Ch 7, 8, 9
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | a process by which experience produces a relatively enduring change in an organism's behavior or capabilities
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| show | when two stimuli become associated with one another, such that one stimulus now triggers a response that previously was triggered by the other stimulus
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| show | Organisms learn to associate their responses with specific consequences. So punish behaviors you want to discourage and reward behaviors you want to encourage.
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| Observational Learning* | show 🗑
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| personal adaptation | show 🗑
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| Habituation | show 🗑
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| show | (CC) the period during which a response is being learned
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| show | (CC) stimulus that does not elicit the desired response
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| Unconditioned Stimulus* | show 🗑
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| Unconditioned Response* | show 🗑
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| Conditioned Stimulus* | show 🗑
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| show | (CC) a response elicited by a conditioned stimulus
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| show | (CC) a process in which the CS is presented repeatedly in the absence of the UCS, causing the CR to weaken and eventually disappear
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| show | (CC) the reappearance of a previously extinguished CR after a rest period and without new learning trials
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| Stimulus Generalization* | show 🗑
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| Stimulus Discrimination* | show 🗑
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| Higher-Order Conditioning | show 🗑
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| show | a patient is exposed to a stimulus that arouses an anxiety response without the presence of the UCS, allowing extinction to occur
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| Aversion Therapy* (Garcia effect) | show 🗑
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| Anticipatory Nausea and Vomiting | show 🗑
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| show | a type of learning in which behavior is influenced by the consequences that follow it
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| show | in a given situation, a response followed by a satisfying consequence will become more likely to occur and a response followed by an annoying consequence will become less likely to occur
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| Skinner Box* | show 🗑
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| Reinforcement* | show 🗑
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| Punishment* | show 🗑
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| show | antecedents, behaviors, and a consequences
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| show | relation between the behavior and the consequence
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| show | a signal that a particular response will now produce certain consequences
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| Positive Reinforcement* | show 🗑
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| show | stimuli, such as food and water, that an organism naturally finds reinforcing because they satisfy biological needs
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| Secondary (conditioned) Reinforcers* | show 🗑
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| show | a response is strengthened by the subsequent removal (or avoidance) of an aversive stimulus (advil and headaches)
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| show | the weakening and eventual disappearance of a response because it is no longer reinforced
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| show | a response is weakened by the subsequent presentation of a stimulus (spanking)
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| show | a response is weakened by the subsequent removal of a stimulus (toy taken away)
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| Chaining | show 🗑
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| Shaping* | show 🗑
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| show | an operant response to a new antecedent stimulus or situation that is similar to the original one (not touching any stovetops)
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| show | an operant response will occur to one antecedent stimulus but not another (only stealing cookies when parents arent around)
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| Stimulus control | show 🗑
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| Continuous reinforcement* | show 🗑
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| Partial (intermittent) reinforcement* | show 🗑
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| show | reinforcement is given after a fixed number of responses
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| show | reinforcement is given after a variable number of responses, all centered around an average
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| show | the first response that occurs after a fixed time interval is reinforced (studying on a syllabus)
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| Variable Interval Schedule* | show 🗑
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| Escape Conditioning* | show 🗑
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| Avoidance Conditioning* | show 🗑
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| Two factor theory of avoidance learning | show 🗑
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| Token economies* | show 🗑
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| Applied behavior analysis | show 🗑
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| Preparedness* | show 🗑
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| Conditioned taste aversion* | show 🗑
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| show | the tendency for a conditioned response to drift back toward instinctive behavior
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| Insight | show 🗑
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| show | a mental representation of the spatial layout
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| Latent learning | show 🗑
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| Observational Learning* | show 🗑
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| Social Cognitive Theory (aka social learning theory)* | show 🗑
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| Self-efficacy | show 🗑
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| Memory* | show 🗑
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| show | getting information into the system by translating it into a neural code that your brain processes
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| show | retaining information over time
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| show | processes that access stored information
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| Sensory memory* | show 🗑
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| Short-term memory* | show 🗑
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| Memory codes | show 🗑
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| Chunking* | show 🗑
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| Working memory* | show 🗑
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| Long-term memory* | show 🗑
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| Serial position effect* | show 🗑
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| Levels of processing | show 🗑
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| show | simple, rote repetition
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| show | focusing on the meaning of the information or expanding (elaborating) on it in some way
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| show | encoding information using both verbal and visual codes enhances memory because the odds improve that at least one of the codes will be available later to support recall
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| show | a memory aid that associates information with mental images of physical locations
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| Mnemonic Device* | show 🗑
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| show | mental framework - an organized pattern of thought - about some aspect of the world
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| Mnemonist (or memorist) | show 🗑
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| Associative network* | show 🗑
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| Priming* | show 🗑
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| Neural network (connectionist) models | show 🗑
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| Parallel distributed processing (PDP) models | show 🗑
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| show | involves factual knowledge and includes episodic and semantic memory
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| show | store of knowledge concerning personal experiences: when, where, and what happened in the episodes of our lives
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| show | general factual knowledge about the wold and language, including memory for words and concepts
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| Procedural (nondeclarative) memory* | show 🗑
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| show | involves conscious or intentional memory retrieval, as when you consciously recognize or recall something
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| show | occurs when memory influences our behavior without conscious awareness
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| show | a stimulus, whether internal or external, that activates information stored in long-term memory
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| Autobiographical memories | show 🗑
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| Flashbulb memories* | show 🗑
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| Endorsing specificity principle | show 🗑
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| show | it typically is easier to remember something in the same environment in which it was originally encoded
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| State-dependent memory | show 🗑
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| show | we tend to recall information or events that are congruent with our current mood
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| Decay theory | show 🗑
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| Proactive interference | show 🗑
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| Retroactive interference | show 🗑
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| show | we cannot recall something but feel that we are on the verge of remembering it
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| show | a motivational process that protects us by blocking the conscious recall of anxiety-arousing memories
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| Prospective memory | show 🗑
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| show | memory loss for events that took place sometime in life before the onset of amnesia
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| show | memory loss for events that occur after the initial onset of amnesia
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| show | impaired memory and other cognitive deficits that accompany brain degeneration and interfere with normal functioning
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| show | a progressive brain disorder that is the most common cause of dementia among adults over the age of 65
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| show | memory loss for early experiences
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| Misinformation effect | show 🗑
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| show | our tendency to recall something or recognize it as familiar but to forget where we encountered it
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| show | hypothetical and gradual binding process
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| Long term ponteniation (LTP) | show 🗑
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| show | images, ideas, concepts, and principles
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| show | a system of symbols and rules for combining these symbols in ways that can generate an infinite number of possible messages and meanings
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| show | the scientific study of the psychological aspects of language
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| Grammar | show 🗑
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| Syntax | show 🗑
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| Semantics | show 🗑
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| Generalivity | show 🗑
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| show | language allows us to communicate about events and objects that are not physically present
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| show | the symbols that are used and their order
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| show | underlying meaning of the combined symbols
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| show | the smallest unit of speech sound in a language that can signal a difference in meaning
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| show | the smallest unit of meaning in a language
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| show | sentences are combined into paragraphs, articles, books, conversations, and so forth
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| Inductive (bottom-up) processing* | show 🗑
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| show | sensory information is interpreted in light of existing knowledge, concepts, ideas, and expectations
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| Speech segmentation | show 🗑
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| show | a knowledge of the practical aspects of using language
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| Aphasia | show 🗑
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| Bilingualism | show 🗑
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| Phonological awareness | show 🗑
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| show | language not only influences but also determines what we are capable of thinking
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| show | a thought that expresses a proposition or statement
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| show | thought that consists of images that we can see, hear, or feel in our mind
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| show | mental representations of motor movements
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| show | statements that express ideas
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| Concepts | show 🗑
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| show | the most typical and familiar members of a category or class
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| show | we reason from the top down, that is, from general principles to a conclusion about a specific case
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| show | we reason from the bottom up, starting with specific facts and trying to develop a general principle
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| Belief bias* | show 🗑
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| Framing* | show 🗑
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| show | formulas or precise sequences of procedures that automatically generate solutions
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| show | general problem-solving strategies, similar to mental rules-of-thumb, that we apply to certain classes of situations. Shortcuts.
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| show | involves identifying differences between the present situation and a desired goal and then making changes to reduce these differences
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| Subgoal analysis | show 🗑
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| show | we think about how closely something fits our prototype for that particular concept, or class, and therefore how likely it is to be a member of that class
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| Availability heuristic | show 🗑
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| Confirmation bias* | show 🗑
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| Over-confidence | show 🗑
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| show | the generation of novel ideas that depart from the norm
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| Functional fixedness | show 🗑
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| show | processing a problem, presumably at a subconscious level, while doing some other activity
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| Schema* | show 🗑
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| Script | show 🗑
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| Wisdom | show 🗑
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| show | your awareness and understanding of your own cognitive abilities
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| show | a representation of a stimulus that originates inside your brain, rather than from external sensory input
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| show | Skinner's book for a larger audience, which talks about how human freedom is an illusion. And about how we as a society need to set up rewards and punishments to make ourselves better
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| magazine training* | show 🗑
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| system 1 – fast thinking* | show 🗑
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| show | • checking facts
• rational
• slow and conscious
• less likely to be wrong
• easily distractible
• people who are not prejudice are more system 2
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| Heuristics types* | show 🗑
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| Metacognition* | show 🗑
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| metacomprehension* | show 🗑
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| show | -Broca’s area, word production and articulation
-Wernice’s area, speech comprehension
-Visual cortex, processing written letters/words
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| show | Approach, Talk, Face one another, Touch, Synchronize movement.
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| Declarative memory* | show 🗑
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| show | o skills – motor and cognitive
• how to ride a bike, read a map, write, etc.
o classical conditioning effects
• …being scared of dogs?
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| Pollyanna Principle* | show 🗑
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Created by:
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