ch. 4, 5, & 6
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | Consciousness
🗑
|
||||
| A change in awareness produced by sleep, meditation, hypnosis, or drugs. | show 🗑
|
||||
| show | Circadian Rhythms
🗑
|
||||
| *structure in the hypothalamus *The body's biological clock *Controls the timing of circadian rhythms *Signals the pineal gland to secrete or suppress melatonin. | show 🗑
|
||||
| show | melatonin
🗑
|
||||
| The symptoms of ? result from the difference between our internal clock and the time in our environment. | show 🗑
|
||||
| show | Phase delays; phase advances
🗑
|
||||
| The time during a 24-hour period when the biological clock tells a person to go to sleep. | show 🗑
|
||||
| show | Restorative theory of sleep
🗑
|
||||
| show | Circadian theory of sleep
🗑
|
||||
| show | NREM sleep
🗑
|
||||
| Characterized by rapid eye movements, paralysis of large muscles, fast and irregular heart and respiration rates, increased brain activity, and vivid dreams. | show 🗑
|
||||
| show | REM sleep
🗑
|
||||
| ? negatively impacts mood, alertness, and performance and reduces the body's ability to warm itself, even at relatively comfortable temperatures | show 🗑
|
||||
| show | Sleep deprivation
🗑
|
||||
| Have a story like quality and are more visual, vivid, and emotional. | show 🗑
|
||||
| Occur during NREM sleep; less frequent and memorable. | show 🗑
|
||||
| Set of techniques that enable dreamers to control the content of dreams | show 🗑
|
||||
| Story line | show 🗑
|
||||
| show | Freud's Latent content
🗑
|
||||
| show | Activation-synthesis theory of dreaming
🗑
|
||||
| show | Cognitive theory of dreaming
🗑
|
||||
| show | Insomnia
🗑
|
||||
| show | narcolepsy
🗑
|
||||
| show | Sleep apnea
🗑
|
||||
| A parasomnia that occurs during stage 4 sleep, usually in children | show 🗑
|
||||
| show | REM sleep disorder
🗑
|
||||
| show | Psychoactive Drug
🗑
|
||||
| show | Psychological Dependence
🗑
|
||||
| Craving-the desire to take a drug Relapse-a return to the use of a drug following a period of abstinence from use of the drug. | show 🗑
|
||||
| show | Tolerance
🗑
|
||||
| show | Withdrawal
🗑
|
||||
| show | Depressants
🗑
|
||||
| show | Alcohol
🗑
|
||||
| Sleeping pills Anti-anxiety pills | show 🗑
|
||||
| • Speed up bodily functions Increase heart rate, breathing Appetite diminishes Increased energy and self-control | show 🗑
|
||||
| show | Stimulants
🗑
|
||||
| • Psychedelic drugs distort perceptions and evoke sensory images in the absence of sensory input LSD | show 🗑
|
||||
| show | Hallucinogens
🗑
|
||||
| Reduction in serotonin Memory loss Mood regulation Learning | show 🗑
|
||||
| show | Learning
🗑
|
||||
| show | Classical conditioning
🗑
|
||||
| any event or object in the environment to which an organism responds. | show 🗑
|
||||
| show | conditioned reflexes
🗑
|
||||
| inborn, automatic, unlearned response to a particular stimulus. | show 🗑
|
||||
| show | Extinction
🗑
|
||||
| show | Spontaneous recovery
🗑
|
||||
| show | Generalization
🗑
|
||||
| Learned ability to distinguish between similar stimuli so that the CR occurs only to the original CS but not to similar stimuli. | show 🗑
|
||||
| show | Watson and Rayner (1920) “Little Albert” study
🗑
|
||||
| show | Taste aversions
🗑
|
||||
| A type of learning in which the consequences of behavior are manipulated so as to increase or decrease the frequency of an existing response or to shape an entirely new response. | show 🗑
|
||||
| show | Edward Thorndike
🗑
|
||||
| The consequence, or effect, of a response determines whether the tendency to respond in the same way in the future is strengthened or weakened | show 🗑
|
||||
| show | Operant conditioning
🗑
|
||||
| the causes of behavior are in the environment and do not result from inner mental events, such as thoughts, feelings, or perceptions. | show 🗑
|
||||
| show | Reinforcement
🗑
|
||||
| A pleasant or desirable consequence that increases the probability that a response will be repeated (present to increase behavior). | show 🗑
|
||||
| - Termination of an unpleasant condition after a response, which increases the probability that the response will be repeated (Remove to increase behavior). | show 🗑
|
||||
| A reinforcer that fulfills a basic physical need and does not depend on learning | show 🗑
|
||||
| A reinforcer that is acquired or learned through association with other reinforcers. | show 🗑
|
||||
| Gradually molding a desired behavior (response) by reinforcing any movement in the direction of the desired response. | show 🗑
|
||||
| show | Continuous reinforcement
🗑
|
||||
| reinforcement that does not follow every target response | show 🗑
|
||||
| show | Ratio schedules
🗑
|
||||
| a given amount of time must pass before a reinforcer is administered. | show 🗑
|
||||
| Reinforcer given after a fixed number of correct nonreinforced responses. | show 🗑
|
||||
| Reinforcer is given after a varying number of nonreinforced responses | show 🗑
|
||||
| Reinforcer is given after first correct response after a specific period of time has elapsed. | show 🗑
|
||||
| Reinforcer is given after first correct response following a carrying period of time. | show 🗑
|
||||
| show | Cognitive processes
🗑
|
||||
| ?contends that many behaviors or responses are acquired through observational learning, or as he more often calls it now, ? | show 🗑
|
||||
| show | Observational learning
🗑
|
||||
| show | Insight
🗑
|
||||
| Learning that occurs without apparent reinforcement and is not demonstrated until the organism is motivated to do so | show 🗑
|
||||
| Latent Learning that occurs without apparent reinforcement and is not demonstrated until the organism is motivated to do so | show 🗑
|
||||
| A mental representation of a spatial arrangement such as a maze | show 🗑
|
||||
| is the persistence of learning over time. | show 🗑
|
||||
| show | Encoding
🗑
|
||||
| show | Consolidation
🗑
|
||||
| How is information maintained? | show 🗑
|
||||
| show | Retrieval
🗑
|
||||
| Transforming information into a form that can be stored in memory | show 🗑
|
||||
| Maintaining information in memory | show 🗑
|
||||
| Bringing stored material to mind | show 🗑
|
||||
| show | Sensory memory
🗑
|
||||
| Holds about seven (plus or minus two) items for less than 30 seconds without rehearsal Also called working memory | show 🗑
|
||||
| show | Rehearsal
🗑
|
||||
| show | Chunking
🗑
|
||||
| has a virtually unlimited capacity that contains vast stores of a person’s permanent or relatively permanent memories | show 🗑
|
||||
| show | Declarative memory
🗑
|
||||
| Stores motor skills, habits, simple conditioned responses | show 🗑
|
||||
| show | Recall
🗑
|
||||
| show | Paired Associate
🗑
|
||||
| Task in which a person must identify information as having been encountered before | show 🗑
|
||||
| show | Relearning
🗑
|
||||
| Recall is better for the beginning and ending items than for the middle items in the sequence | show 🗑
|
||||
| show | Primary effect
🗑
|
||||
| Tendency to recall the last items in a sequence more easily than the middle items. | show 🗑
|
||||
| People recall material more easily in the same environment in which they learned it | show 🗑
|
||||
| recalls best when in the dame emotional state as when the information was encoded | show 🗑
|
||||
| The relationship between time and forgetting is called | show 🗑
|
||||
| show | Proactive interference
🗑
|
||||
| show | Retroactive interference
🗑
|
||||
| Material never put in long term memory | show 🗑
|
||||
| memory trace if not used, disappears in time | show 🗑
|
||||
| show | Motivated forgetting
🗑
|
||||
| Not remembering to carry out some intended action | show 🗑
|
||||
| show | Retrieval failure
🗑
|
||||
| Tip-of-the-tongue phenomenon | show 🗑
|
||||
| show | Organization
🗑
|
||||
| show | Over learning
🗑
|
||||
| Sleep, Emotional conditions, Stress, Anxiety, Nutrition are all factors affecting? • Substance use Hormonal fluctuations | show 🗑
|
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:
Taylor Boyleston
Popular Psychology sets