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Psychology chapter
Psychology chapter 5-8 study
| Question | Answer |
|---|---|
| What is Observational learning? | result when people see a behavior os someone else and not the consequences of the bahavior |
| Example of Observational Learning | When you begin to slow down after someone being pulled over and gets a ticket, which you assume the person behavior/consequences will aswell be yours |
| Example of observational learning | when we see another person get a free soft drink by hitting the side of the vending machine. We assume if we hit the vending machine, we also will get a free drink |
| Model | A persons behavior is imitated, effect involve learning a new behavior |
| Facilitation | an observer learns a behavior that is similar to that of the model in an unfamiliar situation |
| Inhibitation | tendency of the observer to suppress socially unacceptable behaviors for what they see models punished is the inhibitory effect. |
| Disinhibitation | when observers see model get away with or be rewarded for exhibiting socially unacceptable behavior, dishibitory effect. |
| Learn to solve a math problem from the teacher. | Modeling |
| improve performance when playing a sport by imitating the techniques of professional athelete | facilitation |
| slow down when seeing another driver gets a ticket | Inhibitory |
| Waste of time at work surfing the internet based on a observation of coworkers who who do it without being admonished by supervisor | Dishibitory |
| Attention | the observer must attend to model |
| retention | observer must store information about models behavior in memory |
| reproduction | observer must physically and cognitvely capable of performing the behavior to learn. Must pocess talents. |
| reinforcement | observer must be motivated to practice and perform the behavior on its own |
| Badura's theory- observatory learning | social-cognitive learning |
| Insight | sudden realization on how to solve a problem. Wolfhang Kohler |
| Example of insight | observation of Chimpanzee's attempts to retrieve bannanas suspended from the top of cage |
| Latent learning | learning that is hidden until reinforced, Edward Tolman |
| Example of Latent learning | comparisons of rats that were rewarded for learning to run a maze with others that were allowed to explore it freely but not rewarded |
| observational learning | learning from watching others. Bandura |
| Example of observational | observed an adult model behaving aggressively with those who did not observe such an aggressive model |
| Classical conditioning | a subject associated an exisiting stimulus with a new stimulus |
| When conditioned stimulus is repeatedly persented without an unconditioned stimulus, a subject will | show less reponse until given a break, and then will respond again. |
| John Watson experiment with Little Albert demonstrated his theory of behavorism by | showing the emotional responses can be conditioned |
| Infantile amensia | relative inability of older children and adults to recall events from the first few years of life |
| symptoms of dissociation | tendency to mentally distatch oneself from reality. |
| Misinformation | to be stronger emotionally for negative events, such as witnessing a crime, it increases as time between the witness event and recall increase |
| eye witness mistakes can be minimized | training interviews to use questioning strategies that minimize the effects of reconstructed memory, such as asking the witness to recall details of an event before questioning them, can reduce misinformation. |
| Amensia | partial or complete loss of memory due to a loss of conciousness, brain damage, or a psychological cause |
| dementia | a state of mental distoriation characterized my imparied memory and intellect and by altered behavior and personality. |
| retrogade amnesia | invovles episodic rather then semantic memories, people who have it have a clear understanding of the world around them |
| Alzheimers disease | progressive deteroiation of intellect and personality that result from a widespred of disgenerating of cells. Show gradual impairment of memory and reasoning with carrying out everyday task. |
| Deep brain stimulation | treatment with a device implanted in the brain delievers electrical impulses to parts of the brain that is critical to memory |
| Fight or flight | hormones are enable humans to survive, and they also imprint powerful and enduring memories of circumstances invovling threterning siuation. amydala huge part of memory system |
| Long-term potential | is an increase of effieceny neural transmission of synapse last for hours long. Doesn't take place unless sending neuron and recieving neuron are activated at the same time by tense stimulation. Common in hippocampula region, which is impt for de memory |
| Sematic region | does not just rely on hippocampus but on other parts of hippocampal region |
| encoding | transforming information into a form that can be held in the memory |
| Consolidation | keeps brain from encoding |
| retreival | when info is brought back to mind |
| sensory | can only hold visual information for 2 secs, but can hold a lot but keep it in a brain for a short amount of time |
| Short term memory | whatever your thinking in that moment of time. Codes information according to sound |
| Working memory | is where you work memory subsystem with which you work out info to understand it, remember it, use it solve a problem or communicate to someone |
| Memory manipulation | manipulated information to understand it better |
| Key characteristic of short-term memory is that | short-term memory can store a limited amount of information |
| Juanita attended and took notes in every class, and reviews her notes for the final exam. John, who missed classes, crams the night before the exam. Which types of memory use distinguishes these students? | Juanita relies on strategies that transfer information into long-term memory, whereas John does not. |
| Which of the following techniques would an experienced taxi driver use when trying to find a specific building? | Reconstruction |
| When you are given a list of items to remember, you will probably have little trouble recalling what came at the end of the list. This is known as the _________ effect. | recency |
| The top TV news story of the day showed a horrific plane crash in which everyone onboard died. Which statement describes what can be expected of people’s memory of the event three years after it occurs? | People will have a vivid memory of the event, but they will not be able to accurately recall all the details. |
| Which type of memory is most likely to include a mixture of reality and interpretation? | autobiographical memory |
| Which student is avoiding the pitfalls of the curve of forgetting while studying for an exam? | The student who looks over notes twice a day during the week leading up to the test |
| A researcher wants to find out if the age of the participants is a factor in forgetting the name of someone very familiar to the participants. The researcher is concerned with variables that might affect | tip-of-tongue phenomeon |
| Why might deep brain stimulation that sends impulses to the hypothalamus help improve the condition of people with Alzheimer’s disease? | It increases activity in the hippocampus. |
| A student who is experiencing ________ would be expected to remember dates and events best while taking a history test. | a moderate level of stress |
| A guitarist knows how to play the lead to all his band’s songs without looking at the notes. This is a form of | implicit memory |
| Reconstruction: | logical recreation of an experience or event that has been only partially stored in the memory. ( interpretation of past experiences) |
| Autobiographical memory: | memories of significant personal events and experiences from an individual's life. |
| Retroactive inhibition- | new learning interferes with retention of old memories. When memories are similar |
| Proactive inhibition: | Old memories inferred with the retention of new learning. |
| Tip of tongue Phenomenon | temporary inability to retrieve w world well-known to speak ( related to different factor can be bc of age and brain damage) |
| Implicit memory- | involve way experience affects behavior |
| Example of implicit memory | of implicit memory include singing a familiar song, typing on your computer keyboard, and brushing your teeth. Riding a bike is another example. Even after going years without riding one, most people are able to hop on a bike and ride it effortlessly. |
| Episodic memory: | conscious recollection of personal experience that contains information on what happened and also where/when it happened. |
| example of episodic memory | Your memories of your first day of school, what you have for breakfast, and your graduation |
| example Sematic memory: | Recalling that Washington, D.C., is the U.S. capital and Washington is a state. |
| Sematic memory | refers to our general world knowledge that encompasses memory for concepts, facts, and the meanings of words and other symbolic units that constitute formal communication systems such as language or math. |
| Declarative memory | the ability to store and retrieve both personal information (i.e., episodic memory) and general knowledge (i.e., semantic memory) |
| Uncoditioned stimulus | a response that is reflexive and involuntary in nature, which is reliably induced every time an organism comes across to biologically significant stimuli. |
| Unconditioned Response | is a stimulus that leads to an automatic response. |
| Example of unconditioned response | The smell of a favorite food, which immediately makes you feel hungry. A feather tickling your nose, which causes you to sneeze. |
| example of uncondtioned stimulus | dog salivation of food. |
| Conditioned response: | made by people or animals after learning to associate an experience with a neutral or arbitrary stimulus. |
| example of conditioned response | : If you witness a terrible car accident, you might develop a fear of driving. |
| Conditioned stimulus: | can trigger a condition response. Neutral stimulus becomes conditioned stimulus |
| example of conditioned stimulus | the ringing of the bell is a conditioned stimulus,it becomes a conditioned stimulus through its association with the unconditioned stimulus (illness). develop illness to eating the food |
| Elimination by aspects | Factors on alternatives that are to be evaluated r ordered from most to least important, any alternatives doesn't satisfy the most important factor eliminated. Continues factor to factor until choice is made |
| Availability heuristic | information comes easily to mind determines decision that is made, often because of a recent experience. |
| Reperesentativesness heuristic | decision is based on how closely an object or situation resembles or matches an existing prototype. |
| Recoginition heuristic | rapid decisions based on recognition of one of the alternatives |
| Framing | Potential gains and losses associated with alternatives r emp and influenced a decision |
| Intuition | decisions r motivated by "gut feeling" that may be influenced by perception of gains |
| anchoring | decisions r influenced by focusing on a single factor, thereby overestimating its importance |
| spearman's g factor | intelligence consist of a single factor known as g, which represent a general intellectual ability |
| thurstonse's primary mental abilities | intelligence has seven separate components: verbal comprehension, numerical ability, spatial relations, perceptual speed, word fluency, memory, and reasoning |
| Gardner's frames of mind | Eight independent forms of intelligence: linguistic, logical-mathmatical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. |
| sternberg's triarchis theory | three types of intelligence: componential, experinential, and contextual |
Created by:
VPC
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