AP Psych Spring Midterm (Units 1-7)

elaborative rehearsal

elaborative rehearsal

trying to make information meaningful so you retain it (permanent memory)

conditioned reinforcers (secondary reinforcers)

something you learn is a reward (money, grades)

recognition

identifying information; multiple choice

serial position effect

we remember the first and the last things better than the middle

BF Skinner

behaviorist- operant chamber, skinner box

rosy retrospection

people recall things more positively than they evaluated them at the time (six flags, high school)

acoustic encoding

sounds, words

taste aversion

classical conditioning with getting sick to food (not wanting to eat another food after a bad experience)

prospective memory

"remember to..."

rehearsal

conscious repetition

extrinsic motivation

motivation by rewards or punishment

modeling

the process of imitating a behavior

taste aversion

classical conditioning with getting sick to food (not wanting to eat another food after a bad experience)

behaviorism

the view that psychology should study behavior and not mental processes (Watson and Skinner)

continuous reinforcement

continued reinforcement for a particular behavior, works better than intermittent

reinforcement

any event that strengthens a behavior (works better than punishment)

priming

opening up associations -

mood congruent theory

we remember things that are consistent with our mood (if we are happy, we think of happy memories)

punishment

an event that decreases the behavior

antisocial behavior

negative behavior

amnesia

loss of memory

latent learning

learning that becomes apparent when there is an incentive to show it

storage

keeping information over time

long term memory

can hold as much as you want

unconditioned response (UCR)

the natural response to the UCS

fixed interval

reinforcement schedule: reward after a certain amount of time (minimum wage) response: working average- doesn't matter quality of work

echoic memory

for auditory things

fixed ratio

reinforcement schedule: reward after a certain number of responses (ex- every 5 pecks gets a treat) response: work faster

peg-word system

relating words with something you know (one is bun, two is shoe...)

negative punishment

taking away something good (no TV, no phone) (

competence vs inferiority

middle school: new skills, social learning

positive punishment

giving something bad (adding a consequence to decrease bad actions)

fixed ratio

reinforcement schedule: reward after a certain number of responses (ex- every 5 pecks gets a treat) response: work faster

observational learning (social learning theory)

learning by watching others

levels of processing

Craik and Lockhart: deeper levels of analysis lead to better comprehension (ex: focus on meaning of word instead of counting letters)

context effects

we retrieve information when we are in the environment similar to the one we encoded the information in

variable interval

reinforcement schedule: reward after varying time periods (rewarded after 2 mins, then 7 mins, then 13 mins. (ex) going fishing)

extinction

when the unconditioned stimulus no longer follows the conditioned stimulus, there is no conditioned response

zone of proximal development

difference in what a child can do alone and do with a teacher

deja vu

the sense that you have experiences something before because you have retrieval cues from the past experienced

storage

keeping information over time

positive reinforcement

give something good (food, grade, gold star) so you are likely to do it again

semantic encoding

encoding by meaning- works the best

automatic processing

unconscious encoding

classical conditioning

learn to associate stimuli- a neural stimulus begins to produce a response, the conditioned stimulus is always presented before the unconditioned stimulus

source amnesia or source misattribution

attributing an event to the wrong source, forgetting the context you learned it in

puberty

when one is sexually maturing

semantic encoding

encoding by meaning- works the best

law of effect

behaviors that are rewarded will most likely happen again, behaviors that are punished will most likely not

generativity vs stagnation

career, work, family, making a difference in society, contributing

state dependent learning

we remember info when we are in the same state of mind as when we learned it (being drunk and hiding something, remembering where you hid it when you are drunk again)

critical period

shortly after birth when certain needs must be met

konrad lorenz

critical period and imprinting

sensorimotor

birth-2yrs, exploring through senses (object permanence, stranger anxiety)

sensory memory

lasts only for a second, includes iconic and echoic memory

algorithm

step by step procedure that GUARANTEES an answer (try every single key on a key ring)

embryo

from 2-8 weeks, has heartbeat and most organs start to develop

myelin sheath (damaged = multiple sclerosis)

insulated the axon and speeds up impulses

recognition

identifying information; multiple choice

Edward Thorndike

person: law of effect

alzheimer's disease

deterioration of memory, reasoning, and language

tolerance

requiring more doses of a drug to feel effect

mode

most frequently occurring score

positive reinforcement

give something good (food, grade, gold star) so you are likely to do it again

association areas

any other part of the brain involved in learning, thinking, remembering

BF Skinner

behaviorist- operant chamber, skinner box

concepts

mental groups of events, ideas, or people (chair)

stimulant

excited neural activity (excites the body- ex. caffeine, nicotine, cocaine, ecstasy)

trust vs mistrust

developing sense of trust and relation with others (infancy - 2yrs)

integrity vs despair

"old people's wisdom", reflecting on life

mary ainsworth

strange situations--studied attachment styles

random assignment

assigning participants to the control or experimental group randomly (not random sample)

physical dependence

need for a drug by having withdrawal symptoms

Lev Vygotsky

focused on the role of others in cognitive development

grasping reflex

a baby grabbing your finger when you place it in their hands

axon

carries messages away to other neurons

range

difference between highest and lowest data

DNA

contains genetic info

dendrites

receive information

hallucinogens

distort perception and evoke sensory images

hindsight bias

the "I knew all along theory"

participant observation

researcher becomes part of the group

axon terminal (terminal buttons)

makes communication with other nerve cells

control group

one that receives the placebo (fake treatment)

endorphins

body's natural opiates or painkillers (runner's high)

cingulate cortex

emotional processing

amygdala

fear and anger

delta waves

slow waves released in a deep sleep

human factors psychologist

interactions with people and machines (ex- microwaves)

autonomic nervous system

controls automatic (involuntary) functions such as heartbeat and breathing

imprinting

ducks following mother

fMRI (functional MRI)

shows blood flow and brain function

psychiatrist

medical degree, treats people with disorders

glial cells

surround neurons and provide insulation

marijuana

drug: THC is main ingredient, relaxes body and amplifies sensitivity to senses, can be used for pain relief from cancer, impairs motor coordination and recall, remains in system for a month (more you smoke, the less it takes to reach a high)

positive transfer

knowing old information helps us learn the new (knowing latin helps us learn french)

biological rhythms

varying time periods in our bodies (annual, 24 hour, 90 minutes)

stimulus discrimination

learning to distinguish between two different stimuli

hypothesis

a testable prediction, comes from a theory

cerebellum

controls balance and coordination