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Psych
| Term | Definition |
|---|---|
| Discrimination | The ability to respond differently to various stimuli |
| Generalization | the ability to apply learned knowledge, behaviors, or responses to new and similar situations, stimuli, or concepts |
| Reinforcement | increases the likelihood of a behavior by providing a desirable stimulus (positive reinforcement) or removing an unpleasant one (negative reinforcement) |
| Punishment | any stimulus or consequence that decreases the likelihood of a specific behavior occurring again in the future |
| Shaping (successive approximation) | Shaping is a behavioral procedure that uses reinforcement of successive approximations to teach a complex or novel target behavior that would not occur spontaneously |
| Stimulus | any event or object that elicits a response from an organism or individual, involving sensory perception like sight, sound, touch, smell, or taste |
| Response (behavior) | any action, reaction, or behavior that occurs as a result of a stimulus |
| Intelligence | the multifaceted capacity to learn from experience, solve problems and adapt to new situations |
| Algorithms | refers to any systematic method for reaching a conclusion |
| Personal Relevance | The extent to which information a message or an experience is significant important or meaningful to an individual's own life beliefs values and identity influencing their attention motivation and processing of that information |
| Achievement Test | A test designed to assess what a person has already learned or a developed skill or knowledge base |
| Chucking | A memory and learning strategy where individual pieces of information are grouped into larger more manageable units or chunks to reduce working memory load and enhance short term retention and recall |
| Framing effect | how a subject is presented affects how we respond to it |
| Conditioned | Something learned or acquired through association where a neutral stimulus becomes a cue for a learned response after being repeatedly paired with an unconditioned stimulus |
| Serial Position effect | The tendency to remember the first and last items in a list or sequence better than those in the middle |
| Pragmatics | The unwritten rules of language such as how to use emphasis tone and social cues to convey meaning in context |
| Ebbinghaus retention curve | A psychological model that shows how memory retention decreases over time without active effort with the most significant loss occurring shortly after initial learning |
| Flashbulb Memory | A vivid and detailed memory of a significant and emotionally charged event |
| Spacing effect | A cognitive phenomenon in psychology that describes that the improvement in memory and learning when study sessions are distributed over time rather than crammed into a single session |
| How do we test intelligence? | using formal cognitive and IQ tests such as the Wechsler Adult Intelligence Scale (WAIS) or the Stanford-Binet administered by a licensed psychologist |
| Continuous Reinforcement | A schedule where a desired behavior is reinforced with a reward every single time it occurs leading to fast initial learning and a strong association between the behavior and its consequence |
| how do nature and nurture lead to your intelligence | Genetics provides the foundational capacity for intelligence while environmental factors influence where within those boundaries an individual's intelligence will develop and how their genetic potential is expressed |
| State-dependent memory | A cognitive phenomenon where individuals tend to recall information more effectively when they're in the same physiological or psychological state as when they initially learned it |
| Observational learning and modeling | The process of acquiring new behaviors attitudes or emotional expressions by watching and imitating others known as models |
| Sternberg plus emotional intelligence | Robert Sternberg's triarchic theory identifies three types of intelligences Analytical, fore problem solving and evaluation; Creative, for generating new ideas; and practical, for real world adaptations and implementations |
| Source Amnesia | A cognitive phenomenon where a person is unable to recall the source of a piece of information or an event |
| Sensory Memory | The brief, temporary storage of sensory information in the brain |
| Long term memory | A cognitive system that stores information for extended periods typically beyond minutes or hours |
| Working memory and Short-term memory | Short term memory is a temporary holding space for a limited amount of information & working memory is more active and not only holds information but also manipulates it to support complex cognitive tasks like reasoning learning and problem solving |
| Misinformation Effect | The misinformation effect also known as the post event misinformation effect is a phenomenon in psychology where exposure to false or misleading information after an event can alter or distort a person's memory of that event |
| Retrieval cues/retrieval failures | Retrieval cues are stimuli that help us access information stored in long term memory while retrieval failure is the inability to recall information due to a lack of or insufficient cues |
| Operant Conditioning + Social Learning | Social learning theory incorporates the principles of operant conditioning into its framework people can also learn to perform a behavior simply by seeing someone else be reinforced for it |
| Recall, Recognition and relearning | Recall is retrieving info from memory without cues recognition is identifying info as familiar when provided with cues or stimuli and relearning is the process of learning again that was previously learned but forgotten usually taking less time |
| Standardization | The process of administering and coring a test in a consistent manner to a large representative sample of people this "pretested group" establishes a baseline for comparing individual scores |
| Context-Dependent memory | The phenomenon where the ability to recall info is enhanced when the retrieval context (environment or situation) matches the context in which the info was originally encoded |
| Cognition | Refers to the mental processes involved in acquiring knowledge and understanding |
| Flynn Effect | Refers to the observed increase in average IQ scores over time across different generations it was first identified by James R. Flynn in the 1980s |
| Implicit and Explicit | Explicit refers to info processes or attitudes that are conscious deliberate and easily reported Implicit refers to info processes or attitudes that operate unconsciously, automatically and without awareness or control |
| Confirmation Bias | We look for evidence confirming what we think should be there |
| Heuristics | Using simple strategies to solve a problem quickly but not necessarily accurately |
| Prototypes | is the most typical or idealized example of that concept acting as a mental benchmark for categorization |
| Source Amnesia | A cognitive phenomenon where a person is unable to recall the source of a piece of information or an event |
| Sensory Memory | The brief, temporary storage of sensory information in the brain |
| Long term memory | A cognitive system that stores information for extended periods typically beyond minutes or hours |
| Working memory and Short-term memory | Short term memory is a temporary holding space for a limited amount of information & working memory is more active and not only holds information but also manipulates it to support complex cognitive tasks like reasoning learning and problem solving |
| Misinformation Effect | The misinformation effect also known as the post event misinformation effect is a phenomenon in psychology where exposure to false or misleading information after an event can alter or distort a person's memory of that event |
| Retrieval cues/retrieval failures | Retrieval cues are stimuli that help us access information stored in long term memory while retrieval failure is the inability to recall information due to a lack of or insufficient cues |
| Operant Conditioning + Social Learning | Social learning theory incorporates the principles of operant conditioning into its framework people can also learn to perform a behavior simply by seeing someone else be reinforced for it |
| Recall, Recognition and relearning | Recall is retrieving info from memory without cues recognition is identifying info as familiar when provided with cues or stimuli and relearning is the process of learning again that was previously learned but forgotten usually taking less time |
| Standardization | The process of administering and coring a test in a consistent manner to a large representative sample of people this "pretested group" establishes a baseline for comparing individual scores |
| Context-Dependent memory | The phenomenon where the ability to recall info is enhanced when the retrieval context (environment or situation) matches the context in which the info was originally encoded |
| Cognition | Refers to the mental processes involved in acquiring knowledge and understanding |
| Flynn Effect | Refers to the observed increase in average IQ scores over time across different generations it was first identified by James R. Flynn in the 1980s |
| Implicit and Explicit | Explicit refers to info processes or attitudes that are conscious deliberate and easily reported Implicit refers to info processes or attitudes that operate unconsciously, automatically and without awareness or control |
| Confirmation Bias | We look for evidence confirming what we think should be there |
| Heuristics | Using simple strategies to solve a problem quickly but not necessarily accurately |
| Prototypes | Our best representation of a concept |
| What can you do to improve your memory | Exercise get enough sleep eat a healthy diet reduce stress avio9d smoking and alcohol use memory aids practice active recall play brain games learn new things chunking visualization mnemonic devices |
| Spearman: g, s | Spearman's theory of intelligence posits that human cognitive ability is composed of a general intelligence factor (g) and various specific abilities (s-factors) |
| Memory Capacity ---> the magic number | Seven plus or minus two |
| Behaviorism | A school of psychology focused on observable behaviors and argues that behavior is learned through interactions with the environment and conditioned by stimuli and consequences rather than by internal mental states like thoughts or emotions |
| Concepts | A mental grouping of similar things ideas or experiences |
| Multiple Intelligences (Gardener) | Howard Gardeners theory of multiple intelligences proposed in his 1983 book Frames of Mind suggests that intelligence is not a single entity but a combination of multiple distinct abilities rather than a single measurable IQ |
| Basic Types of Intelligence | Linguistic, Logical-Mathematical, Musical, Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalistic, and existential Intelligence |
| Unconditioned | A natural, automatic response or stimulus that requires no prior learning or conditioning to occur |
| Fixation and Functional Fixedness | Fixation is the inability to adopt a different perspective on a problem. A type of fixation is functional Fixedness, which is the tendency to perceive objects only in terms of their most common or expected use |
| Normal (Bell) Curve | The normal bell curve is a symmetrical bell-shaped graph that represents the distribution of many psychological attributes including intelligence most scores fall near average with fewer scores at the extremes |
| Partial (intermittent) reinforcement | Partial reinforcement is an operant conditioning schedule where a desired behavior is reinforced (rewarded) only some of the time rather than every time it occurs |
| Prospective VS Retrospective | Prospective relates to the future involving memory for future tasks or research studies that track participants forward in time. Retrospective relates to the past referring to memory for past events or studies that analyze historical data or information |
| Chomsky and the language acquisition device | A theoretical concept proposing that humans are born with an innate mental faculty that enables them to quickly learn language |
| WAIS | The WAIS is the most widely used intelligence test for adults and older adolescents it provides a comprehensive assessment of cognitive abilities and intellectual potential |
| Aptitude Test | A test designed to predict a persons future performance or capacity to learn it assesses an individuals potential in a specific area |
| Episodic and Semantic | Episodic memory is the recall of personal experiences a mental snapshot of specific events including time place and emotions while Semantic memory is a collection of general world knowledge and facts |
| Imagery | The mental representation of sensory experiences such as sights sounds smells tastes and touch without the direct presence of external stimuli |
| IQ | Mental age/Chronological Age x 100 |
| TOT Tip of the tongue phenomenon | The frustrating experience of being unable to retrieve a word or name from memory despite being confident you know it |
| Binet and School Achievement | The Binet scale is the first intelligence test developed by Alfred Binet and it introduced the concept of mental age to assess children's learning abilities and school achievement |
Created by:
aubreyyrice