q

Acquisition

A

phase of classical conditioning when the CS and US are presented together
starts low, rises rapidly, then slowly tapers off
learning the relationship between CS and US (repetition)

44
Q

Extinction

A

gradual elimination of a learned response that occurs when the CS is repeatedly presented without the US
loss of relationship between CS and US

45
Q

Spontaneous recovery

A

tendency of a learned behavior to recover from extinction after a rest period
relationship wasn’t really lost

46
Q

Generalization

A

CR is observed, even though the CS is slightly different from the CS used during acquisition
conditioning generalizes to stimuli that are similar to the CS using during the original training

47
Q

Discrimination

A

capacity to distinguish between similar but distinct stimuli
the more an organism shows either generalization or discrimination, they show less of the other; training can modify the balance between the two

48
Q

Classical conditioning might be

A

a primitive process

49
Q

Amygdala (known as the central nucleus) is also critical for

A

emotional conditioning

50
Q

Classical conditioning is also used for evolutionary aspects

A

biological preparedness - propensity for learning particular kinds of associations over others

51
Q

Operant conditioning

A

type of learning where the consequences of an organism’s behavior determines whether it will repeat that behavior in the future
reinforcements and punishments

52
Q

Instrumental behaviors

A

behavior required an organism to do something, solve a problem

53
Q

Law of effect

A

behaviors are followed by something good tend to be repeated, and those that produce something unpleasant are less likely to be repeated

54
Q

Pavlov’s experiment

A

same thing happened every time; Thorndike’s experiment - animal’s action determined what would happen next

55
Q

Operant behavior

A

behavior that an organism performs that has some impact on the environment

56
Q

Reinforcer

A

any stimulus or event that increases the likelihood of the behavior that led to it

57
Q

Punisher

A

any stimulus or event that decreases the likelihood of the behavior that led to it

58
Q

Positive reinforcement

A

stimulus that is presented that increases the likelihood of a behavior

59
Q

Negative reinforcement

A

stimulus that is removed that increases the likelihood of a behavior

60
Q

Positive punishment

A

stimulus given that reduces the likelihood of a behavior

61
Q

Negative punishment

A

stimulus removed that decreases the likelihood of a behavior

62
Q

Reinforcement is generally more effective than

A

punishment in promoting learning

63
Q

Primary reinforcers

A

help satisfy biological needs

64
Q

Secondary reinforcers

A

derive their effectiveness from their associations with primary reinforces through classical conditioning

65
Q

Determinant of the effectiveness of a reinforcer is

A

the amount of time between the occurrence of a behavior and the reinforcer
the more time elapses, the less effective the reinforcer

66
Q

Schedules of reinforcement

A

interval schedule and tail schedule

67
Q

Interval schedule

A 
fixed schedule (FI) - reinforcers are presented at fixed time periods, provided that the appropriate response is made
variable interval schedule (VI) behavior is reinforced on the basis of an average time that has expired since the last reinforcement
both produce slow, methodical responding; reinforcements follow a time scale that is independent of how many responses occur
68
Q

Ratio schedule

A

fixed ratio schedule (FR) - reinforcement is delivered after a specific number of responses have been made
one might present reinforcement after every 4th response, or after 20 responses
variable ratio schedule (VR) - the delivery of reinforcement is based on a particular average number of responses
produce higher rates of responding than interval, because organism never knows when the reinforcement is going to appear

69
Q

Intermittent reinforcement

A

only some of the responses made are followed by reinforcement
* produce behavior much more resistant to extinction than a continuous reinforcement schedule
* intermittent reinforcement effect - operant behaviors that are maintained under intermittent reinforcement schedules resist extinction better than those maintained under continuous reinforcement
takes longer but stays longer

70
Q

Shaping

A

learning that results from the reinforcement of successive steps to a final desired behavior
outcomes of one set of behaviors shapes the next set of behaviors, etc.
reinforce close behaviors
positive reinforcement is given for each of the steps needed to get closer to the final behavior

71
Q

Cognitive elements of operant conditioning

A
  • latent learning - occurs when something is learned, but it is not manifested as a behavioral change until sometime in the future
    • cognitive map - mental representation of the physical features of the environment
      • “mental picture”
72
Q

Neural elements of operant conditioning

A
  • brain structures contribute to process of reinforcement

* release of hormones (ex dopamine)

73
Q

Evolutionary elements of operant conditioning

A
  • adaptive value/survival
74
Q

Observational Learning

A

an organism learns by watching the actions of others

* mirror neurons

75
Q

Implicit learning

A

learning that takes place largely independent of awareness of both the process and the products of information acquisition

* some start out explicitly and become implicit over time
* resistant to various disorders that are known to affect explicit learning
* different structures of the brain are used for implicit learning (compared to explicit learning)
76
Q

Massed practice

A

cramming

77
Q

Distributed practice

A

learning over time

78
Q

Judgements of learning

A

play a critical role in guiding further study and learning because people typically devote more time to studying items that they judge they have not learned well

* test yourself from time to time to avoid
* practice testing is most useful/beneficial
79
Q

Latent learning

A

hidden learning

learning happens without knowing it

80
Q

Generalization

A

sometimes the relationship is broader than planned

81
Q

Delayed conditioning

A

CS before US

82
Q

Law of effect

A

we repeat behaviors that produce good outcomes and avoid behaviors that produce bad outcomes

83
Q

Reinforcement vs punishment

A

good outcomes vs bad outcomes

84
Q

Positive

A

adding something

85
Q

Negative

A

taking something away

86
Q

Observational learning

A

implicit learning

learning without awareness

87
Q

Slow response vs fast response

A

slow goes to cortex, processes what is going on
fast bypasses thalamus and goes to amygdala, which is instinctual, not thinking about actions
stimulus is in the thalamus

88
Q

Controlling emotional expressions

A

intensification - exaggerating
deintensification - muting
masking - replacing with another
neutralizing - displaying no emotion

89
Q

Instinct

A

natural tendency to seek a goal

90
Q

Masters and Johnson 4 stage model

A

excitement: blood flow
plateau: lasts longer in women, holds excitement
orgasm: climax
resolution: only men

91
Q

Avoiding death

A

mortality salience hypothesis

when confronted with our mortality, we seek to reinforce our beliefs/punish non-believers

92
Q

Continuous reinforcement

A

fastest way to learn something, along with fixed

93
Q

Modeling

A

model a behavior for someone to follow/act like

General Psychology (4 decks)

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