Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
PSCL 353 - Exam #1
| Question | Answer |
|---|---|
| Learning | a relatively permanent behavior change that occurs as a result of events - deemphasis on educational issues (most learning outside classroom) |
| Memory | the retention of retrieval of information - the record of info is called MEMORY TRACE or ENGRAM |
| Comparative psychology | scientific study of differences between species |
| Morgan’s canon | even when similarities appear, hesitate to attribute higher mental processes to other species - behavior not thought |
| Maturation | this is not learning, it is behavior change from passage of time |
| Evolution | characteristics of one species change over time so that the descendants of the members of one species may belong to another species - false start wrong explanation |
| Environment of evolutionary adaptiveness | the environment that was in place when a trait was evolving - BUSS's theory has to take this into account |
| Buss’ Sexual Strategies Theory | goal: to explain human mating behavior in same terms as behavior in other species - when we do this, oddities occur like paternal investment, female menopause, hidden ovulation, female sexuality when not ovulating, private sex |
| Natural selection | members of species vary in traits, some variations inc fitness, passed onto offspring, best fitness wins |
| Epistemology | the philosophical study of the nature of knowledge NATIVISM (knowledge innate), RATIONALISM (complex reasoning is mind), EMPIRICISM (knowledge thru exp + senses), ASSOCIATIONISM (complex ideas combo of simpler ones) |
| Behaviorism | viewed science as study of observable events and psychology as the study of behavior - remove all mentalist concepts from psych |
| Functionalism | emphasis on the functions of consciousness; often based in observation |
| Cognitive approach | goal is to use measures of behavior to develop and text theories of mental processes - mind is like a computer - categorization - understanding behavior to understand the mental experience |
| Repetition priming | processing of stimulus is affected by previous presentation of it - preference for familiar tasks - perceptual identification - word completion ---- also rat task, the altering of the startle |
| Learning curve | created w/ many learning trials monotonic (move in one direction, show learning) negatively accelerated (rate at which total amt learned changes is always slowing down) --- think upside down exponential |
| Habituation | a decrease in a response to a stimulus that is repeatedly presented - occurs more rapidly if same stimulus mult occasions - context-specific - spontaneous recovery |
| Dishabituation | habituation to one stimulus can be temporarily blocked by presenting another stimulus - baby w/ female voice saying different words |
| Discrimination | responding differently to different stimuli - babies and color ----- see same color then show slight diff color they can discriminate |
| Coolidge effect | habituation of male sexual responses - males mate w/ ovulating female - will not mate again w/ same female but will w/ diff ovulating female |
| Aplysia | aplysia are giant marine snails with simple nervous system + few neurons --- SIPHON W/DRAWAL: touch their siphon that they use to get food, they w/draw, but not once done a lot! |
| Sensitization | magnitude of a response increase as a result of repitition |
| Wagner’s cognitive theory of habituation | the distinction between short term memory and long term memory. habituation could represent either. - short term: still in working memory - long term: need more spaced out stimulus for it to still fn STM will decline in a day, but jumps once more LTM |
| Thompson et al.’s dual-process theory of habituation and sensitization | response to stimulus depends on two diff types of neurons: - type H: most directly involved in the reflex arc, tend to habituate to repeated stimulation - type S: more central, reflect general state of arousal in organism, likely enhance responsiveness |
| Opponent-process theory of acquired motivation | all organisms are oriented to homeostasis - exp strong reaction A, exp strong counter-reaction B - B begins and ends after A - A havituates, B sensitives ----- ex: 1st heroin very euphoric, after neg. as you go less euphoric and after way more neg |
| Hedonic treadmill | emotion systems react to life circumstances, returning us to our emotional set point - life experiences only temp affect on happiness |
| Perceptual learning | once we have learned how to perceive or identify a stimulus, it is easier to learn other things about it - previous exposure = better discrimination |
| Composites Effect | we treat two halves holistically - take a celeb and match half their face w/ another very hard to identify the celeb |
| Whole Advantage | when asked to recognize a face, they can distinguish it from another face that differs only in the nose, but can't recognize nose on its own |
| Inversion Effect | inversion disrupts face perception, esp sensitivity to spatial relations |
| Classical conditioning | contingency learning, acquisition of knowledge about correlations between stimuli |
| Unconditioned stimulus | item w/ no response correlated ex: food |
| Conditioned stimulus | item w/ a response correlated ex: tone |
| Unconditioned response | natural correlated response to item ex: salivation to food |
| Conditioned response | natural response with the un-natural item ex: salivation to tone |
| Extinction | elimination of a conditioned response as a result of presentation of the conditioned stimulus alone |
| Spontaneous recovery | extinction fades away as a result of the passage of time |
| Conditioned emotional response | fear conditioning - typically US is shock - response is termination of activity ex: light on, electricity flows -- don't touch! |
| Summation test of conditioned inhibition | phase 1: CS1 = US, CS2 = US phase 2: CS1, CS3 = No US (believe CS3 results in no food) test: CS2, CS3 (conditioned response disappears) |
| Retardation of acquisition test of conditioned inhibition | Phase 1: CS1 = US Phase 2: CS1 + CS2 = No US Try to condition CS2 = US (light = food) slowed down acquisition of conditioning, dog has to unlearn previous learning |
| Delay conditioning | CS starts before US and stays on until US is done |
| Trace conditioning | CS starts before US and turns off before US starts |
| Preparedness | relative preparedness defined by the number of learning experiences that must occur before behavior change is reliable - evolutionary learning can have an impact on this )phobias) |
| Conditioned taste aversions | avoidance of food as result of illness, unusual aspects: - long delay, one-trial learning, only certain aspects |
| Sensory preconditioning | Phase 1: CS2 - CS1 phase 2: CS1 - US CR - CS2 start w/ light + tone both mean nothing THEN create an association |
| Second-order conditioning | Phase 1: CS1 - US (tone = food, a lot of trials) Phase 2: CS2 - CS1 (light = tone, few trials) - no wipe out p1 CR to CS2 (light = salivates) |
| Blocking | Phase 1: CS1 - US (tone = food) Phase 2: CS1, CS2 - US (tone/light = food) No CR to CS2 (light = nothing) |
| Unblocking | IF tone + light as CS1 and CS2 has a lot of food, this would be unblocking -- an INC in US to get CR |
| Overshadowing | a stronger more salient CS may be learned at the expense of a weaker CS (they occur at the same time) |
| Rescorla-Wagner theory of classical conditioning | classical conditioning has evolved to allow animals to predict events - conditioning takes place to the extent the US cannot be successfully predicted prediction error: learning takes place when what occurs doesn't match predicitions |
| Safety learning | example of inhibitory classical conditioning - stimulus A associated w/ pain - however is stimulus X present, no shock so X becomes a safety signal |
| Superconditioning | extremely strong association between an excitatory CS and a US when that CS overruled an inhibitory CS - react to CS1 even if conditioned w/ CS1, CS2 = CR |
| Overexpectation effect | Phase 1: CS1 - US trials intermixed with CS2 - US trials Phase 2: CS1, CS2-US trials Reduced responding to CS1 and CS2 |
| Positive and negative patterning | positive: compound CSs - US; individual Cs don't negative: individual CSs - US; compound doesn't |
| Hall-Pearce negative transfer | evidence that subjects may reduce attention to a CS when its association to a US seems to be well-understood - learning of one association in phase 1 impairs learning of a different association in phase 2 |
| Evaluative conditioning | to what extent can associations between stimuli change our emotional reaction to them - neutral pictures paired w/ liked pictures now liked and opposite for disliked - photos more attractive if shown to subjects while eating |
| Perruchet effect | subjects conscious expectations may differ from physiological responses - eyeblink conditioning replicable phenomenon that can be found in humans with other conditioning procedures - concious expectations driven by cognitive processes |
| Causal learning | to what extent do we rely on simple associations when deciding one thing causes another - causal mechanisms, associations - medical diagnosis tests |
| what does learning exclude | temperment change, maturation, and innate things (learning to walk) |
| Structuralism | the proper topic for psychology was conscious processes and immediate experience (introspection) |
| behaviorism antimentalist | cant observe mind or mental process |
| behaviorism empiricist | emphasizing role of exp |
| behaviorism associationist | lots of associations + eonnections |
| behaviorism reductionist | you understand by breaking into smaller pieces |
| three forms of simple learning | stimulus learning, learning about relationships (associations) between stimuli, learning about relationship between stimuli and our behavior |
| recall | tell me what happened - free (tell words on list, any order) - cued (words on list animals, write them) - seriel (write list of words in order) |
| recognition | yes-no (say yes to words on list) forced-choice (pick one of two words which on list) |
| when do habituation and sensitization occur | weak stimuli (H), strong stimuli (S) tranquility (H), stress (S) inappropriate (H), appropriate (S) --- H is a reduction/elimination of an inappropriate response ---S: inc in general responsiveness important to enviro |
| mechanisms of perceptual learning | stimulus storage - storing particular stimuli for faster matching differentiation - learning to make finer distinctions attention weighing - learning which dimensions important utilization - combine stimuli into compounds, perceive holistically |
| Rescorla and his probabilities | look into: p(US/CS) - US will occur given CS occurred (food w/ tone) p(US/noCS) - US will occur given no CS (food will arrive w/ no tone) -- means tone does not mean no food vs food, completely random cntrl |
Created by:
atallarida