Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
90 Cards in this Set
- Front
- Back
|
bandura
|
observational learning; bobo doll study
|
|
|
skinner
|
operant conditioning; worked with rats
|
|
|
pavlov
|
classical conditioning; worked with dogs
|
|
|
classical conditioning
|
using an unconditioned stimulus , unconditioned response, conditioned stimulus, and conditioned response to teach something
|
|
|
generalization
|
the CR 'spreads' to similar stimuli; EX different bells like at the school where the dog study was held
|
|
|
discrimination
|
the CR is restricted to certain stimuli
|
|
|
acquisition
|
form a new CR
|
|
|
extinction
|
bannish CR
|
|
|
spontaneous recovery
|
CR spontaniously returns after extinction and non exposure
|
|
|
higher-order conditioning
|
when a neutral stimulus triggers a conditioned response
|
|
|
continuous reinforcement schedule
|
reward or punishment after every time
|
|
|
operant conditioning
|
learning by reward or punishment
|
|
|
primary reinforcement
|
comfortable temp, food, attention, etc
|
|
|
secondary reinforcement
|
a college degree, money, etc
|
|
|
shaping
|
reward small approximations of a behavior; ex reward mouse when getting closer to lever
|
|
|
positive and negative reinforcement
|
positive means adding or giving; negative means removing or taking away; NOT emotionally + or -
|
|
|
intermittent reinforcement schedule
|
not giving reinforcement every time task is completed; better method because will only work for reward
|
|
|
criteria for observational learning
|
attention, retention, reproduction, motivation
|
|
|
continuous reinforcement schedule
|
reward or punishment after every time
|
|
|
operant conditioning
|
learning by reward or punishment
|
|
|
skinner box
|
box that skinner studied rats in
|
|
|
delayed reinforcement
|
delayed punishment or reward
|
|
|
primary reinforcement
|
comfortable temp, food, attention, etc
|
|
|
secondary reinforcement
|
a college degree, money, etc
|
|
|
shaping
|
reward small approximations of a behavior; ex reward mouse when getting closer to lever
|
|
|
positive and negative reinforcement
|
positive means adding or giving; negative means removing or taking away; NOT emotionally + or -
|
|
|
intermittent reinforcement schedule
|
not giving reinforcement every time task is completed; better method because will only work for reward
|
|
|
criteria for observational learning
|
attention, retention, reproduction, motivation
|
|
|
instinctive drift
|
when instinctual responses slowly over power the trained response; EX dog shaking head when killing prey
|
|
|
conditioned taste aversion
|
when a person gets a taste in their mouth connecting an experience with the taste; IE too much mild duds made yack so now get nasty taste
|
|
|
personal relevance in memory
|
semantic; highest form of processing; making something connect with a personal experience etc
|
|
|
three kinds of processing
|
encoding, storage, retrieval
|
|
|
schemas
|
generic concept of something; EX said words that related to sleep, but sleep was not actually said; EX people in movie going in and out of restaurant we assumed paid
|
|
|
serial effects
|
recency and primacy effects make remember words in begining of list and end
|
|
|
sensory memory
|
couple seconds of memory right after heard, felt, etc
|
|
|
short term memory
|
• working memory: limited, magic 7 (people generally limited to 7 pieces of memory at a time), 20 seconds
|
|
|
long term memory
|
• long term memory: unlimited in space (might not be able to retrieve it, but the memory is still there)
|
|
|
retro amnesia
|
losing memories after a traumatic experience
|
|
|
anterograde amnesia
|
cant remember events AFTER an accident/trauma
|
|
|
implicit memory
|
previous experiences aid in the performance of a task without conscious awareness of these previous experiences; procedural memory is this
|
|
|
explicit memory
|
conscious, intentional recollection of previous experiences and information; EX used to remember an appt
|
|
|
declarative memory
|
stores facts; 'textbook learning'; more subject to forgetting; methods: spaced repetition, mnemonic and active recall
|
|
|
procedural memory
|
unconsciously remembering the order of which a task was completed
|
|
|
semantic memory
|
thinking of what something means; highest form of processing;
|
|
|
episodic memory
|
personal experiences that we can recall that connect the new thing learned
|
|
|
absent mindedness; transience; blocking; misattribution; suggestibility; bias;
|
break in working memory, EX in room forget y; info fades after non use; trying to remember how song goes while listening to another song; when we confuse how we acquired the info; false memories; opinions create what we expect to see
|
|
|
functional fixedness
|
bias that stops a person from using something the way it is traditionally used
|
|
|
irrelevant information
|
often throw you off because you are over thinking the irrelevant info; scisors matchbook cotton example
|
|
|
mental set
|
using a way that worked before even though there may be an easier way
|
|
|
unnecessary constraints
|
the box around the 6 circles; could go over the lines
|
|
|
6 approaches to problem solving
|
trial and error; heuristics - 'rules of thumb'; forming subgroups - breaking down into small problems; working backwards; search for analogies; change the representation
|
|
|
risky decision making factors
|
objective value (what condo will actually cost)
subjective utility (cost/benefits of buying condo subjective probabilities (probabilities that you go through while thinking about buying the condo) |
|
|
availability bias
|
tend to estimate probability of the event by the ease at which is comes to mind
|
|
|
representativeness bias
|
coin toss example: always 50% chance
|
|
|
ignoring base rates
|
salesperson/librarian example: so many more salespeople than librarians no matter what the person is described as
|
|
|
the conjunction fallacy
|
teacher/teacher-politician example
|
|
|
the gambler's fallacy
|
roulette table example: the chance is 50% every time no matter how many times in a row one color is hit
|
|
|
ignoring sample size
|
the more there are in a sample, the better the data.
|
|
|
whorf
|
linguist relativity; noticed that in some languages they have words scripted that other languages dont have words for; snow example
|
|
|
skinner and language
|
acquired language through imitation and reinforcement; ex: baby gets rewarded for saying mommy for 1st time
|
|
|
chomski
|
nativists; innate language acquisition device; we create original sentences when we speak, so it cant just be immitation; over regulizations - ex: how kids speak more proper before going to school than when they start learning all the rules and exceptions
|
|
|
criteria for language
|
symbol - has to have symbols that have meaning; structure - laws of how to arrange words; infinitely generative - no limit that you can create and combine
|
|
|
phonemes
|
smallest unit of sound; ex: buh-oy-z has 3
|
|
|
morphomes
|
smallest unit of meaning; EX: 2 in boy - a young male and then plural
|
|
|
syntax
|
structure of language; ex: the boy cried. 3 words, 5 morphemes, 9 phonemes
|
|
|
vocabulary spurt
|
average is 18 months; can take between 12-20 months
|
|
|
babbling
|
babbling - making all the random sounds, but phonemes guide what they babble; practice of cheek muscles necessary to talk
|
|
|
holophrases
|
expressing a phrase with one sincle word; ex: baby saying up to someone to pick them up
|
|
|
telegraphic speech
|
ussually just nouns and verbs to signify the whole sentence; ex: doggy eat
|
|
|
whole sentences
|
full sentence; ex: the doggy is eating
|
|
|
metaliguistic awareness
|
awareness of the use of words; you can reflect on how the language is used; understand a pun
|
|
|
three theories of language acquisition
|
behaviorists (skinner); naticists (chomski); interactionists; linguistic relativity (whorf)
|
|
|
linguistic relativity
|
whorf; languages create words that are necesary for them relative to their situation; ex: alaskans have over 100 words for snow
|
|
|
can animals think?
|
classical conditioning - dog to cabinet for treat; operant cond - reward/punish; observational learning; rudimentary counting - concept of more; limited insight - figure out way to do something - bugs w/ stick
|
|
|
do animals exhibit language?
|
communicate: yes; language: no; symbolic: yes; infinitely generative: no; structured: no
|
|
|
hobson & mccarley
|
activation synthesis - neurons randomly fired during sleep; creates dreams
|
|
|
biorhythms & sleep
|
mean - 25 hr circadian rhythm
|
|
|
resetting bio clock
|
melatonin resets bioclock
|
|
|
EEG
|
machine that measures brain activity; electroencephalograph;
|
|
|
sleep cycles
|
awake; drowsy; stage 1; stage 2; stage 3&4; REM
|
|
|
3 functions of sleep
|
protective; restorative; growth
|
|
|
sleep disorders
|
insomnia;narcolepsy; sleep apnea - intermittent stopping of breathing, followed by gasping
|
|
|
features of dreams
|
story like; day residue; mostly mundane - adventure, horror, romantic;
|
|
|
3 theories of dreaming
|
wish fulfillment (freud);info processing; activation synthesis
|
|
|
awake
|
beta brain waves (low volts, high freq)
|
|
|
drowsy
|
alpha waves start to dominate
|
|
|
stage 1
|
theta waves; only a few minutes; fantastic images
|
|
|
stage 2
|
sleep spindles - sudden burst of activity in EEG, mixed waves; 20 mins, mixture of theta and delta
|
|
|
stage 3&4
|
delta (high volt, low freq) 30 min; sleep walking
|
|
|
REM
|
most dreaming (low volt, high freq
|
