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Psychology 3
Exam #3
| Definition | Term |
|---|---|
| A relatively permanent change in behavior acquired through experience | learning |
| The process of learning by association; connecting two stimuli | classical conditioning |
| Discovered the form of classical conditioning learning | Ivan Pavlov |
| the gradual weakening and eventual disappearance of a conditioned response | extinction |
| an emotional response to a particular stimulus acquired through classical conditioning | conditioned emotional reactions |
| They conducted experiments for conditioned emotional reactions | John Watson and Rosalie Rayner |
| What type of responses were John and Rosalie looking for? | fear of the related stimulus |
| excessive fears of particular objects or situations | phobia |
| a form of therapy that involves the systematic application of the principles of learning (therapy for phobias or problem behaviors) | behavior therapy |
| responses that have satisfying effects are more likely to recur, whereas those that have unpleasant effects are less likely to recur | law of effect |
| proposed the law of effect | Edward Thorndike |
| strengthening of a response through the introduction of a stimulus after the response occurs | positive reinforcement |
| strengthening of a response through the removal of a stimulus after the response occurs | negative reinforcement |
| reinforces that are naturally rewarding because they satisfy basic biological needs or drives (food) | primary reinforcers |
| the systematic application of learning principles to strengthen adaptive and weaken maladaptive behavior | behavior modification |
| the process of mentally working through a problem until the sudden realization of a solution occurs | insight learning |
| learning that occurs without apparent reinforcement and that is not displayed until reinforcement is provided | latent learning |
| learning by observing and imitating the behavior of others | observational learning (vicarious learning, modeling) |
| connection between desired behavior and the reinforcement | contingency |
| Three basic processes that make memory possible | encoding, storage, retrieval |
| the process of converting information into a form that can be stored in memory | encoding |
| the process of retaining information in memory | storage |
| the process of accessing and bringing into consciousness information stored in memory | retrieval |
| How is information encoded acoustically? | coded by sound |
| How is information encoded visually? | coded by forming a mental picture |
| How is information encoded semantically? | coded by meaning |
| cue associated with the original learning that facilitate the retrieval of memories | retrieval cue |
| a temporary storage device for holding sensory memories | sensory memory |
| A sensory store for holding a mental representation of a VISUAL image for a fraction of a second | ICONIC memory |
| a sensory store for holding a mental representation of a SOUND for a few seconds after it registers in the ears | ECHOIC memory |
| the memory subsystem that allows for retention and processing of newly acquired information for a maximum of 30 seconds | short term memory |
| conducted research on short term memory | George Miller |
| Explain the "Magic 7" barrier | people can normally repeat a maximum of 6-7 single syllable words they have just heard |
| the process of extending retention of information held in short term memory by consciously repeating the information | maintenance rehearsal |
| Tim Berners modeled the World Wide Web after? | the human brain |
| What was Tim Berners displaying with his world wide web? | semantic network |
| memory of facts and personal information that requires a conscious effort to bring to mind. "know that" | declarative memory (explicit memory) |
| memory of how to do things that require motor or performance skills. "know how" | procedural memory |
| A theory of forgetting that posits that memories consist of traces laid down in the brain that gradually deteriorate and fade away over time | decay (trace) theory |
| A form of interference in which material learned earlier interferes with retention of newly acquired information | proactive interference |
| a form of interference in which newly acquired information interferes with the retention of material learned earlier | retroactive interference |
| An experience in which people are sure they know something but can't seem to bring it to mind | tip of the tongue phenomenon |
| the tendency to recall items at the start or end of a list better than the items in the middle | serial position |
| Freudian theory; a type of defense mechanism involving motivated forgetting of anxiety-evoking material | repression |
| loss of memory of past events | retrograde amnesia |
| loss or impairment of the ability to form or store new memories | anterograde amnesia |
| What is the purpose of the Hippocampus? | temporary storage bin for holding new memories until long term memory |
| a device for improving memory | mnemonic |
| the process of mentally representing and manipulating information | thinking |
| concepts with clearly defined rules for membership | logical concepts |
| concepts with poorly defined or fuzzy rules for membership | natural concepts |
| tendencies to rely on strategies that worked in similar situations in the past but that may not be appropriate to the present situation | mental sets |
| a system of communication composed of symbols (words and hand signs) that are arranged according to a set of rules (grammar) to form meaningful expressions | language |
| 4 basic components of language | phonemes, morphemes, syntax, semantics |
| the basic units of SOUND in a language | PHONEMES |
| the smallest units of MEANING in a language | MORPHEMES |
| the rules of grammar that determine how words are ordered within sentences or phrases to form meaningful expressions | syntax |
| the set of rules governing the meaning of words | semantics |
| the capacity to think and reason clearly and to act purposefully and effectively in adapting to the environment and pursuing one's goals | intelligence |
| The type of intelligence test used today originated with the work of a Frenchman named _________ | Alfred Binet |
| developed the most widely used intelligence tests in the US and Canada for all ages; deviation IQ | David Wechsler |
| the stability of test scores over time | reliability |
| the degree to which a test measures what it purports to measure | validity |
| Self-fulfilling prophecy | |
| organized knowledge structure or set beliefs about the world; reflect our experiences and expectancies | memory schema |
| using pictures to remember words | visual imagery |
Created by:
mcarraher16
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