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PsycTest2
Intro to Psychology Test 2
| Question | Answer |
|---|---|
| John B Watson | Father or Behaviorism "Learning= Formation of an Association" Stimulus -> Response -> Reward |
| Karl Lashley | Father of Psychophisiology |
| Taste Aversion | -Coyotes- they eat all the crops. - Mutton + LiCl= makes them violently ill and die -Coyotes no longer want the crops because they are killing them off -Previous learning history |
| 3 Process Theory | 1. Sensory Memory 2. Short Term Memory 3. Long Term Memory |
| Sensory Memory | Duration- 0.3 sec Capacity is unknown Photographic Memory and Flashbulb Memory |
| Forget Factors of Sensory Memory | Neural Decay -cells stop responding Active Filtering ->75% eliminated at this level |
| Short Term Memory | "Fragile and Fleeting" Requires active rehearsal Duration= about 30 seconds Capacty= 7 + or - 2 items |
| Chunking | Donald Broadbent Increased capacity Not items... 7 + or - 2 CHUNKS |
| Forgetting Factors of Short term | Neural Decay Interference -concurrent processing demands |
| Long Term Memory | Duration- lifelong Capacity- The more we have learned the more we are capable of learning |
| Forgetting Factors for long term memory | Degree of original learning Encoding or Storage failure overlearning- rare retrieval failure interference factors -retroactive interference -proactive interference |
| Retroactive interference | new learning interferes with something you previously learned |
| proactive interference | old learning interferes with your ability to learn something new |
| Primary Effects | increased probability of recalling the initial experiences |
| Recency Effects | increased probability of recalling the most recent experiences |
| Left Brain | Verbal Memory -object memory -logical memory -verbal paired associates Positive memory |
| Right Brain | Nonverbal memory -facial memory -geometric forms -tones and melodies -"faces and places" Negative memory |
| Redintegrative Memory | Difficult to study See what you have learned to see |
| Major goal for many people when aging | Maintain independence |
| Reduced adaptability | increased stress and expectations |
| loss of power | move from "producer" to "consumer" |
| Two basic types of learning | Classical Conditioning and Operational Conditioning |
| Classical Conditioning | Discovered by Pavlov Meat Powder causes dogs to salivate |
| 4 Things in Classical Conditioning | Unconditioned Stimulus Conditioned Stimulus Unconditioned response conditioned response |
| Unconditioned Stimulus | stimulus that elicits and automatic response |
| Conditioned Stimulus | stimulus that over time elicits an automatic response |
| Unconditioned Response | natural response to stimulus (same as CR) |
| Conditioned Response | natural response using conditioned stimulus (same as UR) |
| Acquisition | Learning over subsequent trials Acquire the learned condition, stimulus, over time. |
| Extinction | When you stop pairing the US and the responses disappear |
| Spontaneous Recovery | after a period of rest, the conditioned response appears again when the CS is present. |
| Generalization | when you generalize learning to another stimulus |
| Discrimination | when you discriminate between different stimulus and don't response to extra stimulus |
| Operant Conditioning- 4 characteristics | Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment |
| Learned Helplessness | when we experience failure that we have no control over, we forget prior learning to simply avoid the negative action as much as possible. |
| Premack Principle | what a person likes to do in their free time can serve as a reinforcing consequence |
| Shaping | reinforcing successive approximations |
| Observational Learning | Attention, memory, motivation |
| Fixed Ratio Schedule | Give a rat food every 6th time he presses the lever |
| Variable Ratio Schedule | give a rat food every once in a while when he presses the lever |
| Fixed interval | prof always 5 mins late so you always arrive 5 mins late |
| Variable Interval | always study because you never know when you will have a quiz |
| Intrinsic Motivation | doing something because you like it |
| Counter Conditioning | associate fear with a reward |
| Direction + Motivation= | Behavior |
| Stages of Sleep | Stage W Stage 1 Stage 2 Stage 3 Stage 4 REM |
| Stage W | Drowsy wakefulness |
| Stage 1 | Light sleep |
| Stage 2 | 10 minutes transition stage |
| Stage 3 | First Delta Appearance |
| Stage 4 | Greater than 50% delta |
| REM | Rapid Eye Movement and Dreaming "Paradoxical Sleep" |
| What part of the brain inhibits all reflexes? | Frontal Lobe |
| somnambulism | sleep walking |
| Sleep Apnea | disruption in sleep due to shallow breathing or pause in breathing |
| Bruxism | grinding your teeth in your sleep |
| Enuresis | Wetting the bed while asleep |
| SMARTS | Specific, Motivation, Achievable, Relevant, Trackable, Shared |
| How to increase self-motivation: 3 C's | community, competence and choice |
| Types of Feedback | Supportive and Corrective |
| Interpersonal Trust- 7 C's | Communication, caring, candor, consistency, commitment, consensus, character |
| Homeostasis | the body's physiological processes that allow it to maintain consistent internal states in response to the outer environment |
| Incentives | stimuli we seek to reduce the drives |
| Maslow's Hierarchy of Needs | basic needs at the bottom and personal fulfillment at the top |
| Achievement Motivation | the drive to perform at high levels and to accomplish significant goals. |
| Approach Goals | enjoyable and pleasant incentives that we are drawn toward |
| Avoidance Goals | unpleasant outcomes that we try to avoid. |
| James-Lange theory of emotion | our physiological reactions to stimuli precede and give rise to the emotional experience |
| Cannon-Bard theory of emotion | emotions such as fear or happiness occur simultaneously with their physiological components |
| Schachter's Two-Factor Theory | the patterns of physical arousal and the cognitive labels we attach to them form the basis of our emotional experiences. |
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