Psych Exam 2Classical conditioning

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77 Terms

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Classical conditioning

pair a neutral stimulus with an unconditioned stimulus that causes a response

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unconditioned stimulus

Automatically triggers an unconditioned response

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unconditioned response

An unlearned, natural response to unconditioned stimulus

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Neutral stimulus

Elicits no response before conditioning

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conditioned stimulus

originally neutral; pairing with US triggers conditioned response   

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conditioned response

Learned response to a previously neutral (but now conditioned) stimulus

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Generalization

Things similar to the conditioned stimulus elicits similar responses 

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discrimination

Ability to distinguish between a conditioned stimulus and other irrelevant stimuli

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Operant conditioning

Learning based on outcome that follows a behavior

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Positive reinforcement

Present a desired reward after a behavior

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negative reinforcement

Take away undesirable stimulus after behavior

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Positive Punishment

present an undesirable stimulus after behavior

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negative punishment

take away desirable stimulus after behavior

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Drawbacks to punishment

Teaches fear and aggression; Learner may only decrease behavior in some situations; Negatively reinforces punishers’ behavior

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Observational learning

Learning by watching and imitating others 

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Albert Bandura’s Bobo Doll experiment

Children witnessed adults displaying violence to a doll and therefore also exhibited these behaviors

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Prosocial modeling

helpful, nonviolent, cooperative behaviors 

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antisocial modeling

Witnessing aggression -> aggressive behaviors 

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Intelligence

ability to learn from experience, solve problems, and use knowledge to adapt to new situations

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Spearman’s general intelligence

General mental abilities that underlie performance on cognitive tasks (Spatial, numerical, mechanical, and verbal abilities) 

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Sternberg’s three intelligences

practical intelligence, creative intelligence, analytical intelligence 

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practical intelligence

Street smarts and Common sense 

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creative intelligence

Music and art; Coming up with new and innovative ideas; Resourceful 

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analytical intelligence

School smart; Black and white answers; Answering straightforward questions

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Emotional intelligence

Perceiving, understanding, managing, and using emotions; Both interpersonal & intrapersonal

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Achievement tests

reflect what is learned

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aptitude tests

predict ability to learn a new skill

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Issues with IQ testing

Misapplication and used to discriminate; it tests Acedemic intelligence not real-world intelligence; applied to situations not dealing with kids or Acedemic intelligence; discriminates against people who are disabled or don't speak the language; used IQ testing to diagnose psych disorders

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developmental psychology

Studies physical, cognitive, and social growth across the lifespan 

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Piaget’s Theory of Development

Sensorimotor, Preoperational, Concrete operational, and Formal operational stages describing development

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Sensorimotor stage

Experience world through senses; lack object permanence

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Preoperational stage

Representing things with words and images; Pretend play & egocentrism; Do have object permanence; Lack conservation

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Concrete operational stage

Thinking logically about concrete concepts

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Formal operational stage

Reasoning abstractly; Hypothetical and theoretical thinking

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Bronfenbrenner’s Ecological Systems Theory

Examined how much a development is impacted by different levels of environment

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Microsystems

immediate environment of individual (Friends, Workplace, School, Family)

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Mesosystem

interaction of microsystems (Friend-family interactions, School-work balance)

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Exosystem

systems and settings beyond the individual (City council, School district, Relative's workplace, Social services)

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Macrosystem

overarching patterns, beliefs, and values (Systems of oppression, Social norms, Laws, Cultural beliefs0

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Chronosystem

changes across society (Times of war and pandemics)

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three stages of memory

encoding, storage, and retrieval.

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Encoding

getting information into memory

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Storage

retaining encoded information over time

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Retrieval

accessing info from memory storage

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Recall

retrieve info previously learned (open ended)

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Recognition

identify info previously learned (Matching)

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relearning

learning something faster a second or later time (studying for an exam)

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Implicit memory

learned skills or classically conditioned associations, Encoded through automatic, unconscious processing

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explicit memory

Memory of facts/experiences one consciously knows; Effortful processing

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semantic memory

facts and general knowledge

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episodic memory

personally experienced events

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Effortful processing strategies

chunking, mnemonics, and hierarchies

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Chunking

organizing items into familiar, manageable units

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Mnemonics

Memory aids, especially ones that use vivid imagery and organizational devices

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Hierarchies

organizing items into categories that are divided and subdivided into narrower concepts and facts

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Spacing effect

encoding spread over time

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Testing effect

retrieving, rather than simply rereading, information

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Shallow processing

encodes on basic level (a word’s letters) or on a more intermediate level (a word’s sound)

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deep processing

encodes semantically, based on word meaning

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Flashbulb memory

clear memories of emotionally significant moments or events; Emotion-triggered hormonal changes and rehearsal

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Context-dependent memory

recall information when the context is the same for encoding and retrieval

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Serial position effect

tendency to recall the last (recency effect) and first (primacy effect) items in a list

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Anterograde amnesia

Inability to form new memories

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retrograde amnesia

Inabilities to recall past memories

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Misinformation effect

corruption of a memory by misleading information

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Maslow’s hierarchy of needs

Physiological needs, Safety needs, Belongingness and love needs, Esteem needs, Self-actualization needs, Self-transcendence needs

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Physiological needs

Need to satisfy hunger and thirst

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Safety needs

Need to feel that the world is organized and predictable; need to feel safe, secure, and stable

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Belongingness and love needs

Need to love and be loved, to belong and be accepted; need to avoid loneliness and separation

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Esteem needs

Need for self-esteem, achievement, competence, and independence; need for recognition and respect from others

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Self-actualization needs

Need to live up to our fullest and unique potential

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Self-transcendence needs

Need to find meaning and identity beyond the self

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affiliation need

the need to belong; Goal: build relationships and be part of group; Survival; Health, performance, and self-esteem; Thwarts loneliness and social isolation

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Achievement motivation

Desire for accomplishment, mastery of skills/ideas, for control, and attaining a high standard

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Grit

passion and perseverance towards long-term goals

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Extrinsic motivation

Performing behavior for external rewards or to avoid punishment

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Intrinsic motivation

Performing behavior for its own sake