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Gen Psychology > Test #2 > Flashcards

Test #2 Flashcards

0
Q

When an innate response to a potential biological stimulus becomes expressed in a response to a previously neutral stimulus

A

Classical conditioning

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1
Q

Any relatively permanent change in behavior as a result of your experience

A

Learning

You weren’t born with it, you acquire information as you experience things

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2
Q

Classical conditioning was discovered by Pavlov.

•dogs, bells, saliva

How did the dogs associate him with food?

A

(US) Food — Saliva (UR)
(Bell)Food — Saliva
(CS) Bell — Saliva (CR)

Unconditioned stimulus (unlearned)
Unconditioned response
Conditioned stimulus (learned)
Conditioned response

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3
Q

Key points of classical conditioning:

A
  • *1. Don’t learn anything NEW
  • *2. Involuntary learning
  • *3. Events critical to learning happen BEFORE the response
    4. Have a new stimulus to set off behavior
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4
Q

Extinction is when you try to stop the behavior you previously trained.

It is a slow process

Pavlov example:

A

Ex:

You ring the bell and NEVER follow it with food again

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5
Q

‘Spontaneous recovery’ is the re-emergence of a previously extinguished response.

Pavlov example:

A

Ex:
Rings bell
“Maybe this time I’ll get the food”

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6
Q

Any stimuli that is similar can gain power by being similar to something else

A

Stimulus generalization

Ex:
Buzzer that sounds like a bell

A bad teacher could cause anxiety in all classrooms, teachers, etc.

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7
Q

What is the “key to classical conditioning” ?

A

Emotional learning

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8
Q

To live through someone else

A

Vicarious classical conditioning

Ex:
Read a book
See a movie
Live thru kids

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9
Q

How can someone become classically conditioned by watching it happen to someone else?

Example:

A

Ex:
•Teacher screams at kid A, kid B acquires fear

•2 kids go to the doctor, young child sees older get a shot and cry
-young child will cry next time at the doctors

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10
Q

Behavior is a function of its consequences

A

Operant conditioning

•Any behavior that pays off, you continue to do (Everything you do / don’t do is because of the results you get)

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11
Q

What are the 4 consequences of behavior?

A
  1. Positive reinforcement
  2. Negative reinforcement
  3. Extinction
  4. Punishment
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12
Q

Anything that follows a behavior and maintains or increases that behavior

Ex:

A

Positive reinforcement

Ex:
B.F. Skinner
-put a rat into Skinner box, when he pressed the bar a food pellet dispensed.
-we know he will press it again

Behavior- press bar
Consequence- food (stay alive)

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13
Q

Difference between reward and positive reinforcement?

A

Something you give to somebody-

  • Reward- TO MOTIVATE THEM
  • Positive reinforcement- TO CHANGE BEHAVIOR
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14
Q

Things biologically built into us that start at birth (for survival)

Ex:

A

Primary reinforcers

Ex:
Food 
Water 
Physical activity 
Warmth 
Sex
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15
Q

Things you weren’t born needing, but you need it now

Ex:

A

Secondary reinforcers

Ex:
Money
Clothes
Cars

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16
Q

How to know what someone finds reinforcing?

A
  1. Ask them
  2. Ask people that know them
  3. Observe them
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17
Q

Principles of Reinforcement

When do you give someone the reinforcer?

A

As soon as possible when the behavior occurs

If you wait too long:

  • they might make the wrong connection
  • diminishes power
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18
Q

Principles of Reinforcement

When establishing a new behavior you use:

A

Continuous reinforcement

Every time a behavior occurs, reinforce it

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19
Q

What is intermittent reinforcement?

A

When a behavior is reinforced [EVERY SO OFTEN]

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20
Q

Reinforcement

What is satiation?

A

BEING SATISFIED

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21
Q

Principles of Reinforcement

Behaviors

Example:

A

Ex:

  • You give a kid 18 bags of candy, have to switch to intermittent reinforcement to avoid satiation
  • Need to go from continuous to intermittent schedule after behavior is established
  • When behavior is intermittent, it’s more likely to stick with you
  • It becomes unpredictable “I’ll get it next time”
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22
Q

What is an Interval schedule?

Examples:

A

Uses the passage of time

Ex:
•a [FIXED] interval schedule would be having an exam in class every 4 weeks
(you see very little responding until close to pay off)

•a [VARIABLE] interval schedule would be a pop quiz
(“I’ll study a small amount often to be prepared after a certain amount of time has passed”)

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23
Q

What is a Ratio schedule?

Examples:

A

Uses high rates of behavior
(high rates of response)

Ex:
•a [FIXED] ratio schedule would be if you were given an offer “For every 5 radios you make, paid $100” (5:1)
(you know exactly how many behaviors you gotta do to get reinforcement)

•a [VARIABLE] ratio schedule would be if in the offer you did not know ‘exactly’ how many radios you have to make to get reinforcement

  • also Slot machines (very resistant to extinction)
  • also Sears worker on commission who runs up to everyone they see
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24
Q

Behavior increases because this gets rid of something that you don’t want to happen to you

Ex:

A

Negative reinforcement

Ex:
•a rat in a Skinner box – gets electric shock – if he hits the bar, shock stops

  • your study behavior goes up – you don’t fail
  • an umbrella – prevents you from getting wet
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25
Q

Example:
•Kid A cleans his room to shut up mom

•Kid B cleans his room because he likes to and gets a pat on the back

Which type of reinforcement is each?
Why?

A
  • Kid A – Negative reinforcement

* Kid B – Positive reinforcement

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26
Q

Ex:
•a cop gives you a ticket for going 80 mph

How are both negative reinforcement and punishment used here?

A

Punishment – decrease bad driving behavior

Negative reinforcement – increases good driving behavior

•behaviors that pay off, continue

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27
Q

The disappearance of a previously learned behavior when the behavior is not reinforced

Ex:

A

Extinction

Ex:
•a classroom – you must raise your hand – someone blurts out answer – teacher ignores him – teacher acknowledges girl who raised her hand

(you don’t take anything away, rather ignore)

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28
Q

Used to decrease a behavior

-must be unique to the individual and depends on various factors

A

Punishment

Ex:
•Type 1 – Positive Punishment – Presentation Punishment – Traditional Punishment

  • Type 2 – Negative Punishment – Removal Punishment
  • Observational learning
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29
Q

Punishment

To add something aversive (something disliked)

A

Type 1 (+++)

Ex:
•being paddled / screamed at

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30
Q

What are some problems with Type 1 (+++) punishment?

Ex:

A

•it doesn’t get rid of the behavior
•temporarily suppresses it
(it stops for a while, then it comes back)

Ex:
a class clown
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31
Q

Punishment can stop a behavior if severe enough

Though there are some negative side effects to this such as:

A
  1. Develops emotional respondence – psychologically damaged (anxiety / fear)
  2. Can create “escape or avoid” behavior
  3. Can cause displaced aggression (breaking teacher’s windows at night)
  4. Modeling aggression as a form of conflict resolution
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32
Q

Punishment

To take away positive reinforcement

A

Type 2 – (negative)

Ex:
•Timeout

**You have to make sure person is losing something or else it doesn’t work

•Put bad kid in hallway (he might be happy there)

33
Q

What we want to teach

A

Terminal behavior

34
Q

The differential reinforcement of successive approximations of a terminal behavior

(Teaching a new behavior)

Ex:

A

Shaping

Ex:
•the rat and the pellet bar. How do you get it press it sooner?

  • keep giving it food the closer it gets
  • once it’s close enough, withhold reinforcement
  • give it a pellet when it touches the bar
  • wait til it presses the bar now

•you gotta teach a dolphin some shit at Sea World. How do you do it?

-put hoop in water, once it swims thru, give it reinforcement, raise it out the water and let it jump

35
Q

Learn by modeling
(watch / copy people)

Example of this:

A

Observational learning

(Used for motor type things)

Ex:
•tie your shoe
•build a dresser

36
Q

Observational learning is a bridge between cognitive and behavioral theories

Why is modeling a behavioral theory?

A
  • You need to have the model in the environment

* Tho, there is still a cognitive side when you learn things

37
Q

A map of the world stored in your mind

A

Cognitive map

38
Q

Feedback key points:

A

Should be:

  1. Given in a positive manner
  2. Given immediately
  3. Detailed**
39
Q

Holds everything for a short period of time

A

Sensory memory

1-3 seconds

40
Q

Pick out what’s important

A
  • Patten recognition

* Selective attention

41
Q

“working memory” - conscious awareness

Problem solving and daily living

A

Short term memory

•Can hold 7 bits of info
(before overwhelmed)

•Lasts 15-30 seconds
(can be stored here as long as needed simply by thinking about it [maintenance rehearsal])

42
Q

Long term memory

  1. How long does it last?
  2. How much info can we get in there?
  3. How do we get memories into it?
A
  1. Lifelong
  2. Infinite (synapse allows neurons to be in multiple memory circuits)
  3. Elaborative rehearsal
    * *give it meaningfulness
    - make connections of this info to stuff you already know

Ex:
Have to recycle – 2 bins (glass/plastic) – if you cut yourself on glass, red-blood – glass goes in red

43
Q

Structures in the brain involved with the consolidation of new memories (verbal)

A

Hippocampus

-If damaged, no new learning can take place

Ex:
That smart Dr. guy in the video who can’t remember things. What was his problem?

  • the formation new memories
  • can’t get STM –> LTM
  • stuck in past / present
44
Q

Ebinghoss created a list of things to remember / forget

Of the information you thought you knew, you’ll forget:

A

40% - 20 min
55% - 1 hr
75% - by tomorrow

45
Q

Forces you to make information meaningful

A

Elaborative rehearsal

Forces you to be actively involved in learning

46
Q

Memory improvement

Revisiting areas (practice a little every day)

A

Spaced practice

Recapturing what you lost since forgetting occurs so soon after learning process

47
Q

When we think we remember something but it never sinks into long term memory

A

Encoding failure

48
Q

Says your memories fade over time if it’s not used

A

Decay theory

Ex:
Strike a line in sand at beach – ocean washes it away unless you strike it again

•does not hold up for LTM
(can still ride a bike / 30 yrs)

•is an explanation for sensory memory and STM

49
Q

2 major ways to forget

A
  1. Retrieval failure

2. Interference theory

50
Q

Haven’t lost the memory, just have trouble finding it

A

Retrieval failure

•need something to jog that memory

Ex:
You look at a pic from 15 yr ago and it brings back a flood of memories

51
Q

New learning and old learning can confuse each other

A

Interference theory

particularly if 2 sets of info are very similar

52
Q

New info interferes with something you learned in the past

Example:

A

Retroactive

Ex:
You studied Spanish in HS – you study French at the university

•what you learn now (FRENCH) interferes with what you learned in the past (SPANISH)

53
Q

Something you learned before interferes with what you learn now

Example:

A

Proactive

Ex:
Taking the French test – you remember the Spanish you learned in HS

54
Q

When you see people trying to remember a list of items, you notice:

A

Serial position effect

People remember a lot of items beginning / end but have difficulty with the middle

55
Q

2 ways we remember info for tests

A
  1. Recall method- it comes from your head
    Ex:
    Essay test (tend to see a pattern occur)
  2. Recognition test
    Ex:
    Multiple choice
56
Q

4 ways to improve memory

A
  1. Overlearning
  2. Spaced practice
  3. Elaborative rehearsal
  4. Mnemonics
57
Q

Going past the point to where “I know that” and keep practicing

A

Over learning

58
Q

Any type of memory strategy

A

Mnemonics

Ex:
•The peg word method

•The key-word method

59
Q

A rhyming word associated with numbers

A

Pegs

Ex:
1 – bun
2 – shoe
3 – tree (eardrum - squirrel playing a drum in a tree)

60
Q

Looking for a key to link the 2 together

A

Key-word method

Ex:
Madison, Wisconsin

(a CON job, you get MAD)

61
Q

Intelligence is what we measure it to be

Give an example of this:

A

Ex:
Using test questions to define IQ

(Whatever score you get on the test determines your intelligence)

62
Q

What were Binet and Simon hired to do in 1905?

A

To develop a test that would see who is / isn’t gonna be successful in school

(To screen out retards)

63
Q

The 4 general types of IQ test questions are:

A
  1. Verbal (define / use words)
  2. Spatial ability (interpret 2D / 3D space)
    Ex: using blocks
  3. Quantitative (math)
  4. Short term memory
64
Q

IQ = ‘Schoolastic Aptitudes’

Which are:

A
  • Things that benefit you in school

* Does not measure everything in world you could know

65
Q

Pros of IQ tests:

A

Pros:
1. can predict academic success

  1. can show what people with disabilities needs help with
  2. provide a measure of one’s ability to compete in society (with economic and social consequences)
66
Q

Cons of IQ tests:

A

Cons:

Misconceptions:
1. That IQ reflects entire innate potential to learn
(they don’t measure entire genetic potential)

  1. That IQ scores will change over time
    (for most people it will be the SAME)
    Exceptions include:
    Old people, young people, extreme change (poverty –> not poverty)

Cons:
3. IQ tests are influenced somewhat by learning environment

67
Q

IQ tests are sometimes criticized for being “culturally biased” when they are actually “culturally loaded”

What is the difference between “biased” and “loaded”?

A

Biased- something one group would know

•Ex:
If texting slang was used on test – we would prob get 100% compared to those without cell phones

Loaded- something one might not have been exposed to, but still applies to them to be successful

•Ex:
All tests have vocab sections. If one come from a poverty area, they might not have been exposed to that

68
Q

IQ tests are tools and if used appropriately can give good information (bad / bad)

A

It’s the people using the tools, not the test itself

69
Q

What 3 things make an IQ test a good one?

A
  1. Reliability
  2. Validity
  3. Standardization
70
Q

Consistency of scores

You got a 104 today, should get 103-106 next time

A

Reliability

Reflects error, the more error you have

71
Q

Test retest reliability
(is when you give the same test twice)

Scores range from (-1 - 1) and a good test correlation code is around 0.9

Ex:

A

Ex:
School psychologist tests kid that is not doing well in school – he tests and has to go to special Ed – next week he gets 100%

Conclusion:
This test is unreliable

72
Q

Does the test measure what it is supposed to measure?

Ex:

A

Validity

Ex:
Developing a math aptitude test – 200 questions – 50 (+) – 50 (-) – 50 (*) – 50 (/) –

•not valid because low level questions do not measure overall knowledge of math

73
Q

How to prove validity?

And example:

A

Criterion related validity

Ex:
Develop a musical aptitude test – gives test to those with careers in music – gives test to people with no music exp

•the criterion were the people actually in the field in they score high

74
Q

Everyone takes the test the same way

A

Standard procedures

Ex:
Guidance counselor - “pencils down now bro!”

75
Q

Test of 100 points – you score 93 – you feel good about the score – until you find out the average was 98

A

Norm group

(representative sample of test takers, gets the average score)

•you gotta give meaning to the score

76
Q

IQ scores themselves

Info:

A

•Average IQ = 100
(68% population scores 90-109)

  • 12% 110-119 (high average)
  • 2-3% 120+ (superior)
  • men = women
  • most people with high IQ are also good athletes, sociable, healthy, and contribute to society
77
Q

Intellectual disabilities / mental retardation

2 characteristics:

A
  1. Person must display significantly subaverage intellectual function
    (IQ is way below average)
  2. Significant deficits in adaptive behavior
    •self care
    •communication skills
    •socialization skills
78
Q

The major issue with retardation is academic performance.

•They can learn, but slowly

Different levels of retardation:

A

Mild (55-70)
•most retards (grade 6 level education)

Moderate (40-54)
•very much impaired / need significant supervision

Severe (25-40)
•constant supervision

Profound (below 25)

79
Q

2 major causes of retardation

A 
1. Organic 
(Biological causes)
Ex:
•Down syndrome 
•oxygen deprived at birth
  1. Familial
    (Poverty environments – lack of stimulation – “cultural deprivation”)
    Ex:
    •2 groups of rats – Group 1 in social setting – Group 2 is isolated – after months we look at their brains – Group 1 had more cortex / dendrites stimulation

Gen Psychology (4 decks)

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