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PSY100
PSY
| Question | Answer |
|---|---|
| Classical/Pavlovian Conditioning | The process whereby an organism learns to associate stimuli and thus anticipate events. |
| Unconditioned Stimulus (US) | Stimulus that elicits a particular response (reflexive, involuntary reaction) w/0 the necessity of learning. |
| Unconditioned response (UR) | Involuntary automatic response that occurs to a stimulus without the necessity of learning. |
| Conditioned Stimulus (CS) | Stimulus that doesn’t elicit a particular response initially but can do so as a result of becoming associated with an US. |
| Conditioned Response (CR) | Response that comes to be made to the CS as a result of classical conditioning. |
| Acquisition | CS is paired with US. CS comes to elicit the CR |
| Extinction | Present CS w/o US. Ex: Ring bell over and over w/o giving food. CR eventually disappears. |
| Generalization | Tendency to respond to stimuli resembling the CS. Ex: One computer sound made instead of the usual one, or, a slightly different bell. |
| Discrimination | Responding doesn't occur in the presence of another simular stimuli. |
| Operant Conditioning | the process whereby an organism learns to associate a response and its consequences and thus to repeat acts followed by rewards and to avoid acts followed by punishment. |
| Thorndike’s Law of Effect | If a response in the presence of a stimuli is followed by a satisfying event, the association between the stimulus and the response will be strengthened; if the response is followed by an annoying event, the association will be weakened. (Cats) |
| Skinner | Creates a box for mice instead of cats. Mice press a bar and get food. |
| Reinforcement | bringing in reinforcers or, stimuli that increase the probability of behavior. |
| Positive reinforcement | Presentation of a desirable stimulus increases the probability of a behavior. |
| Negative reinforcement | Removal of an aversive stimulus increases the probability of behavior. |
| Positive punishment | Presentation of an aversive stimulus decreases the probability of a behavior. |
| Negative punishment | Removal of a desirable stimulus decreases the probability of a behavior, such as being grounded. |
| Albert Bandura | Social Learning Theory |
| When do we start imitating? | Facial expressions can be imitated by infants as young as 2 or 3 weeks old. 9 month old infants can imitate a novel play behavior. 14 month olds can imitate acts modeled on television. |
| Prosocial behavior | Watching a model engage in prosocial behavior can increase a viewer’s tendency to help others. |
| Information Processing Model | Assumes processing of information for memory storage is similar to the way that a computer processes memory. Involves three stages |
| Encoding | Initial preparation of information before storing |
| Automatic Encoding | Information is stored in memory w/ very little effort. Ex: Knowledge of event frequency, time, and location. |
| Effortful Encoding | to encode and remember information is required. Ex: Concepts for an exam. |
| Ebbinghaus | Nonsense syllabus |
| Semantic Encoding | Associating concepts with other concepts. |
| Storage Stage Model | Atkinson and Shiffrin. Human memory system is composed of three stages or three types of memory system which information must pass: Sensory, Iconic, Echoic. |
| Sensory memory | First stage of information processing. Sensory receptors are stimulated by external energy. Information can only be maintained for a short period of time. |
| Iconic Memory | Visual information. |
| Echoic Memory | Only lasts for a brief time. 2-4 seconds. An Echo of something that was heard. |
| George A. Miller | Digit Span Test: Average person can hold approximately 5 to 9 items of info. (Or an avg. of 7 items). 7 ± 2. |
| Episodic memory | Portion of long-term memory that stores personally experienced events. Implies that the actual event is remembered. Knowing where your car is parked when you do not remember parking it is not episodic. |
| Procedural memory | Portion of long-term memory that stores information related to skills and habits. |
| Semantic memory | Portion of long-term memory that stores general facts and information. |
| recall | Measure of memory in which a person must retrieve information learned earlier. |
| recognition | Measure of memory in which a person must identify items. |
| False Positive | Error of recognition in which people think that they recognize some stimulus that is not actually in memory. |
| retrieval cues | A stimulus for remembering or which causes you to remember information. |
| encoding failure | Some information never enters long-term memory. Ex: Paying more attention to the television than studying material. |
| storage decay | Fading of the physical memory. |
| retrieval failure | Difficulty in retrieving information that was previously stored |
| proactive interference | Prior learning interferes w/ recall of new information. |
| retroactive interference | New learning interferes w/ recall of old information. |
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KMMA
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