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Psychology > Psychology Ch. 7-9 > Flashcards

Psychology Ch. 7-9 Flashcards

1
Q

Acquiring through experience new and relatively enduring information and behaviors

A

Learning

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2
Q

The key to learning is _____________. We learn by ___________.

A

Experience; Association

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3
Q

Learning that certain events occur together

A

Associative Learning

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4
Q

Who were the four pioneers of learning?

A

Pavlov, Watson, Skinner, and Bandura

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5
Q

A type of learning where one learns to link two+ stimuli and anticipate events.

A

Classical Conditioning (Ivan Pavlov)

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6
Q

Any event of situation that evokes a response.

A

Stimuli

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7
Q

In classical conditioning, when does the stimulus occur?

A

The stimulus occurs before the response.

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8
Q

What kind of experiment did Ivan Pavlov do using classical conditioning?

A

He did the dog salivation experiment, where he would strike a tuning fork before he gave dogs food, and eventually, the dogs began to salivate at the sound of the tone in anticipation of food.

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9
Q

Conditioned is to learned as unconditioned is to

A

unlearned.

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10
Q

As a behaviorist, what did John B. Watson believe? What experiment is he known for?

A

He believed that behaviors are more important than thoughts, feelings, and motives. He was the one who did the experiment with Little Albert and the rats and loud noise.

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11
Q

A type of conditioning where one’s behavior determines the outcome.

A

Operant Conditioning

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12
Q

A subject is more likely to repeat rewarded behavior and less likely to repeat what?

A

Punished Behavior

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13
Q

In operant conditioning, when does the stimulus occur?

A

The stimulus occurs after the response.

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14
Q

What operant conditioning experiment did B.F. Skinner do?

A

The ‘Skinner Box’; where he would put a lever or key in a box with a pigeon or a rat and should they acquire the key or push the lever, they would be rewarded.

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15
Q

Procedure in which rewards guide one to a desired behavior.

A

Shaping

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16
Q

Any event that increases the frequency of a response/behavior it follows.

A

Reinforcement

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17
Q

Strengthens a response/behavior by presenting a positive stimulus after.

A

Positive Reinforcement

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18
Q

Strengthens a response/behavior by removing/reducing a negative stimulus after.

A

Negative Reinforcement

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19
Q

An event or consequence that decreases the frequency of a behavior

A

Punishment

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20
Q

Children learn by observation, and we learn/imitate other’s behaviors, are statements of what type of learning?

A

Observational Learning (Albert Bandura)

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21
Q

A behavior where when we look, we learn.

A

Modeling

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22
Q

An experiment where kids saw adults being aggressive, leading the child to punch a toy in anger.

A

The Bobo Doll experiment

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23
Q

Positive, helpful behavior

A

Prosocial behavior

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24
Q

negative, harmful behavior

A

Antisocial behavior

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25
Q

Our ability to encode, store, and retrieve information indicating that learning has persisted over time.

A

Memory

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26
Q

What are the three measures of retention?

A

Recall, Recognition, Relearning

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27
Q

Retrieving information learned earlier. Ex: fill in the blank

A

Recall

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28
Q

Identifying information learned earlier Ex: multiple-choice

A

Recognition

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29
Q

Learning something more quickly the second time

A

Relearning

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30
Q

According to Herman Ebbinghaus (nonsense syllable experiment), what determines the amount of material remembered?

A

The time spent learning and the personalization of the material.

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31
Q

Putting information into the brain

A

Encode

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32
Q

Retaining stored information in the brain

A

Storage

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33
Q

Getting the informatio nout of the brain

A

Retreival

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34
Q

The Atkinson-Shiffrin Model includes what? What was included in the updated model?

A

Sensory Memory, Short-Term Memory, Long-Term Memory; Working Memory

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35
Q

Very brief recording of sensory information into the memory system

A

Sensory-Memory

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36
Q

Holds a few items briefly before it is stored or forgotten

A

Short-Term Memory

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37
Q

Permanant and limitless storehouse for late retrieval.

A

Long-Term Memory

38
Q

Short-term memory includes visual and auditory rehearsal of new information

A

Working Memory

39
Q

Encoding by image

A

Visual Encoding

40
Q

Encoding by sound

A

Acoustic Encoding

41
Q

Encoding by meaning

A

Semantic Encoding

42
Q

Occurs without conscious rehearsal

A

Automatic processing

43
Q

Encoding that requires attention and conscious repetition

A

Effortful processing

44
Q

Retention of learned skills or classically conditioned associations.

A

Implicit Memory

45
Q

Memory of facts of previously learned material. (AKA declarative memory: the president’s name, address, DOB, etc.)

A

Explicit Memory

46
Q

Memory aids that use vivid imagery and organizational devices.

A

Mnemonic Devices

47
Q

Distributed Study or practice yields better long-term retention than cramming.

A

The Spacing Effect

48
Q

Organizing items into familiar, manageable units which enhances recall.

A

Chunking

49
Q

Visually associates peg words with to be remembered items.

A

Peg Words

50
Q

Momentary (3-4 seonds) memory of auditory stimuli

A

Echoic memory

51
Q

Momentary memory (a few tenths of a second) of visual stimuli

A

Iconic Memory

52
Q

Part of the limbic system that plays a vital role in processing explicit memory for storage.

A

Hippocampus

53
Q

Neutral storage of Long-Term memory, sleep supports this

A

Memory consolidation

54
Q

Unconscious activations of particular associations in memory

A

Priming

55
Q

What causes forgetting?

A

Encoding failure, retrieval failure, storage decay

56
Q

Eerie sense that one has been in the exact situation before

A

Deja vu

57
Q

When you know the answer but just don’t know how to express the answer, forgetting it’s name. When given a retrieval cue, you can recall it.

A

Tip of the Tongue Phenomenon.

58
Q

All mental activities associated with thinking, knowing, remembering, and communicating.

A

Cognition

59
Q

A mental grouping of similar objects, ideas or people.

A

Concepts

60
Q

The best example or model of a particular category

A

Prototype

61
Q

Coping with novel situations for which we have no established response

A

Solving Problems

62
Q

Ways to solve a problem…

A

Trial and error, algorithm (step by step), Heuristics (rule of thumb ‘if it worked in the past, it will work now’), Insight (inspiration).

63
Q

eagerness to search for information that supports m preconceptions, ignoring contrary evidence.

A

Conformation bias

64
Q

Inability to see a problem from a fresh perspective

A

Fixation

65
Q

Solutions that worked in the past may work on new problems.

A

Mental set

66
Q

______________ makes it very difficult to find creative solutions.

A

Stress and tension.

67
Q

Tendency to be more confident that correct

A

overconfidence

68
Q

Tendency to perceive the functions of an object as fixed and unchanging.

A

Functional Fixedness

69
Q

immediate, automatic, and effortless thought or feeling without conscious reasoning.

A

Intuition

70
Q

Spoken, written, or signed words and how we combine them as we think and communicate.

A

Language

71
Q

Small, distinctive sound units of a language

A

Phonomes

72
Q

Smallest unit of language that carries meaning, (I, at, is, in, do, etc.)

A

Morpheme

73
Q

A system of rules enabling us to speak to and understand others.

A

Grammar

74
Q

Part of the brain that controls language expression and speaking words

A

Broca’s area

75
Q

Part of the brain that deals with language reception and comprehension

A

Wernicke’s Area

76
Q

Impairment of language usually caused by damage to the left hemisphere of the brain

A

Aphasia

77
Q

The mental potential to learn from experience, solve problems, use knowledge to adopt to new situations.

A

Intelligence

78
Q

Test intended to predict the ability to learn a new skill. Ex: SAT

A

Aptitude Test

79
Q

Test intended to reflect/assess what one has learned. EX: ACT

A

Achievement Test

80
Q

Test that measures overall cognitive abilities and intellectual functioning. EX: WISC, WAIS

A

IQ Test

81
Q

A principle of test construction that gives defining, meaningful scores relative to a pretested group.

A

Standardized

82
Q

A principle of test construction that says the test must yield dependably consistent scores.

A

Reliability

83
Q

A principle of test construction that measures what it is supposed to measure

A

Validity

84
Q

On the IQ scale, what percent of the population is between 85 and 115?

A

68%

85
Q

Those (1% of population) with an IQ less than 70 and have difficulty living independently have…

A

Intelectual disability

86
Q

Those with an IQ over 130 and are well adjusted socially as well as academically successful.

A

Intellectually Gifted

87
Q

Those with remarkable memory skills and exhibit exceptional skill in a certain area. They also have developmental deficits, and significant mental disabilities.

A

Savants; “Rainman Syndrome”

88
Q

Narrowing the solutions to a problem to determine a single best solution

A

Convergent thinking

89
Q

Expanding the number of possible solutions to a problem

A

Divergent thinking

90
Q

The ability to produce ideas that are new and valuable

A

Creativity

91
Q

5 Components to creativity

A

Expertise, Imagination, Adventuresome personality, Intrinsic motivation, Creative environment

Psychology (6 decks)

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