* sensory organs take in external stimuli then translate info into the brain
* based on attention (30 secs required for something to make it to the long term memory)
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retrieval
the ability to recall memory when you need it
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sensory registers
limited but brief storage of external stimuli converted for cognitive processing
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visual/iconic encoding
* register holds all aspects of an IMAGE from the environment * requires 1/4 of a second * increased likelihood of long term storage b/c it requires more attention
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auditory encoding
SOUNDS from the environment
* requires 3-4 seconds of attention
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semantic encoding
apply meaning to stimuli (attach an emotion to a memory)8
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8 effective encoding strategies
1. automatic processing 2. serial position effect 3. self-referencing effect 4. organizational (hierarchical) 5. effortful processing 6. semantic encoding 7. chunking 8. rehearsal and spacing effect
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serial position effect
the tendency to remember things FIRST AND LAST on a list rather than the middle
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self referencing effect
tendency to better remember after making a personal connection
ex. a name similar to yours
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organization enconding
classifying info into a sequence of terms (GROUPING) & building relationships between info
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effortful processing
learning or sorting that requires attention
ex. being told that something will be on the test
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chunking
grouping info into ACRONYMS
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rehearsal & spacing effect
repetition and space produces a stronger memory
ex. study breaks
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atkinson & shiffrin model
stimuli → sensory register → sensory memory→(ATTENTION)→ short term memory (enforced by REHEARSAL)→ long term memory → retrieval
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short term memory (atkinson & shiffrin)
* 3-5 chunks of info at a time * 5-15 seconds of attention required to remember w/o rehearsal * 15-30 seconds of attention w/ rehearsal
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long term memory (atkinson & shiffrin)
unlimited and permanent
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baddley & engle
1. stimuli → automatic processing → long term memory (trauma) 2. stimuli → sensory memory → working/short term memory →long term memory
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working memory (baddley & engle)
phonological loop, visuospatial sketchpad, episodic buffer → central executive
* enforced by semantic encoding
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automatic processing (engle)
in a highly emotional state, you are able to jump directly from stimuli to long term memory
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types of long term memory
procedural, semantic and episodic
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procedural memory
responsible of knowing HOW to do things (motor skill memory)
ex. bike riding
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semantic long term memory
responsible for storing info about the world
ex. meeanings & general knowledge (DECLARATIVE)
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episodic long term memory
stores info about life events (CONSCIOUS & DECLARATIVE)
ex. first day of school
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ebinghaus’ curve
forgetting curve that says we forget the majority of information rapidly
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methods to measure forgetting
recall, recognition, relearning
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recall measurement of forgetting
require a participate to REPRODUCE information on their own w/o CUES
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recognition measurement of forgetting
requires a participant to select previously learned info from an array of options
ex. multiple choice test
(yields highest estimates of forgetting)
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relearning measurement of forgetting
requires a participant to memorize info a 2nd time to determine how much time is saved by having previous knowledge
long term memory is best when in a similar PHYSICAL STATE as when first encoded
ex. standardized testing
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State Dependent Effect (retrieval)
long term memory is best when in a similar STATE OF CONSCIOUSNESS as first encoded
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Mood Congruence Effect (retrieval)
long term memory is best when in a similar MOOD or EMOTIONAL STATE as when first encodedm
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Misinformation effect (retrieval)
when a person experiences a gap in memory or inability to successfully retrieve info so the brain will substitute logical but incorrect information to make sense
(natural gaslighting) (LOFTUS)
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psychology
scientific student of human/animal thought, behavior, and emotion
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__**NATURE**__ side of the nature vs. nuture argument
everything is based on genetic inheritance
(biological and evolutionary approach)
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__**NURTURE**__ side of the nature vs. nuture argument
everything is based on ENVIRONMENTAL context
(behavioral and sociocultural)
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wilhelm wundt
FATHER OF PSYCH
* opened the 1st lab for the study of psychology
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Structuralist approach
all TBE can only be understood by isolating pieces of experience
* no longer used * important scientist: titchner
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functionalist approach
all TBE can only understood by understanding its function or usefulness
* no longer used * important scientist: James (titchner’s student)
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Psychoanalytic approach
all TBE is motivated by the unconscious influences of AGGRESSION and SEX
* no longer used * important scientist: FREUD
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behavioral approach
all TBE is based on can we can see, changes, and is learned
* important scientists: pavlov, watson, skinner
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Humanistic approach
all TBE stems from our need to thrive & succeed
\-important scientists: roger, maslow, emily fay
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cognitive approach
all TBE can be understood by mental process
* important scientists: ebinghaus, loftus, atkinson & shiffrin
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biological approach
all TBE is influenced by anatomy and physiology
* important scientists: sperry, gazzoniga
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psychodynamic approach
all TBE is motived by unconscious influences of childhood and past experiences
* important scientists: adler, jung
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evolutionary approach
all TBE is motivated by a need to survive both physically and genetically
* DAVID BUSS
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Socio-cultural approach
all TBE are influenced by the socio-contexts that we operate
* festinger, ekman, loftus
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replication in psych. research
the repetition of a study to see whether earlier results can be duplicated
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meta-analysis
combing the statistical results of many studies of the same question
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placebo effect
when a participants expectations of a study lead them to experience fake effects
* faking being drunk b/c you drank form a mysterious red solo cupsoc
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social desirability bias
the tendency to give the “societal” approved response for a favorable impression
* ex. faking being drunk b/c everyone around you is
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halo effect/bias
when someone’s overall evaluation of a person/object is influences to more specific ratings
* your boss rating you highly because you guys are friends outside of work
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experimenter bias
when a researcher’s expectations or preferences about the outcome of a study influence the results they gather
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double-blind procedure
a research strategy when neither the experimenters or the subjects know the treatment from the control group
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ethical principles of psych
1. voluntary participation and right to withdrawal 2. no harmful treatment 3. debriefed of all deception 4. right to privacy
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scientific method of psych
1. observation/question 2. hypothesis (if_then_) 3. baseline measure (background context or past knowledge) 4. operationalize variables 5. conduct study 6. collect & analyze data 7. draw conclusion 8. verify results (replicate and generalize)
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research methods
tells you the TYPE of conclusion to expect
* descriptive, correctional or experimental
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research tools
HOW we collect data
* case study survey naturalistic observation, experiment, archival
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Descriptive Statistics
simplify & summarize data (mean, median, mode, range)
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inferential statistics
manipulate state to determine the MEANING of collected data to then draw appropriate conclusion
* correlation coefficient, statistical significance, standard deviation
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classical conditioning (IVAN PAVLOV)
the type of learning in which a response naturally elicited by 1 stimulus is learned to be a response to a different neutral stimulus
* LEARNING THROUGH PAIRING
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Pavlov’s Dogs
used dogs and a tone to associate between hunger
\ ucs: food
ucr: salivation
**PAIRING**: food + tone
cs: tone
cr: salivation
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learning theory
the process by which experience or practice results in a relatively permanent change in behavior or potential behavior
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pairing principle
the strength of the association between the CS and the UCS depends on the NUMBER of times both stimuli are paired
* classical conditioning theory * by PAVLOV
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contingency theory
the strength of the association between the CS and the UCS depends on the PERCEIVED IMPORTANCE or connection between the pairing
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Higher order theory of classical conditioning
previously learned situation creased a conditioned stimulus to function as an unconditioned stimulus in future learning
\ ex. liking toys, liking money to get toys becomes liking money to wanting to work to get money
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operant conditioning
a type of learning the depends on the CONSEQUENCE that follows a behavior
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model of operant conditioning
target behavior → what is intended to be learned
what?→ type of consequence
how?→ delivery of consequence
when?→ schedule of reinforcement
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reinforcement consequences
type of consequence that INCREASES the target behavior
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punishment consequences
type of consequence that is meant to DISCOURAGE the target behavior
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positive consequence
GAINING something in exchange for the target behavior
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negative consequence
LOSING something in exchange for the target behaivor
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schedules of reinforcement in operant conditioning
consequence given at the SAME frequency as the behavior
* habitual * ex. buy 10 get 1 free
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fixed interval schedule of reingforcement
SAME amount of TIME passes between behavior and consequence
* predictable * ex. paycheck every 2 weeks of work
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variable ratio schedule of reinforcement
DIFFERENT frequency as the behavior
* unpredictable * ex. lottery: don’t know how many tickets to buy to win but you know SOMEONE will win
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variable interval schedule of reinforcment
different amount of TIME passes between the behavior and consequence
* unpredictable * ex. Pop quiz- you don’t know when one will be given
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latent learning
learning that is not apparent from the behavior when it first occurs
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Edward TOLMAN’s study
landmark study where 3 groups of rats ran through a maze to study how motivation impacts learning
* group a: reward at the end of the maze - gradual improvement * group b- no food reward - many errors, low improvement * group c- no reward for the first 10 trials, reward after 11+ -sharp improvement
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preparedness
species-specific predispositions to be conditioned in certain ways and not others
(why some phobias are more common than others)
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social cognitive learning theory (observational)
type of learning where the change in behavior results from watching/hearing and reproducing the behavior based on conscious awareness & processing
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model of observational learning theory
* model → who you are learning form * attention → encoding * retention → storing in long term memory * reproduction → change in behavior * motivation → reason for paying attention
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Bandora’s Bobo Doll Study
study of aggression in children
* model→ learning from ADULTS violent behavior to Bobo * attention→ semantic and iconic: learning how to treat the doll * retention→ cerebellum (learning HOW) * reproduction→children copying the behavior * motivation→ adults as ROLE models
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constructionist learning theory
learning is an ongoing, continuous process of constantly building on prior knowledge
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schema
prior knowledge
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brain-based learning theory
prioritized optimal brain functioning for learning; emphasizes the learners emotional sate, safety and security of the learning environment
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implicit learning theory
relates to ENGLE’s theory of memory storage; learning form the argument can occur w/o conscious awareness or attention
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problem solving
refers to active efforts to discover what must be done to achieve a goal that is not readily attainable
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functional fixedness
the tendency to perceive an item only in terms of it's common use
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mental set
when people persist in using problem solving strategies that have WORKED PREVIOUSLY
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heuristic
a guiding principle or rule of thumb in solving problem
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decision making
involves evaluating alternatives and making choices among them
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theory of bounded rationality
people tend to use simple strategies in decision making that focus on only a few facts of available option
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availability heuristic
estimated probably of an event on the east where RELEVANT instances come to mind
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representative heuristic
estimated probability of an event is based on how similar it is to the TYPICAL probability of that event
* stereotypes
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conjunction fallacy
when people estimate the odds of two uncertain events happening together are greater than the odds of either event happening alone
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dendrites
part of the neuron that receive neurotransmitters to begin transmission