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Psych Exam 2
| Term | Definition |
|---|---|
| Top-Down Processing | Where your perception is guided by your perception is guided by your previous knowledge, expectations, and experience. Your brain inputs based on what you already know. |
| Bottom-Up Processing | Where your brain collects pieces of sensory information and builds up from there. |
| Proprioception | The "Sixth sense" we have that allows us to subconsciously know where our body parts are in space |
| Attention | Where we focus on an aspect of our environment, like sounds, sights, and smells |
| Classical Conditioning | Is learning through association between two stimuli, and explains involuntary behaviors like emotions and reflexes |
| Unconditioned Stimulus(UCS) | Is a stimulus that does not need to be conditioned to create an automatic reaction like the smell of food |
| Unconditioned Response (UCR) | Is an automatic response to a stimulus that does not need to be conditioned, like salivating when smelling food |
| Neutral Stimulus (NS) | A stimulus that does not automatically create a response, like a bell |
| Conditioned Stimulus (CS) | A neutral stimulus that has been paired with an unconditioned stimulus(like food) enough times that they are associated and can produced a Conditioned Response (CR) |
| Acquisition | The learning phase where the NS and UCS are being paired |
| Stimulus Generalization | The phenomena where similar stimuli produce the same response. Think of how Little Albert began to get scared of other white fuzzy objects that weren't rats. |
| Stimulus Discrimination | Where we recognize that similar things can be different. For example, a fuzzy while sheep stuffed animal is not a rat |
| Extinction | Where a CR is weakened after the CS has not been paired with the UCS in a while. If Pavlov started bringing food with the bell again, the dogs would quickly begin salivating to the bell again |
| Taste Aversion | Is an example of how one stimulus pairing can create a strong aversion to the stimuli. Think about food poisoning |
| Positive Reinforcement | Adds something pleasant, like rewarding a behaving child with candy |
| Negative Reinforcement | Removes something unpleasant, like getting out of bed to turn your alarm off |
| Positive Punishment | Adds something unpleasant, like giving a misbehaving child detention |
| Negative Punishment | Removes something pleasant, like taking away a game system |
| Continuous | Where a behavior gets a consequence every time, this is the fastest to learn but also makes extinction happen quicker |
| Fixed Ratio (Set Amount) | Where a behavior gets a consequences every other time, every third time, and so on. Both learning and extinction happen slower than with continuous |
| Fixed Interval (Set Time) | Where a behavior gets a delayed consequence after a set interval of time, e.g. 15 seconds, learning and extinction are slower than variable ratio |
| Observational Learning requires 4 processes | 1.Attention: The person must notice behavior 2.Rentention: The person must remember behavior 3. Reproduction: The person must be capable of repeating the behavior 4. Motivation: The person must want to imitate the behavior |
| Bandura's Bobo Doll Experiment | Showed how observational learning occurs with or without a reward or punishment. Children who did not see the violent model get rewarded or punished acted just as violently as children who saw the model be rewarded |
| Learned Helplessness | Is the phenomena where someone gives up after failing repeatedly and stops trying even when they could succeed |
| Cognition | defined as all the mental processes used in thinking. It includes perception, memory, judgement, and problem solving |
| Heuristics | the mental shortcuts we create to make quick decisions, but can be flat-out wrong and give rise to problematic biases |
| Representative Bias | where you make judgements about someone or something based on stereotypes |
| Confirmation Bias | Where you seek out information to confirm your beliefs |
| Hindsight Bias | Where you believe that something was predictable after it has already happened |
| Convergent Thinking | You are narrowing down, focusing, and finding the best answer. You're thinking critically and eliminate wrong options. This thinking is precise, efficient, and good for structures problems, like a psychology exam |
| Divergent Thinking | You are expanding, exploring, and coming up with multiple answers. You're brainstorming and coming up with creative ideas. This thinking is outside the box, is creative, and can help you see new angles to things |
| Intelligence | Our ability to learn, solve problems, and adapt |
| Fluid Intelligence | is used to solve new problems reason with logic, and is less dependent on previous knowledge |
| Crystal Intelligence | Is knowledge gained through experience, includes your vocabulary, facts, and learned skills like playing an instrument |
| Sternberg's Triarchic Theory | 1. Analytical: Book smarts, problem solving, logical reasoning, test results 2. Creative: Adapting to new situations, novel thinking, and creating ideas 3. Practical: Street smarts, adapting behavior, communicating, managing responsibilities |
| Cattell-Horn-Carroll Theory | 1. General Intelligence: This is your overall mental ability 2. Broad Abilities: There are 16 broad abilities ranging from reasoning, processing, and memory 3.Narrow Abilities: There are 80 narrow abilities that are very specific, like spelling, math, l |
| Standardization | Where we give the test to everyone under the same general conditions. We give them the same instructions, time limits, and follow the same scoring procedure. IF these things vary then scores may not be comparable |
| Norming | When we get normalized values, like an average, for a group. This normalizing lets us compare an individual's performance to their group, or to a different group |
| Language | A structured system for communication through symbols and sounds. The language we speak can influence how we think. Our language is also a product of our environment |
| Critical Period | A developmental window where it is easier to learn new things. This period is usually early in childhood and missing this window makes learning a new skill harder |
| Broca's Area | produces speech |
| Broca's Aphasia | When speech production becomes harder |
| Sensory Memory | -Brief storage of memory, lasts a few seconds -Can hold a lot of information in that span |
| Working/Short-Term Memory | -Holds information you are currently using for a temporary period of time -Can only hold 5-9 items at one time |
| Long-Term Memory | -Can be permanent storage -Theoretically, the storage space is unlimited |
| Phonological Loop | Is responsible for the verbal or auditory part of our working memory |
| Visuospatial Sketchpad | Is responsible for incorporating visual and spatial information into our working memory |
| Episodic Buffer | Is responsible for combining information across memory system types |
| Explicit/Declarative Memory | Is responsible for consciously recalling information |
| Episodic Memory | pulls from our personal experiences, |
| Semantic Memory | is pulled from facts we know and our general knowledge |
| Implicit/Nondeclarative Memory | Is responsible for our ability to unconsciously recall information |
| Procedural Memory | A type of implicit memory and is responsible for our skills like riding a bike, swimming, or cooking |
| Semantic Encoding | How we store the meaning behind things, is deeply and strongly encoded in our brains, and relating the information to ourselves can improve it |
| Encoding | How we translate information from our experiences or senses into memory |
| Automatic Processing | Happens almost instantly, doesn't need conscious effort, is used for information like time and space |
| Encoding Failure | Happens when the information never entered your memory, resulting in you not remembering details |
| Forgetting | 1.Proactive Interference: Old information interferes with recalling new info (Typing old password instead of new) 2.Retroactive Interference:: where new information interferes with old information(not remembering old phone #) 3.Transience: where you sim |
| Amnesia | a disorder that causes memory loss and there are different types of amnesia |
| Anterograde | where you have difficulties forming new long-term memories, but can remember old long-term memories just fine |
| Retrograde | where you have difficulties recalling long-term memories before the disorder, however, you can still make new long-term memories just fine |
| Misinformation | when your memory is altered by misleading information |
| False Memories | is when you have difficulty distinguishing a memory as real or fake |
| Priming | when being exposed to a stimulus influence what you recall |
| Flashbulb Memory | when you all of a sudden remember something vividly and it feels accurate. Flash bulb memories aren't always true |
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