Psych test myers chpt 7,8,9
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| classical conditioning operant conditioning observation | ||
| associate one stimulus with another ex: hear thunder expect lightning | ||
| type of learning in which a stimulus gains the power to cause a response | ||
| a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher | ||
| learning by observing others | ||
| classical conditioning- (UR) unlearned response to the US (US) stimulus that naturally triggers a response ex: salivating (UR) at smell of food(US) | ||
| classical conditioning (CR) learned response to a CS (CS) learned stimulus that creates a response ex: salivating (CR) at sound of a bell (CS) | ||
| rule that behaviors which have positive outcomes tend to be repeated | ||
| - snooze button on alarm + paycheck | ||
| - drivers license + parking ticket | ||
| in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses | ||
| in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses | ||
| in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed | ||
| in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals | ||
| reinforce response only part of the time | ||
| learning that occurs but is not apparent until there is an incentive to demonstrate it | ||
| the process of mentally working through a problem until the sudden realization of a solution occurs | ||
| desire to perform a behavior for its own sake | ||
| performed because of rewards and punishments | ||
| sensory_short-term_long-term | ||
| bringing info from long-term back to working memory | ||
| Effortless encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. | ||
| encoding that requires attention and conscious effort; makes durable and accessible memories | ||
| retain info better when rehearsed over time | ||
| recall is better for first (primacy) and last (recency) but poor for middle terms | ||
| the encoding of meaning, including the meaning of words. | ||
| mental pictures; a powerful aid to effortful processing, especially when combined with semantic encoding (visual encoding) | ||
| visual organizing meaning | ||
| chunking hierarchies | ||
| like 9/11 remember exactly | ||
| explicit implicit | ||
| memories we don't deliberately remember or reflect on consciously (skills) Cerebellum | ||
| memory of facts and experiences that one can consciously know and "declare" (facts) Hippocampus | ||
| Ebbinghaus- , quickly forget new information, but memory of learning levels off | ||
| when new learning disrupts the recall of previously-learned information | ||
| when prior learning disrupts the recall of new information | ||
| inability to form new memories after an event | ||
| loss of memories that were stored before a event | ||
| a mental grouping of similar objects, events, ideas, or people | ||
| the best example of a particular category | ||
| approaches that guarantee an eventual answer to a problem | ||
| shortcuts that are not guaranteed to lead to best answer; but are more efficient | ||
| experimenting until a solution is found | ||
| the tendency to think of things only in terms of their usual functions | ||
| a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence. | ||
| tendency to overestimate our ability to make correct predictions | ||
| Gesture, spoken, written | ||
| smallest units of sound in the human language, like consonants or vowels | ||
| the smallest units of meaning in a language (root words, prefixes, suffixes) | ||
| a system of rules in a language | ||
| referring to the relationships between words and meanings | ||
| sentence structure | ||
| speech production | ||
| Language comprehension | ||
| translates writing into speech | ||
| receives written words as visual stimulation | ||
| helps pronounce the words | ||
| the clear (and often sudden) understanding of a complex situation |