Psych exam 3

  • Classical conditioning: learning predictable signals. PREDICTTT.

  • unconditioned stimulus: Any stimulus that naturally elicits a behavior (E.g., food)

  • unconditioned response: The behavior elicited by the UCS (E.g., salivation)

  • Conditioned stimulus: A neutral stimulus that is able to elicit behavior only after association with the UCS (E.g., bell tone)

  • Conditioned response: The behavior elicited by the CS (E.g., salivation)

  • Pavlov’s experiment: the dog salivating at he ring tone

  • Acquisition (stages fo learning): The initial stage in classical conditioning. during which the association between a neutral stimulus and a US is established.

  • Time between the two stimuli should be? very brief (half a second for pavlovs study)

  • Extinction: in pavlo, when the food is not given after the tone/ bell, salivating starts decreasing and at some point goes extinct

  • Spontaneous recovery: After a rest period an extinguished CR (salivation) spontaneously recovers and if CS (tone) persists alone becomes extinct again

  • Stimulus discrimination: the learned ability to distinguish between a CS and other stimuli (like using different bells for the dogs)

  • Stimulus generalization: Tendency to respond to stimuli similar to CS. (weaker response)

  • Classical conditioning in life: ex, food poisoning, will make you not eat that food again and/or avoid it

  • Operant conditioning: the rat thing (learning about consequences) REWARD and PUNISHMENT

  • Skinner box: rat in a box, clicks on button when light is gree, if the button is clicked and the light is red, the rat will be shocked

  • positive reinforcement: adding a desirable stimulus to reward a desirable outcome.

  • negative reinforcement: removing an aversive stimulus to reward a desirable outcome. (usually have the word stop in them)

  • primary reinforcement:

  • secondary reinforcement:

  • immediate reinforcement: reward right away

  • delay reinforcement: dosen’t work on animals. ability to control impulses

  • reinforcement: desirable consequence to induce desirable behaviors

  • Punishment: undesirable consequence to the subject

  • reinforcement schedule (continuous vs. intermittent reinforcement):

  • observational learning: (how its unique to humans) the power of modeling

  • Banduras bobo doll study: kids see adults beat up bobo doll, kids do the same

  • thinking: COGNITION, refers to a process that involves knowing, understanding, remembering, and communicating.

  • trial and error (problem-solving strategies): Solving a problem through trying different strategy, learning from errors and eventually being successful

  • algorithm (problem-solving strategies): very time consuming, EXHUAST ALL POSIBILITIES before arriving at a solution

  • representative heuristics: To decide whether a person or an event belongs to a certain category by comparing the person/event to the prototypical ones in that category (ex, if they wear glasses and like math they are a nerd)

  • availability heuristic: a mental shortcut that relies on immediate examples that come to a given person's mind when evaluating a specific topic, concept, method or decision.

  • insight (problem-solving strategies): involves a sudden novel realization of a solution to a problem. Humans and animals have insight (ah-ah moment)

  • confirmation bias: police shooting of unarmed suspect

  • fixation: not seeing problems form a fresh point of view

  • framing: when saying “80% will survive” vs “20% will die”

  • phoneme: bat, has three phonemes b · a · t

  • morpheme: Watermelons = water. melon. S or Milk = Milk

  • word, phrase, sentence: one unit, two or more units, composing of many words.

  • Semantics: tells us that adding -ed to the word laugh means that it happened in the past.

  • Syntax: adjuctivs come before mouns; white house vs in Spanish its casa blanca

  • Broca’s area: A region of the frontal lobe in the left hemisphere of the brain needed to produce speech

  • Wernicke’s area: understand language and to produce meaningful sentences

  • Babbling: (4 months) goo goo ga ga

  • One word: (1 year) doogy= look at the dog out there

  • Two words: (~2 years) go car! = I would like to go for a ride in the car

  • Longer phrase: (3-4 year) children start forming more complex sentences (e.g., "I want to play outside").

  • Linguistic determinism: The theory that language influences thought, suggesting that speakers of different languages may perceive the world differently.

  • Contemporary theory on intelligence: intelligence is divided into distinct categories (e.g., linguistic, logical-mathematical, spatial, musical, etc.).

  • what can we learn about intelligent from savant syndrome? individuals with cognitive disabilities may have exceptional abilities in one area, unrelated to general intelligence

  • emotional intelligence: ability to perceive, understand, manage, and regulate one's own emotions, as well as the emotions of others.

  • Intelegence tests: WAIS (how much do you know type shi), IQ,

  • Flynn effect: rise in intelligence over the years

  • circadian rhythms: our biological clock, most sensitive to sunlight but can be altered by blue light from phones

  • Pre-sleep: awake, brain activity slow down, Alph awaves (9-14 cps)

  • light stages (1&2): slow regular waves Thera waves (5-8 cps)

  • deep sleep (3&4): large amplitude, Delta waves (1.5-4 cps)

  • REM sleep: low amplitude, beta waves (15-40 cps)

  • sleep paralysis: Sometimes the immobility during REM sleep may linger after you wake up

  • 90 minute sleep cycle for adults: With each 90-minute cycle, stage 4 deep sleep decreases and the duration of REM sleep

  • Alchohol: deprassant drugs, known as ethanol, the oldest recreational drug in human history. can penetrate the blood brain barrier and lead to long term damage on memory and the body

  • bstbituate (tranquilizer): deprasant drugs, depress the activity of the central nervous system. Used to be used widely in sleep aids and anti anxiety drugs

  • opiate: deprasant drug, found in poppy plants, depress neural activity, pain killer. highly addictive

  • caffeine and nicotine: stimulant drug, world most consumed psychoactive drug, provide energy, can be highly addictive and toxic to the body

  • Cocain: stimulant drug, powerful stimulant from coca plant. initially used as a LOCAL ANESTHETIC for eye and throat surgery. works by quickly depleting the brain’s supply of dopamine, serotonin and norepinephrine (high) and it’s followed by crashing depression when the drug effect wears off. crack is more addictive

  • ecstasy: stimulant drug,produces a euphoric high and can damage serotonin-producing neurons, can deflate mood and impair of memory

  • amphetamine: stimulant drug, increase wakefulness, improves cognitive control, decrease reaction time, FATIGUE RESISTANT, commonly used in treatment of ADHD, narcolepsy, and obisity. Abused by athletes

  • methamphetamine: stimulant drug, the scarist with a life span of 5 months (or years idk I forgot) after using it. NEVER prescribed medically. Addicts to this lose their teeth. extremely addictive

  • LSD: hallucinogen, powerful hallucinogenic drug also used as acid

  • THC: hallucinogen, major active ingredient in marijuana, MOST BOUGHT AMONG WEED BUYRS

  • Marijuana: CBD: non-psychoactive pain reliever, THC: psychoactive hallucinogen (hallucinogen). non fatal, THC has a long term negetice effect,