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Psychology 1000
December exam review
| Term | Definition |
|---|---|
| Psychology | The study of behaviour and mental processes (in humans and animals) |
| Methods of psychology | descriptive and experimental |
| Descriptive methods | systematic observation= Field (naturalistic) observation, surveys, and "clinical" methods [**cannot explain anything, only describe] |
| Clinical Methods | Interviews & rating scales (past psychological state), Tests (present), and longitudinal case study (future) |
| Tests | subjective and objective |
| Experimental drawbacks | artificiality, interference, inappropriateness, and errors in interpretation |
| Experimental Method | systematic intervention= location, variables, characteristics:control and replication, and drawbacks |
| Contaminating factors | age, motivation, intellectual, education, sex |
| 7 types of senses | hearing, seeing, smelling (olfactory), taste (gustatory), skin, balance, kinaesthetic |
| Defining the term operationally | define it in terms of the operations necessary to measure it |
| demand characteristics | experimenters may, inadvertently communicate their hypothesis to the subject |
| expectation effects | gave an example of how women who were and weren't given liquor and how the non-liquor drinkers got very drunk and the opposite didn't |
| placebo effect | nothing other than the expectation that it will work does it actually |
| control group | group with the least done to it |
| stimulant | the "thing" |
| placebo | doesn't have the "thing" |
| replication | repeating a study in identical fashion |
| variables | something that can vary, condition or factor that is set or manipulated, a factor or conditions that can change in value or degree (ex. age, height, weight, etc.) |
| independent variable | changes are independent of what the subject does |
| dependent variable | changes are dependent on changes in the independent variable (reaction of the participants, what is being studied) |
| perceptual organization | we can distinguish ground from figures because they have a boundary to them, the ground is usually shapeless |
| gestalts | the ability to unlearn and organize incoming sensations into patterns |
| principles of figure-ground | principle of contour, principle of grouping, principle of closure, and principle of apparent movement |
| illusions | can occur from conflicting information |
| Stage 1 sleep | 25% |
| Stage 2 sleep | 50% (know the least about) |
| stage 3 sleep | 5% (deepest sleep) |
| stage 4 sleep | 20% (deepest sleep) recuperative sleep and if awoken there will be a spastic movement, and confusion/disorientation |
| REM sleep | "paradoxical sleep" b/c you seem to be awake physiologically, when behaviourally you seem more asleep physiologically, hard to awaken people in this stage, a new section of REM sleep every 90 mins, happens after non-rem sleep, loss of muscle tone |
| medulla oblongata | the part of the brain responsible for the loss of muscle tone while sleeping |
| Why we dream | 1)Lobbson- objectively are randomly made but as humans we cannot accept this so we create a meaning 2)dreams as thinking (connected to current concerns in ones life) 3)dreams as efforts to deal with problems 4)Freud- unconcious wishes |
| DAMIT | dreams of absent minded transgression (ex. alcoholic who quit cold turkey may experience a dream about having a drink) |
| Hippocrates on dreams | represent desires free from the interference of the reality of the waking state |
| REM rebound | deprived of the opportunity to sleep so when they get the chance they do/catch up if given as much time as they want (up to 40% more time in REM sleep) |
| nightmare | night devil in German, pressing devil in French, stage 1 awakening |
| night terror | there is breathing difficulty, and is a stage 4 awakening |
| Methods of threshold determination | psychophysical & signal detection |
| Psychophysical Method | method of constant stimuli, method of limits, and method of average error |
| psychophysics | the study of the sensory consequences of controlled physical stimulation |
| absolute threshold | the smallest quantity of physical energy that can be reliably detected by an observer (not a constant value that changes from person-to-person and situation-to-situation) |
| difference threshold | the smallest difference in stimulation that can be reliably detected by an observer when two stimuli are compared (JND-just noticeable difference) |
| Weber's law | for every stimulus intensity, there is some constant % that must be added or subtracted for a difference in intensity to be detected |
| signal detection | 1) capacity/efficiency 2) stimulus intensity 3) motivation 4) expectation |
| perceptual constancy | the accurate perception of objects as stable or unchanged despite changes in the sensory patterns they produce (what makes our world perceptually stable) |
| learning | is a relatively permanent change in behaviour or change in behaviour potential |
| association | we learn to connect memory things which occur together in our experience, such that if we think of/remember one thing, we tend to think of/remember the other |
| Classical conditioning | BEOFRE:includes a unconditioned stimulus which causes an unconditioned response DURING:the unconditioned stimulus is paired with a conditioning response which causes the unconditioned response AFTER:the conditioned stimulus causes a conditioned response |
| classical conditioning can cause... | phobias |
| stimulus generalization | objects which are similar to the conditioned stimulus may cause the same reaction (conditioned response) as the conditioned stimulus (ex. baby Albert becoming scared of furry things not just rats) |
| higher-order conditioning | present with the original stimulus and are nothing like the stimulus but an association is created (ex. Skinner: drinking wine to open envelopes -> then drinking wine and seeing husband) |
| extinction | the weakening and eventual disappearance of a learned response; in classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus (if experience is very traumatic extinction may never occur) |
| spontaneous recovery | the reappearance of a learned response after its apparent extinction |
| counter conditioning | a series of small incremental steps where a positive stimulation is paired lightly with the feared and over time the feared becomes positive or associated with positive |
| Operant (instrumental) conditioning | a response that is followed by satisfaction to the organism will be likely to recur; responses followed by neutral or unsatisfying consequences will be less likely to recur than classically cond. responses |
| operant responses are.. | 1) complex 2) usually under the learners control 3) more useful than classical conditioning |
| Thorndike's law of affect | If you do something and you like the result you'll do it again. If you do something and you don't like the result you probably won't do it again |
| punishment is intended to... | decrease behaviour |
| positive reinforcement | a reinforcement procedure in which a response is followed by the PRESENTATION of, or INCREASE in intensity of, a reinforcing stimulus; as a result, the response becomes stronger or more likely to occur ( |
| positive AND negative punishment both lead to.. | a decreased probability of responding |
| negative reinforcement | a reinforcement procedure in which a response is followed by the REMOVAL, DELAY, or DECREASE in intensity of an unpleasant stimulus; as a result, the response becomes stronger or more likely to occur |
| skinner box | a manipulandom- something the animal can tap or push to receive the reinforcement, which also had an electric grid floor to shock for misbehaving |
| schedules of reinforcement can be.. | continuous & partial (intermittent) |
| Partial (intermittent) reinforcement schedules are.. | ratio & interval |
| 2 kinds of ratios are.. | fixed ratio and variable ratio |
| 2 kinds of intervals are.. | fixed interval and variable interval |
| fixed ratio | occurs after a fixed number of behaviours (there is a post-reinforcement pause) |
| variable ratio | occurs on average after "x" number of responses occur (there is no post-reinforcement pause) |
| reinforcement is and must.. | the process by which a stimulus or event strengthens or increases the probability of the response that it follows & must occur in a timely fashion or association may not be made |
| 2 types of amnesia (forgetting) | antrograde & retrograde |
| antrograde | can only remember AFTER a certain point in time (usually due to a physical condition ex. head injury or old age) |
| two types of retrograde forgetting.. | psychogenic & repression |
| repression | motivated or selected forgetting (Freud believed in this, an it is controversial) |
| memory trace decay | some memories simply diaper over time if they are not used (cannot say this for all memories) |
| distortion | sometimes what looks to be forgetting may be that it was learned incorrectly to begin with (faulty original learning) |
| Two types of transfers.. | positive & negative |
| retroactive interference | forgetting previously learned material because of recently learned material - remembering of A is interfered with by more retaining of B (learn A, learn B, try to remember A) |
| Proactive interference (negative transfer) | forgetting recently learned material because of previously learned material - remembering of B is interfered with by older memory of A (learn A, learn B, try to remember B) |
| stimulus discrimination | the tendency to respond differently to two or more similar stimuli; in classical conditioning, it occurs when a stimulus similar to the CS fails to evoke the CR |
| positive & negative punishment both lead to.. | an decreased probability of responding |
| amnesia | the partial or complete loss of memory for important personal information |
Created by:
ahusse24
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