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Psych 1100 Exam 2
| Term | Definition |
|---|---|
| Corpus Callosum | allows information to be passed to left and right hemispheres -> important for communication between hemispheres |
| Left visual field goes to ________ | right hemisphere |
| Right visual field goes to _________ | left hemisphere |
| Left hemisphere | language |
| Split Brain Studies | severed corpus callosum to help reduce seizures. image on the left visual goes to the right hemisphere -> patient does not say what they saw. Grab object with left hand pick out correct |
| Unconditioned stimulus (US) | input to a reflex (food in mouth) |
| Unconditioned Response (US) | output of reflex (salivation to food) |
| Conditioned Stimulus (CS) | initially results in investigatory response, then habituation; after; after conditioning, results in CR (bell) |
| Habituation | continuing ringing of a bell creates a lesser response - response gets weaker |
| Conditioned Response (CR) | response to CS; measure amplitude, probability, latency (this is learned) |
| Measures of conditioned response | amplitude, probability, latency |
| Amplitude | the strength of the conditioned response (can see how much saliva is produced in the tube) |
| probability | how often the conditioned response occurs (eye blink due to bell) |
| latency | time for CR to occur (how long till heatbeat is beating fast due to tone |
| acquisition | period of learning when pairing the CS with the US (bell with food): more reinforcement (trials) makes the CR stronger |
| extinction | if you don’t provide the CS with the US (bell without food), the strength of the CR decreases and goes away |
| spontaneous recovery | after 24 hours the CR is recovered without any further training (its spontaneous); not as strong as the previous strength, extinction happens faster from now on |
| contiguity | time in between presenting the CS (bell) and the US (food) |
| optimal time interval | best time (right time) between presenting the CS and the US to get the strongest CR |
| stronger CS creates stronger CR | For example: louder bell (CS) creates more salivation (CR) |
| second (higher) ordering condition | first create the CR (salivation) from the CS that was paired with the US. Now because you have the CR to the CS you use that CS to pair with another stimulus. |
| Generalization | similar stimuli create similar responses (If you learned to respond to a stimulus (dog) and later you encounter something similar to that stimulus (something like a dog): you should respond in the similar way) |
| Discrimination | different stimuli create different responses (less similar the stimuli the less similar the responses will be Higher pitch beep creates strong CR (could over train to have this tone to only have the CR) ) |
| Operant/Instrumental Conditioning | Under the subjects control*** |
| Law of Effect | Response is strengthened when followed by reinforcement (satisfying state of affairs). Response is weakened when followed by punishment (annoying state of affairs). |
| Reinforcement | depends on response (cat has to push paddle in order to get out of the box); Anything that increases the rate of responding |
| Behavior | is being learned (push paddle to escape box)- learning to DO something |
| Mechanism | Through Law of Effect: consequences of response |
| Delay | weakens response must present reinforcement right away after response |
| Positive reinforcement | appetitive (desirable) stimulus (a treat). Giving something desirable to the subject |
| negative reinforcement | Taking something away from the subject: Take away a shock from a rat |
| Punishment | Anything that decreases the rate of responding |
| positive punishment | adding something to decrease the response (adding a shock when the rat presses the bar |
| negative punishment | taking away something to decrease the response (take away toy from a child to decrease the response of bad behavior |
| discriminative stimulus exmaple | Light on (does not cause the response, just says when to press the bar to be reinforced- given food) |
| positive reinforcement example | giving the food to the rat after it presses the bar |
| continuous reinforcement | if you reinforce the rat every time for the response→ does not lead to that strong of a response |
| interval | reinforce a response after a period |
| fixed interval | the time is fixed - when rat presses bar - every 30 seconds the rat will receive reinforcement when it presses bar (timer is reset every time) ; scallop design on graph |
| variable interval | the time is average- when rat presses a bar it receives the reinforcement every 30 seconds on average when it |
| partial reinforcement | If you reinforce the rat sometimes (some of the time) |
| fixed ratio | ratio will always be the same - fixed; every 10th bar presses the rat will receive the reinforcement (restarts) (post reinforcement pause on graph) |
| ratio | Reinforcement after some number of responses (ratio of responses to reinforcement) |
| variable ratio | ratio is averaged- on average it will be every 10 responses it receives a reinforcement. This makes it unpredictable (could be 8 responses, 12 responses, 5 responses, 15 responses) |
| shaping | can make the subject do a response the animal would have never done spontaneously on its own |
| chaining | We want a subject to do a sequence of responses – one response after another … “links in a chain” |
| contingency | Likelihood of US depends on CS’s presence or absence |
| Robert Rescorla Experiment | There are 3 groups of rats: When the tone is on: 40% of the time group 1, group 2 and, group 3 are getting shocked (US) exactly the same amount of time (shock is on 48% OUT OF 120 SEC) The US (the shock) is contingent on the CS (the tone) |
| belongingness | A CS and a US could belong together: two stimuli work better together -the opposite of equipotentiality |
| equipotentiality | put any CS with any US - Pavlov |
| Garcia Effect | Is difficult for classical conditioning Associations with CS and US happen in just ONE trial Less likely that extinction occurs CS and US don’t need to be presented within seconds Can present CS hours before US |
| Encoding | process of transforming what we perceive, feel, or think into an enduring memory |
| storing | process of maintaining information in memory over time |
| retrieving | process of bringing to mind information that has been previously encoded |
| long term memory duration | Longer than 1 minute Permanent |
| long term memory storage capacity | Infinite capacity→ “everything you know” |
| short term memory/working memory duration | Seconds to minutes |
| short term memory/working memory storage capacity | 7 +/- 2 items that you can remember → “chunks” |
| childhood amnesia | we don’t form memories before the age of 2 years old . Becuase hippocampus isn't fully developed, need language, need remembering strengths |
| flow of information in memory | First you receive information / a stimulus Then it goes into your short term memory Then if you rehearse this information This information that is rehearsed will go into your long term memory |
| two kinds of rehearsal | maintenance and elaborative |
| maintenance | hold the information in the short term memory |
| elaborative | move the information into the long term memory |
| primacy effect | early part of the list of words are recalled better than the middle → recalled from long term memory |
| reducing primacy | present the words faster to take away ability to put those words into the long term memory |
| recency effect | last part of the list of words are recalled better than the middle → recalled from the short term memory |
| reducing recency | have a period of time (delay: have the person count backwards or do an activity) in between the 20th word being heard and asking the person to recall them (this takes away ability to keep those items in short term memory) |
| psychological code for short term memory | Phonological: based on speech sounds When asked to recall a word from short term memory, you might confuse “boat” with “coat” |
| psychological code for long term memory | Semantic: based on meaning When asked to recall word from long term memory, you might confuse “boat” with “ship” |
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