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psych unit 2
| Term | Definition |
|---|---|
| Learning | permanent change or knowledge in behavior from experience |
| classical conditioning | unconscious learning to a response; automatic learning (reflective learning) |
| stimulus | causes a response |
| unconditioned stimulus (UCS) | naturally/automatically triggers reflexive response without prior learning/conditioning |
| response | reaction to a stimulus |
| unconditioned response (UCR) | unconditioned and occurs in response to a stimulus |
| neutral stimulus | doesn't naturally elicit specific response from individual; not a stimulus |
| conditioned response | learned response that occurs when neutral stimulus becomes associated with significant stimulus; trained response |
| conditioned stimulus | after repeated pairing with unconditioned stimulus, an evolved response occurs; trained stimulus |
| extinction | weakening or getting rid of a learned behavior |
| spontaneous recovery | conditioned response that's been extinguished reappears after period of time without exposure to conditioned stimulus; old behavior spontaneously comes back |
| stimulus generalization | responding to new stimulus in same way of a previously learned stimulus |
| what creates a conditioned stimulus? | a neutral stimulus plus an unconditioned stimulus |
| stimulus discrimination | learned ability to differentiate between various stimuli and respond differently to each |
| taste aversion | disliking a food because they experienced an illness after; usually happens with 1 pairing |
| John Watson | behaviorist who studied babies; realized that falling and loud noises are natural fears |
| B.F. Skinner | behavioralist who studied pigeons; doesn't believe in free will but reinforcement |
| primary reinforcer | stimulus is satisfying because it meets basic biological need; example: food |
| secondary reinforcer | acquires reinforcing power through association with primary reinforcer; example: getting money for food |
| positive reinforcer | desirable stimulus presented after behavior making it more likely to occur in the future; "added to"; example: chocolate after answering a question |
| negative reinforcer | strengthens behavior by removal/reduction of unpleasant stimulus making behavior more likely to happen again; "taken away from"; example: seatbelt sound going off until you buckle up |
| positive punishment | addition of unpleasant stimulus to decrease likelihood of behavior from happening again; example: spanking |
| negative punishment | decrease behavior by removing a desirable stimulus after behavior occurred; example: phone taken after screaming at videogame |
| fixed-ratio schedules | behavior is reinforced after a specific, predetermined number of responses have been performed |
| variable-ratio schedules | behavior reinforced after unpredictable varying number of responses |
| fixed interval schedules | behavior reinforced after specific, predetermined number of time has passed |
| variable-interval schedules | behavior reinforced after unpredictable amount of time passed |
| shaping | use of reinforcement of successive approximation of desired end behavior |
| modeling | individual learns fro behavior by observing and imitating actions of the person |
| mirror neurons | physically feeling the behavior we see |
| insight learning | moment when solution to problem becomes clear; "aha!" moment |
| latent learning | getting knowledge or skills without immediate reward or reinforcement |
| learned helplessness | believing something that isn't true but it's engraved in their brain |
| info processing approach | theory of memory stating memories are encoded, stored, and retrieved later when needed |
| sensory memory | first memory store that retains sensory stimulation for a short time; extension of perception; what you hear, see, taste all connects to a memory |
| what must happen for a memory to become long term? | for working memory to be moved to long term, must engage in elaborative rehearsal |
| maintenance rehearsal | involves repeating or rehearsing info to maintain it in short-term memory |
| rote memorization is to _________ processing as elaborate rehearsal is to ________ processing | 1. shallow 2. deep |
| method of Loci (location) | deals with memory system where you associate info with a physical location |
| P.I.E.S | personality=infant, ego, superego |
| semantic memories | type of explicit memories that contain factual/conceptual info; 1 word is tied to another word |
| episodic memories | explicit memory involving entire sequences of events; memories tend to be autobiographical |
| implicit memories | memory you're not aware of; could be muscle memory |
| cognition | mental activités associated with thinking, knowing, remembering, and communicating |
| prototype | mental image/typical example that exhibits all the features associated with a certain category |
| problem solving | act of combining current info with info stored in your memory to find a solution to a task; current info+stored info=current task solution |
| heuristics | informal rules/mental shortcuts that make solving problems/decision making quicker and simpler |
| working backward | start at goal state and work backward to determine solution to a problem; what's my goal, so how do I get there? |
| holistic thinking | focused on "whole" or interconnectedness of systems and objects; eastern thinking, theories, overall understanding |
| analytic thinking | breaking down the problem into multiple parts to find a solution; western thinking |
| fixation | tendency to become entrenched in thinking a certain way, leads to inability to see a problem from a fresh perspective |
| framing | way of decision or problem is presented; language matters |
| availability heuristic | mental shortcut that tells us if we can bring examples of an event to mind easily, that event must be common; we think something is true and if we find examples of it, we are more likely to think that it's true |
| confirmation bias | something is already true and tendency to look for evidence that proves our belief while failing to notice evidence that disproves those beliefs |
| creativity | ability to come up with new ideas that can lead to a particular outcome; seeing familiar things in new ways |
| critical period hypothesis | there's limited period in which you can learn a language |
| linguistic relativity hypothesis | language influences thoughts |
| intelligence | ability to learn/adapt from experience, solve problems, apply knowledge in new situations |
| fluid intelligence | ability to think/reason abstractly and solve problems; decreases as we get older |
| crystallized intelligence | ability to use learned skills, knowledge and experience; increases with time/age |
| Sternberg's triarctic theory | intelligence has 3 distinct components; CAP (creative, analytic, practical) |
| analytic intelligence | Sternberg's 3 types of intelligence that includes ability to analyze and evaluate ideas, solve problems, and make decisions |
| creative intelligence | Sternberg's 3 types of intelligence that includes person's ability to adapt to new situations, come up with unique ideas, and think of solutions to problems |
| practical intelligence | Sternberg's 3 types of intelligence; includes ability to find solutions to problems and use them in practical everyday situations |
| 9 Theories of multiple intelligence | linguistic, logical-mathmatical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, naturalistic, existential |
| standardization | process of establishing test norms and guidelines of uniform administration and scoring; a test is given same exact way to everyone each time |
| validity | tests ability to accurately measure construct its designed to measure; saying a test is valid "does it really?" |
| reliability | consistency of a measure; can we use this test over and over again? |
| Howard Skeels | placed unresponsive children in a home to test nature vs nurture |
| stereotype threat | when worry about confirming negative stereotype leads to under performance on test by member of stereotyped group; if we believe something negative is true then we tend to believe it |
| What happens when you blame environment on heredity? | heredity sets limits to a child's potential environment is what helps limits be actualized |
| stress | perceived discrepancy between physical/psychological demands of situation and individual's biological, psychological, or social resources to cope with demands; demotivator |
| distress | negative effects experienced when confronted with stress; could be physical |
| eustress | positive effects that can result from stress; positive yet stressful situations; good stress; a motivator and gets you moving |
| acculturative stress | stress and psychological toll resulting from living in new culture |
| fight or flight | physiological response to stress triggered by release of hormones from adrenal glands; freezing is another response |
| ARE | alarm; see something that isn't right resistance; gives ability to fight against exhaustion; mentally/physically done |
| psychoneuroimmunology | interdisciplinary field of study that emphasizes interaction of psychological, neurological/endocrine and immunological processes in stress or illness; stress suppresses immune system |
| type A | personality type that's competitive, impatient, verbally aggressive, outgoing, more likely to experience a heart attack |
| type B | personality type that's easy going and can have a tendency to procrastinate |
| what 3 things are linked to heart attacks? | anger, hostility, and cynicism |
| mediation | stress management strategy that involves training your mind to be present aware and open to experiences |
| mindfulness | based stress reduction; is being present in the moment; stress is often in past or future |
| cognitive appraisal | cognitive interpretation/evaluation of a stressor |
| primary appraisal | initial evolution of seriousness of stressor and demands it requires; is stress a threat or challenge? if it's seen as a challenge it's better |
| emotion-focused coping | influencing one's own emotional response to a stressful situation as a method of coping; dealing with emotions instead of solving the problem |
| social support | comfort, caring, help available to an individual experiencing stress, from a network of supportive friends |
| faith community support | people who are religiously active live longer |
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