| Term | Definition |
|---|
| Cognitive map | a mental representation of a place |
| mental set | the tendency to persist in solving problems with solutions that have woked in the past |
| Cognition | The process of receiving, processing, storing, and using information. |
| Semantic Memory | general knowledge, facts |
| Episodic memory | Events you have experienced |
| Explicit memory (declarative memory | memory with conscious recall; has Episodic and Semantic memory |
| Implicit memory (Nondeclarative memory) | memory without conscious recall, information that people cannot verbaliz and therefore dont know they posses |
| Procedural memory | motor skills,actions, memory for skills, including perceptual, motor, and cognitive skills required to complete tasks |
| Implicit memory (Nondeclarative memory) | memory without conscious recall ; has Procedural memory;walking or writing |
| Stimulus generalization | The response to new stimuli due its similarity to the original stimuli., (psychology) transfer of a response learned to one stimulus to a similar stimulus |
| Spontaneous recovery | The tendency for previously learned information to resurface rapidly after a period of extinction. Information that is spontaneously recovered is thought to lay dormant but not forgotten (e.g., riding a bicycle after a long period of not riding). |
| Extinction | The reduction and eventual disappearance of a learned or conditioned response after it is no longer paired with the unconditioned stimulus-response chain. |
| Stimulus discrimination | – The ability to tell the difference and therefore not respond to similar stimuli. |
| classical conditioning | deals with reflexive behaviors that are elicited by a stimulus and results from learning an association between 2 stimulie;uses response, stimulus elicits the response |
| Operant conditioning | learning as a procces in which behavior is shaped and modified by its CONSEQUESNCES; has positive and negative reinforcement; uses the term behavior,involves coluntary behavior, the consequence influences behavior; main components:behavior and its consequense |
| Positive reinforcement | a response is strenghtened because reinforcing stimulus is added or presented |
| negative reinforcement | a response is strenghtened because an aversive stimulus is subtracted or removed |
| primary reinforcers | a stimulus or event that is naturally or inherently reinforcing for a given species such as food, water or other biological necessities |
| conditioned reinforcers | a stimulus or event that has acuired reinforcing value by being associated with a primary reinforcer;also called a secondary reinforcer |
| conditioned response(CR) | The learned, reflexive response to a conditioned stimulus |
| conditioned stimulus(CS) | a formerly neutral stimulus that acquires the capacity to slicit a reflexive response |
| Conditioning | the process of learning associations between environmental evensts and behavioral responses |
| learning | A process that produces a relatively enduring change in behavior or knowledge as a result of past experiences |
| conditioned compensatory response(CCR) | A classically conditioned response in which stimuli that reliably precede the administration of a drug elicit a physiological reaction the counteracts, or is opposit to, the drugs effects |
| fixed-ratio (# of responses)- best one | reinforcement occures after a fixed number of responses ;effects:produces a high rate of responses that follows a burst-pause pattern |
| variable- ratio (# of responses) | reinforcement is based on an average number of responses, which varies from TRAIL TO TRAIL;example-gambling and slot machine ; effects: produces a high steady rate of responses |
| Fixed interval (passage of time) | Reinforcement is beased on a predetermined time interval; example-SCHEDULED exams; effects responses increase as time for the next reinforcer nears |
| Variable- interval (Time) | Reinforcement occures at an unpredictable time;example pop quizes |
| Partial reinforcement | intermittingly rewarding/reinforcing -skinner thought this was the best one; partial reincorvement made it LESS likely for extinction to occure |
| Continuous reinforcement | Continually reinforcing/rewarding; MORE likely for extinction to occure |
| Punishment by application | A situation in which an operant is followed by the presentation or addition of an aversive stimulus, also called Positive punishment;example child abuse |
| Punishment by removal | A situation in which an operant is folleged by the removal or subtraction of a reinforcing stimulus, also called negative punishment |
| Latent learning | Tolmans term for learning that occured in th absense of reinforcement but is not behaviorally demonstrated until a reinforcer becomes available |
| Observational learning | learning that occures through observing the actions of others |
| Taste aversion | not eating food based on past experiences |
| Scripts | a schema/story for the typical sequence of an everyday event |
| Schemas | an organized cluster of information about a particular topic |
| Source confusion | a memory distortion that occurs when the true source of the memory is forgotten |
| Imagination Inflation | a memory phenomenon in which vividly imagining an event markedly increases confidence that the event actually occured; when somebody feeds on our schemas/reality |
| memory consolidation | the gradual, physical process of converting new long-term memories to stable, enduring long-term memory codes |
| retrograde amnesia | loss of memory, especially for episodic information;backward-acting amnesia; loss of past memories |
| anterograde amnesia | loss of memory caused by the inability to store new memories; FOREWARD-ACTING amnesia; the inability to form new memories (clide wearing suffered from this) |
| Natural concepts | a mental category that is formend as a result of everyday experience |
| Formal Concepts | a mental category that is formed by learning the rules or features that define it |
| Intuition | solutions achieved without conscious awareness of the thought processes |
| availability heuristic | determine the likelihood of an event based on how readily we remember other instances of the event(happens rappidly) |
| representativeness heuristic | a strategy in which the likelihood of an event is estimated by comparing how similar it is to the prototype of the event(happens rapidly) |
| linguistic relativity hypothesis | the hypothesis that differences among languages cause differences in the thoughts of their speakers |
| hypothesis | a tentative statement about the relationship between two or more variables |
| intelligence | the global capacity to think rationally, act purposefully, and deal effectively with the environment |
| Alfred Binet (person) | french psychologist who, along with french psychiatrist Theodore Simon, developed the first widely used intelligence test.conducted the first intelligence test and did not believe that you could rate intelligence to a single score |
| David Wechsler (person) | american psychologist who developed the Wechsler Adult Intelligence Scale(WAIS), the most idely used intelligence test;(WAIS) tested a persons math and verbal abilities |
| Lewis Terman (person) | American psychologist who translated and adapted the Binet-Simon intelligence test for use in the United States; he also began a major longitudinal study of the lives of gifted children |
| Charles Spearman (person) | British psychologist who advanced the theory that a general intelligence factor, called the g factor, is responsible for overalll intellectual functioning |
| Louis L. Thurstone (person) | American psychologist who advanced the theory that intelligence is composed of several primary mental abilities and cannot be accurately described by an overall general or g factor measure |
| Howard Gardner (person) | contemporary american psychologist whoes theory of intelligence states that ther is not one intelligence, but 8 different types of intelligence, believes that culture plas a role in intelligence |
| Robert Sternberg (person) | Contemporary American psychologist whoes "triarchic therory of intelligence" indentifies three forms of intelligence (analytic,creative, and practical) |
| decay theory | memories naturally decay over time if we dont use it |
| retro-active | new memory interfears with old memories (interference theory) |
| pro-active | old memories interfear with new memories |
| herman ebbinghau | talks of us forgetting and remembering 5% of our memories |
| encoding failure | the inability to recall specific information because of insufficient encoding of the information for storage in long-term memory |
| heritability | the percentage of variation within a given population that is due to heredity |
| functional fixedness | the tendency to view objects as functioning only in their usual or customary way |
| mental set | the tendency to persist in solving problems with solutions that have worked in the past |
| memory | The persistance of learning over time through the storage and retrieval of information |
| Sensory memory | Environmental in formation is registered;largecapacity for informantion;has a short duration that lasts 1/4- 3 seconds |
| Short-Term (Working) Memory | New information is transferred FROM sensory memory; old information is tetrieved from long-term memory; has LIMITED COPACITY for information; duration lasts 20-30 seconds; has a SMALL CAPACITY |
| Long-term Memory | Information that has been encoded in short-term memory is stored; UNLIMITED CAPACITY for information; IS PERMANENT |
| Prefrontal Cortex | Memory involving the sequence of events, but not the events themselves |
| Amygdala | Encodes emotional aspects of memories |
| Medial Temporal Lobe | (not visible) Encodes and stransfers new ecplicit memories to long-term memory |
| Hippocampus | Encodes and transfers new explicit memories to long-term memory;critical for implicit memory |
| Cerebellum | Memories involving movement |
| serial position effect | remembering list in order |
| recency effect | remembering first and last words on a list |
| misinformation effect | throwing something in that creates misinformation |
| flash-bulb- memory | very vivid memory; can be false |
| Motivated forgetting | when we try to forget something that was painful |
| suppression | consiously forgetting |
| repression | SUBCONCIOUSLY forgetting |
| Infintile amnesia | loosing memory befor 3 years old |
| Aplysia | sea slug that was classically conditioned to learn; the function and structure of neurons change |
| Alzheimers Disease | ageing desease happens to people over 65 years; 5-7% increase of getting it when your over 65; neurons in the brain are being replaced with protiens and being destroyed; results in the loss of all memory |
| 170 | albert einstiens IQ |
| GENIUS | with an IQ OVER 130 |
| Autistic savant | a person who is rally talented in memory/music or anything ,yet has the mental capabilities of a 10 year old |
| IQ | mental age(MA)/cronological age(CA) * 100 |
| Standardization test | high reliability/consistancy; high validity/ meaningfulness |
| factors that increase observational learning | 1)paying attention; 2) forming and storing mental representations of behavior 3)must be capable of reproducing 4)motivated by expectation(reward not needed) |
| induction | allowing the kid to decide their punishment |
| Elaborative rehearsal | helps encode information for storage in long-term memory |
| Maintenance rehersal | maintenance rehearsal maintains information in short-term memory |
| retrieval | when Longterm memory retrieves information from the short term memory |
| memory proccess(encoding) | encoding--->>storage------>retrieval |
| Tot | tip of the tongue experience; happens in retrieval |
| trial and error | try a variety of solutions; eliminate those that dont work |
| Algorithms | Step-by-ster provedures for solving problems |
| Heuristics | General rule-of-thumb strategies(common geuristics are subgoals and working backward)) |
| insight | sudden realization of a solution |
| mental set | the tendency to persist in solving problems with solutions that have worked in the past |
| single-feature | Decision based on a single feature |
| Additive model | List important factors, give varying weights to each factor, and add the ratings for each factoy |
| Elimination by aspects model | Evaluate all alternatives, one characteristic at a time, starting wtih the most important feature; eliminate failures immediatly |
Combine with other sets
Share on Facebook
Share on MySpace