Psychology

Psychology 100 with Riel at Ohio State University - All Campuses

About this deck

By: Lisa Spurling
Created: 2010-11-01
Size: 96 flashcards
Views: 477

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Renewal Effect

sudden reemergence of a CR following extinction when an animal/person is returned to the environment in which the CR was originally learned.

Stimulus Generalization

similar CS can cause the same CR

Ex: bells and beeps could both be similar enough to cause the salivation

Generalization Gradient

the more similar to the original CS the new CS is, the stronger the CR will be

Stimulus Discrimination

displaying a less pronounced CR (or no CR) to CS that differ from the original CS

Ex: dog may salivate to high pitched noises but not low pitched noises like a drum

Higher-order Conditioning

developing a CR to a CS by virtue of its association w/ another CS

grandmother - NS. wears perfume. you smell perfume elsewhere and think of her. you feel good.

Latent Inhibition

difficulty in establishing classical conditioning to a CS we’ve repeatedly experienced alone (without the UCS)

Operant Conditioning

learning controlled by the consequences of the organism’s behavior

Thorndike’s cat puzzle box: cat in box, hit a thing and it opened. Took him less time each time.

Law of Effect

if a stimulus followed by a behavior (aka “response”) results in a reward, the stimulus is more likely to elicit the behavior in the future

Positive Reinforcement

something (good) given; behavior increases

- Ex: money given to reward

Negative Reinforcement

when something bad is removed, causing the frequency of the behavior to increase.

chores removed to reward

Positive Punishment

when something bad is given following a behavior, causing the frequency of the behavior to decrease.

spanking, a curfew, extra chores

Negative Punishment

something good is removed; behavior decreases

car taken away

Discriminative Stimulus

signals that reinforcement is available if a certain response is made

Ex: your personal cell phone ring-tone, cat sees wiggling fingers and
knows they will be pet.

Extinction

gradual decline & disappearance of a behavior when we stop delivering reinforcement to a previously reinforced behavior.

Memory

Retention of information over time

Field memory

memory in which we see the world through out own visual field.

Observer memory

memory in which we see ourselves as an outside observer
-having this type provides evidence that we reconstruct memories

Fixed-ratio (FR)

reinforced after same # of responses/same amount of time

Variable-ratio (VR)

reinforced after an average # of responses/ average amount of time

Fixed-interval (FI)

reinforcement given after a certain number of responses (do 5 good things, get a cookie)

Variable-interval (VI)

reinforcement given after a certain amount of time has elapsed (do good for 10 minutes, get a cookie)

Shaping

process of conditioning a target behavior by progressively reinforcing behaviors that come closer and closer to the target. (dog trying to roll over, every time they get close, give a treat)

Chaining

linking a number of interrelated behaviors to form a longer series

Premack Principle (“Grandma’s rule”)

positively reinforce a less frequently performed behavior with a more frequently performed behavior
(eat veggies, get ice cream)

Superstitious behavior

actions linked to reinforcement by sheer coincidence

coffee =A+, lucky cap = best time

Token Economies

systems for reinforcing appropriate behaviors & extinguishing inappropriate ones

Primary Reinforcers

things that are naturally pleasurable; typically meet
basic survival needs

Secondary Reinforcers

Were neutral objects, but get paired with primary reinforcers (often through classical conditioning) until we find them rewarding too.

chips, stars, points, money

Applied Behavior Analysis

a set of techniques, based on operant conditioning
principles, that relies on the careful measurement of behavior before & after
implementing interventions.

S-O-R (Stimulus-Organism-Response) Psychology

1. The organism interprets the stimulus before producing a response

2. Response depends on what stimulus means to it

Cognitive Conditioning

our interpretation of the situation affect conditioning

Latent learning

Learning that’s not directly observable, Happens without reinforcement

Cognitive maps

learning way around osu for example

Vicarious conditioning

learning CR’s by seeing consequences of other people’s actions

Mirror Neurons

cells in the PFC that become activated by specific motions when an animal both performs and observes that action.

a. may prove to be the neural basis for how we learn from watching other

b. may play a major role in empathy

Conditioned Taste Aversion

classical conditioning can lead us to develop avoidance reactions to the taste of certain foods.

Preparedness

we’re evolutionarily predisposed to fear certain stimuli more than others

Instinctive Drift

tendency for animals to return to innate (evolutionarily selected) behaviors following repeated reinforcement.

Sensory Memory

briefly retains the info picked up by the sensory organs
a. Info from senses
b. Info is often held < 1s (up to a few seconds)
c. May be attended to and processed in STM or LTM (or disappear)

Iconic memory

Visual sensory memory

Eidetic imagery: “photographic memory”

Short-Term Memory (STM)

stores limited amount of info over limited time

span (7+/-2) letters, words, #s
duration: 18s

Working Memory (WM)

the memory store for the info we’re currently thinking about, attending
to, or actively processing

Maintenance rehearsal

repeating something over and over

Elaborative rehearsal

linking stimuli to each other in a meaningful way
-makes them more meaningful to you

Decay/Interference

gradual fading of info from memory (due to passage of time)/loss of info from memory because of competition from additional incoming info

Retroactive inhibition/interference

new memory interferes with old memory

Proactive inhibition/interference

old memory interferes with remembering NEW information

Long-Term Memory (LTM):

sustained retention of info stored regarding our facts, experiences, & skills (can retain info for long periods of time often until the person dies)

Permastore/Semantic

type of long-term memory that appears to be permanent/(the main idea – meaning) info tends to be what is put into the LTM the most.

Primacy effect

superior recall of early words

Recency effect

superior recall of most recent words

von Restorff effect

tend to remember stimuli that are distinctive/stick out from others
(sugar, sweet, candy, zebra, soda, chocolate)

Episodic

Memory of specific events in our lives (explicit)
-What did you eat for breakfast this morning?

Semantic

generalized knowledge of facts (explicit)
-What do you call a baby cow?

Procedural

info about how to do things (implicit)
-How do you ride a bicycle?

Explicit Memory

with conscious effort/awareness, intentional recall

Where did you go on vacation? -Taking a quiz

Implicit Memory

without conscious effort/awareness, unintentional recall

Re-reading the chapter; doing the puzzle fast the second time

Encoding

process of getting info into our memory banks

Next-in-line effect

preoccupation w/ what you plan to say affects your memory for what person right before you sai

Pegword Method

used to recall lists of words (rhyming)

Method of Loci

place imagery

- Ex: think of a route you know – and relate words to things on the path

Keyword Method

- Ex: relate foreign words to English translation (‘casa’ looks like ‘case,’ means house… house with a case on top).

Schemas

organized knowledge structures or mental models that we’ve stored in memory

3 stages of longterm memory

encoding, storage, retrieval.

Distributed vs. Massed Practice

studying info in small increments over time (distributed) vs. in large increments over a brief amount of time (massed)

distributed = better

Encoding Specificity Principle

We’re more likely to remember something when the conditions present at the time we encoded it are also present at retrieval

Context-Dependent Learning

superior retrieval of memories when the external environment of the original memories matches the retrieval context

State-Dependent Learning

Superior retrieval of memories when the organism is in same physiological or psychological state as it was during encoding. (INTERNAL environment)

Mood-dependent Learning

ex, when depressed, all you can think of is other depressing things

engram

the particular place in brain where all memories are stored

Long-Term Potentiation (LTP):

gradual strengthening of connections among neurons from repetitive stimulation over time

Retrograde amnesia

Loss of memories from our past

Anterograde amnesia

Inability to encode new memories from our experiences
-Can’t form new memories

Flashbulb Memories

emotional memories that are extraordinarily vivid and detailed (9/11/01)

Source Monitoring

ability to identify the origins of a memory

Cryptomnesia

failure to recognize that our ideas originated w/ someone else

"Look Lisa, snow."

.Misinformation Effect

creation of fictitious memories by providing misleading info about an event after it happens

Discrete Emotions Theory

Humans experience a small number of distinct emotions (even though they may combine in complex ways)

Primary Emotions

A small number of emotions appear to be universal across cultures

Secondary Emotions

a combination of several primary emotions

(hatred is a combo of disgust and anger)

Display rules

cultural guidelines for how & when to express emotions (women showing emotion = more acceptable).

James-Lange Theory

emotions result from our interpretations of our bodily reactions to stimuli. Event → Arousal → Emotion (E.g.: we are sad because we cry)

Somatic Marker Theory

we use our “gut reactions” to help us determine how we should act (focus with this theory is on the decision making we go through before we ACT in a situation. Event → Arousal → (decision making) ACTION → Emotion

Cannon-Bard Theory

an emotion-provoking event leads simultaneously to an emotion and to bodily reactions. Event leads to arousal and emotion at the same time.

Two-Factor Theory

emotions are produced by an undifferentiated state of arousal along with an attribution (explanation) of that arousal. Situation → general arousal + explanation of that general arousal = perceived emotion.

Mere Exposure Effect

The more familiar we become with something, the more we like it

Facial Feedback Hypothesis

Theory that blood vessels in face feed back temperature info in brain, altering our experience of emotions

Drive Reduction Theory

behavior is motivated by need to minimize aversive states – reason why we’re motivated to do things is because when we feel bad we don’t want to be in it anymore so we try to get out of it.

Yerkes-Dodson Law

we tend to do best when at intermediate levels of arousal.

Approach vs. Avoidance

Approach-Approach Conflicts – choose between 1 of 2 desirable activities
Avoidance-Avoidance Conflicts – Must pick 1 of 2 undesirable alternatives
Approach-Avoidance Conflicts – An event/activity that has +’s and –’s
ex. Annoying “friend” asks you to go to movie you really want to see.
Multiple Approach-Avoidance Conflicts – 2+ alternatives; each have +’s and –’s
(pros and cons list)

Primary/Secondary Needs

biological needs (food, air, water)/things that are emotionally fulfilling

Maslow’s Hierarchy of Needs

i. Physiological: water. air, food
ii. Safety: security and safety
iii. Belongingness: relationships and friends
iv. Esteem: prestige and feelings of accomplishment
v. Self-actualization: achieving one’s full potential

Set Point

a range of body and muscle mass we tend to maintain

Glucostatic Theory

When your blood glucose levels drop after you haven’t eaten in awhile, this triggers “hunger”
i. Ghrelin: increases hunger
ii. Cholecystokinin (CCK): decreases hunger
iii. Leptin: affects long-term regulation of fat stores

Hypothalamus

hunger "light switch"
-when insulin/leptin decreases = hunger increases
-when insulin/leptin increases = hunger decreases
- Nuclei of the hypothalamus when stimulated:
- lateral: tells person to eat now!!
- ventromedial: tells person to stop eating!!

Internal-External Theory

Some have proposed that obese people are more motivated by external cues (smell, appearance, taste) than internal cues (stomach growling)
a. Obese people tend to eat past being full
b. New research suggests that oversensitivity to external cues is likely a consequence rather than a cause

About this deck

By: Lisa Spurling
Created: 2010-11-01
Size: 96 flashcards
Views: 477

About StudyBlue

“I have been getting MUCH better grades on all my tests for school. Flash cards, notes, and quizzes are great on here. Thanks!”
Kathy