Unit 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| absolute threshold | minimum intensity of stimulation that must occur before you experience a sensation
🗑
|
||||
| difference threshold | just noticeable difference between two stimuli
🗑
|
||||
| signal detection theory | detecting a stimulus requires making a judgment
🗑
|
||||
| gate control theory of pain | pain receptors must be activated and a neural gate in the spinal cord must allow signals through to the brain
🗑
|
||||
| sound intensity | amplitude
🗑
|
||||
| sound pitch | frequency
🗑
|
||||
| sensory adaption | decrease in sensitivity to a constant level of stimulation
🗑
|
||||
| hue | frequency
🗑
|
||||
| brightness | amplitude
🗑
|
||||
| saturation | mixture of wavelengths
🗑
|
||||
| feature detector | cells in the visual cortex that are sensitive to specific features of the environment
🗑
|
||||
| lateral inhibition | cells in neighboring parts of the retina inhibit each other
🗑
|
||||
| rescorla-wagner model | the strength of the CS-US association is determined by the extent to which the US is unexpected or surprising; novel stimuli
🗑
|
||||
| premack principle | a more valued activity can be used to reinforce the performance of a less valued activity; spinach and ice cream
🗑
|
||||
| hebb's theory | cells that fire together, wire together
🗑
|
||||
| LTP | strengthening of a synaptic connection so that postsynaptic neurons are more easily activated
🗑
|
||||
| garcia effect | when someone is biologically primed to associate sickness with a taste and smell
🗑
|
||||
| biological preparedness | biologically programmed to fear specific objects
🗑
|
||||
| thorndike's law of effect | rewarded behavior is likely to reoccur
🗑
|
||||
| spread of effects | the connection created by punishment could be broader than intended
🗑
|
||||
| steps of observational learning | attention, retention, reproduction, motivation
🗑
|
||||
| baddeley's model of working memory | central executive, phonological loop, visuospatial sketchpad, episodic buffer
🗑
|
||||
| flashbulb memories | vivid memories of the circumstances in which one first learned of a surprising and consequential or emotionally arousing event
🗑
|
||||
| explicit memory | stuff you can declare
🗑
|
||||
| episodic | stuff that happens to you
🗑
|
||||
| semantic | description of facts/general knowledge
🗑
|
||||
| implicit | unconscious learning; no effort
🗑
|
||||
| serial position effect | better recall of early and late items in a list
🗑
|
||||
| levels of processing | more deeply an item is encoded, the better it is remembered; structural, phonemic, semantic
🗑
|
||||
| spreading activation | activating one node increases the likelihood of associated nodes becoming active
🗑
|
||||
| transcience | forgetting over time
🗑
|
||||
| retroactive interference | new inhibits old
🗑
|
||||
| proactive interference | old inhibits new
🗑
|
||||
| ebbinghaus curve | forgetting occurs rapidly over first few days then levels off
🗑
|
||||
| absentmindedness | inattentive or shallow encoding of events
🗑
|
||||
| source misattributions | misremembering of the time, place, person, or circumstances involved with a memory
🗑
|
||||
| cryptomnesia | thinking something is your idea when it really came from somewhere else
🗑
|
||||
| sleeper effect | credibility of information changes because you forget the original source
🗑
|
||||
| retrograde amnesia | loses past memories
🗑
|
||||
| anterograde amnesia | loses ability to form new memories
🗑
|
||||
| inductive reasoning | specific to general
🗑
|
||||
| deductive reasoning | general to specific
🗑
|
||||
| fluid intelligence | information processing in novel/complex circumstances
🗑
|
||||
| crystallized intelligence | knowledge we acquire through experience and the ability to use that knowledge to solve problems
🗑
|
||||
| four index scores from WAIS | verbal comprehension, perceptual reasoning, working memory, processing speed
🗑
|
||||
| factor analysis | if scores on different types of tests cluster together, assume they are measuring the same thing; one general factor underlies all types of skills
🗑
|
||||
| availability heuristic | tendency to judge the probability of events based on how easy it is to think of examples
🗑
|
||||
| recognition heuristic | attributes more value to recognized entity
🗑
|
||||
| representativeness heuristic | judging likelihood of things in terms of how wel they represent prototypes; conjunction fallacy
🗑
|
||||
| gambler's fallacy | believing the odds of a chance event increase if the event hasn't happened recently
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
arpatrick
Popular Psychology sets