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ITP chap 4-6
zITP chap 4-6
| Question | Answer |
|---|---|
| nonsense syllables | three letter combination that doesnt make a word |
| retention curve | exponential decline of memory retention over time. AKA forgetting curve |
| forgetting curve | retention curve |
| over learning | learning something over and over |
| distributed v. massed practice | ebbinghaus says that distributed is the most practical |
| george miller | magic number 7, we are good at remembering 7 digits (phone number) plus or minus 2 7+2 &7-2 |
| hippocampus | associated with the storage of memory |
| olfactory | sense of smell |
| presentist bias | we forget things all the time. if it was a measure of time it is a measure of its quality |
| loftus | research on how imperssionable memory is. kids internalize things very easily |
| false memory | memories are not accurate, just because they recalled it doesn't mean it occured |
| classical conditioning | two stimuli are linked together to produce a new learned response in a person or animal. |
| pavlov | founder of classical conditioning. one of most famous studies in intro to psych. -- studies digestion of dogs measuring how often and much they drool |
| NS- neutral stimulus | the bell in pavlovs exp. Before any conditioning takes place, the neutral stimulus has no effect on the behavior |
| US- unconditioned stimulus | meat that is shown. stimulus that naturally and automatically triggers a response |
| CS- conditioned stimulus | the bell AFTER the CR was produced. previously neutral stimulus that, after being repeatedly associated with an unconditioned stimulus, comes to trigger a conditioned response. |
| CR- conditioned response | the salvation in response to the bell. learned response to the conditioned stimulus |
| UCR- unconditioned response | automatic salvation before any conitioning |
| extinction | the association will go away, conditioned response ceases |
| generalization | the conditioned response is associated with items similar to the conditioned stimulus |
| discrimination | conditioned response only applys to the conditioned stimulus, not any other similar stimuli |
| spontaneous recovery | when something that was 'extinct' pops up again |
| bad experimental neurosis | when you stress out the subject in an experiment |
| operant conditioning-learning | BF skinner- using rewarding and punishing to modify behaviors- learning |
| thorndike | Law of effect: responses that are followed by positive consequences are more likely to be repeated |
| B.F. skinner | operant conditioning-- skinner box with rats and pigeons |
| mentalistic terms | concentrates on perception and thought process |
| ABA- applied behavior analysis | evidence based treatment, typically for children with autism spectrum disorder |
| baseline | pre-intervention measure of behavior, how patient was before treatment. |
| small n research | type of statistics. serial observations of single persons or small groups before, during, and after an intervention period. |
| walden 2 | novel about utopia with operative conditioning, written by skinner. social engineering |
| schiff | a tenured professor |
| rats | psychology college students doing research on rats |
| shaping | successive approximations (gradual changes) in desired behavior as the result of rewarding and punishing |
| reinforcer | anything which increases the likelihood of changing a behavior |
| positive reinforcer | add (reinforcing)- by adding something desired |
| negative reinforcer | remove (reinforcing)- by removing a versive (something you don't like)--- when a child cleans his room and his mom stops nagging |
| primary reinforcer | food, water, sex- something you dont have to teach, a natural reinforcer |
| secondary reinforcer | clapping, verbal praise, grades |
| generalized reinforcer | money- can be applied to many forms of reinforcement |
| contiguous | when it is best to give the reward. if reward is given at later time, shaping isn't as effective |
| attaboy reinforcer | verbal reinforcement |
| punishment in skinner's eyes | positive outcomes - reinforce for an incompatible behavior |
| positive punishment | by ADDING something you don't like |
| negative punishment | by REMOVING something you do like |
| reinforcement schedules | significantly impacts the response rate and resistance to the extinction of the behavior. |
| continuous reinforcement | behavior is reinforced every time it happens. every time you do something you get something |
| intermittent reinforcement | you dont get a reward every time |
| fixed | time inbetween- interval/ratio |
| variable | it does change-interval/ratio |
| Bandura | famous for modeling |
| modeling | learning and imitating behaviors, attitudes, and emotions by observing others. |
| Bobo doll | violence can be taught, humans copy behvior |
| Noam Chomsky | made Language Acquisition Device |
| LAD | language acquisition device- section of the brain posited to house the innate ability to acquire and recognize a first language |
| linguistic relativity hypothesis | the idea that different languages create different ways of thinking |
| sapir-whorf hypothesis | created linguistic relativity- vocab used in a language influence how it's people percieve and act in the world |
| non verbal communication | winking |
| haptics | tapping, buzzing |
| inductive reasoning | froma specific observation to a broader generalization |
| deductive reasoning | all men are mortal, socrates is mortal, socrates is mortal |
| functional fixedness | extent to which you can generalize things around you |
| factor analysis- spearman | related variables are tested for correlation |
| boredom and creativity |
Created by:
liz gelles