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psych exam 3
| Term | Definition |
|---|---|
| Extinction | When the US (food) does not follow the CS (tone), CR (salivation) begins to decrease and eventually become extinct; hence, un-conditioning can occur (Note: Spontaneous Recovery is possible) |
| Stimulus Generalization | The tendency to respond to stimuli similar to the CS (Ex: Different bells produce the same response) |
| Stimulus Discrimination | The ability to distinguish between a CS and other stimuli that do not signal the US (Ex: Different bells produce different responses) |
| Operant Conditioning | is the learning process that involves changing the probability that an action will be repeated by manipulating the consequences of that action. Humans tend to seek pleasure and avoid pain, thatswhy operant conditioning plays such a central role in lives |
| Positive Reinforcement (Ex. Praise) | A consequence that causes a behavior to occur with greater frequency (“Positive” Ex: Praise, Extra Credit, Bonus Check; getting something that makes you feel better if you do something |
| Negative Reinforcement (Ex. Advil) | A consequence that causes a behavior to occur with greater frequency (“Negative” Ex: Aspirin, Homework Pass, Flu Shot) getting rid of something you dont want by doing something |
| Punishment By Application/Positive Punishment (Ex. Criticism) | A consequence that causes a behavior to occur with less frequency (“By application” Ex: Criticism, Bad Grade, Spanking; “By removal” getting something that makes you feel bad after performing a task |
| Punishment By Removal/Negative Punishment (Ex. Grounding) | A consequence that causes a behavior to occur with less frequency ( Ex: Dumped for cheating; Losing money on real estate investment) losing something that makes you feel bad after performing a task |
| Thorndike’s Law of Effect | Rewarded behavior is likely to occur again |
| The Skinner Box | A box used to study operant conditioning |
| Observational Learning | a type of learning that occurs through observing the actions of others Attention to the model – Retention of details – Motor reproduction – Motivation and opportunity – |
| Mirror Neurons | Neuroscientists discovered mirror neurons in the brains of animals and humans that are active during observational learning |
| Encoding | The initial experience of perceiving and learning events. |
| Storage | The stage in the learning/memory process that bridges encoding and retrieval; the persistence of memory over time. |
| Retrieval | The process of accessing stored information. |
| Sensory Memory | The stage of memory that registers information from the environment (visual, auditory, etc.) and holds it for a very brief time (Example: Remembering the photograph on the last page you read in the textbook) |
| Short Term Memory | The active stage of memory in which information is stored for up to approximately 20 seconds (Example: Remembering a phone number long enough to call for pizza; Remembering how you got from the hallway to your professor’s office to pick up your paper; |
| Long-Term Memory | The stage of memory that represents the long-term storage of information (Example: Remembering the names of your friends; Remembering your prom; Remembering how to drive from your house to Brookdale) |
| Working Memory | The temporary storage and active, conscious manipulation of information needed for complex tasks (Example: Remembering how to walk back from your professor’s office to the hallway after picking up your paper) |
| Maintenance Rehearsal | The mental or verbal repetition of information that allows for enhanced memory (Example: Writing fifth grade spelling words ten times each; Practicing lines for a play over and over) |
| Chunking | Multiple items are best remembered when grouped in “chunks” (Example: Social Security Number; Remembering FBIUSACIA better than remembering UAWVIDORG) |
| Clustering | Multiple items are best remembered when organized into related groups (Example: Recalling fruits or animals amongst a list of random words) |
| State Dependent Memories/Mood Congruent Memories | We usually recall memories congruent with our current state of mind. |
| Serial Position Effect | : Information in the first and last of a series is best remembered (Example: Initial and parting impressions during an interview) |
| Context Effect | Information is most easily retrieved in the context/physical place where it is learned (Example: A scuba diver better recalls information learned underwater, when asked to recall the information underwater) |
| “Magical Number Seven” | |
| Flashbulb Memory | The recall of very specific details involving a significant, rare or vivid memory, many times emotionally charged. |
| Classical Conditioning: | The basic learning process that involves repeatedly pairing a neutral stimulus with a response-producing stimulus, until the neutral stimulus elicits the same response. |
| Encoding Failure – | The inability to recall information because there was insufficient encoding of the information into long term storage (Example: Forgetting someone’s name two minutes after meeting them; “Absent-mindedness”) |
| Decay Theory – | The theory that normal metabolic processes result in a breakdown of the structure and/or chemicals of the brain over time |
| Interference Theory – | The theory that forgetting is caused by one memory competing with or replacing another (Example: Forgetting your old phone number because you’ve stored your new phone number) |
Created by:
Virajasaur
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