BLOCK 2

enduring changes in behavior that occur with experience

a form of associative learning in which a neutral stimulus becomes associated with a stimulus to which one has an automatic, inborn response
steps- unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, conditioned response

an object or situation that when presented alone doesn't lead to an automatic response - hellcats pre beast

the environment input that always produces the same unlearned involuntary response- meal time

the natural automatic inborn and involuntary reaction to a stimulus- hungry

a previously neutral input that an organism learns to associate w the UCS- Hellcats + meal time

a behavior that an organism learns to preform when presented with the CS- hellcats make me hungry

extension of the association between UCS and CS to include a broad aray of similar stimuli- militarty type music gets me hungry

the restriction of a CR (such as salivation) to only the exact CS to which it was concerned- only westpoint hellcats make u hungry

the weakening and dissapearance of a conditioned response in the absence of reinforcement- no more connection to hellcats

the sudden reappearance of an extinguished response, hear hellcats 10 yrs from now and get hungry

an extra, more remotely, linked stimulus began invoking the response, standing in formation gets u hungry

a behavioral therapy technique often used for phobias in which the therapist pairs relaxation with gradual exposure to a phobic object generating a hierarchy of increasing contact with the feared object

form of exposure in which client experiences extreme, overwhelming exposure to the feared object

the consequences of a behavior increase (or decrease) the likelihood that the behavior will be repeated

the process of changing behavior by manipulating the consequences of that behavior

positive = add stimulus to increase behavior (give treat)
negative = subtract stimulus to increase behavior (no chores)

positive = add stimulus to decrease behavior (do chores)
negative = subtract stimulus to decrease behavior (take phone)

cont = reinforcement of a behavior every time it occurs
inter = reinforcement of a behavior not after every response, stronger outcome

A study in which a white rat was paired with a loud sudden noise in order to condition a fear response in an infant.

shaping, extinction - when behavior stops being reinforced overtime behavior will stop

classical - involuntary responses, new association w neutral stimulus
operant- reinforcement increases behavior, punishment decreases

learning that occurs in the absence of reinforcement and is not demonstrated until
later, when reinforcement occurs (Know what assumptions about learning that this challenged) - mouse maze

Encoding, Consolidation, storage, retrieval

process by which the brain attends to, takes in, and integrates new info; automatic and effortful processing;

encoding, scheme that helps ppl remember info, chunking acronym rehearsal rhyming

chunking

Process of establishing, stabilizing, or solidifying a memory the 2nd stage of long term memory formation, sleep helps, gives time to make proteins

recovery of info from storage to be used

retention of memories over time (hierarchies, schemas, associative networks)

ways of organizing related pieces of info from the most specific feature they have in common to the most general

Concepts or mental frameworks that organize and interpret information.

chain of associations between related concepts

attention, depth of processing, sleep, emotion-1st date

memory retention is best the sooner a person falls asleep after learning

not paying attention to info first time ur exposed almost gurantees it wont get encoded and processed well, and therfor remembered well

structural -physical appearance(is it in caps)
phonemic - sound, what does it rhyme with
semantic- would word fit into this sentence, deepest understanding

learning influenced by watching others
modeling (type of O Learning: the imitation of behaviors formed by others, type of observational learning - younger children mimic older siblings

Children watch adults be nice to doll or be mean, then played w toys including doll, children treated doll as the adult they watched treated it

attention, retention, reproduction, motivation

model demonstrates perfection at a given task from the beginning due to prior practice.
cope-frustration at first but perseverance and progressive
mastery in the face of adversity as the model is just learning a given task, more effective

short term, long term, sensory

part of memory that temporarily (2-30sec) stores a limited amnt of info before it is either transferred to long term storage or forgotten

part of memory that holds information in its original sensory form for a very brief period of time, usually about half a second or less ----iconic = vision, echoic = hearing

the part of memory that has the capacity to store a vast amnt of info for as little as 30 sec or as long as a lifetime, implicit and explicit

knowledge based on previous experince such as skills that we perform automatically once weve mastered them, resides outside concious awareness, non declaritive, priming and procedural

knowledge that consists of concious recall of facts, declaritive mem, semantic learn in school, episodic mem events and experiences

mis-info- occurs when info learned after an original event ex. Crime) is wrong or misleading but gets incorporated w the memory as true
distraction
emotion- nerves high stress cause distraction

short term, following recipe or solving math problem,
Central executive: where to focus attention and selectively hones in on specific aspects of a stimulus
Phonological loop: temporary store for sound and linguistic info
Visuospatial: temporary store for visual and spatial info
Episodic buffer: temporary storage for long term mems

disruption of mem bc other info competes w info were trying to recall, proactive or retroactive

weakening or loss of memory

Disruption of mem bc previously learned info interferes w learning of new info, pro forward

Disruption of mem bc new experiences or info causes ppl to forget previously learned experiences or info - eye witness, retro back

a graphic depiction of how recall steadily declines over time

Mental process involved in acquiring processing and storing knowledge

Structure in the mind such as an idea or image that stands for something else such as an external object or thing sensed in the past or future, not the present, visual vs verbal

visual imagery (like an image) made by the brain after the original stimulus is no longer present

word-based—involves categories and hierarchies; (uses IS, CAN, and HAS
representations) (used categories, prototypes, concepts, and concept hierarchies to organize
information)

reasoning to general conclusions from specifc evidence, sometimes wrong

reasoning from general statements of what is known to specific conclusions, always right

The tendency to selectively attend to info that supports one's general beliefs while ignoring info or evidence that contradicts one's beliefs

tendency to be overly
influenced by the first piece of
information we hear

mental shortcuts; methods for making complex and uncertain decisions and judgements

able to recall once prompted, give first letter remember word

Device used to make decisionsbased on the ease with which
estimates come to mind or
how available examples are to
our awareness - car theft is common bc on news

Strategy used to estimate the
probability of one event based
on how typical it is of another
event (estimating likelihood
based on similarity to
prototypes in our mind), truck driver vs ivy league professor

tendency for an initial
impression of a person to
influence what one thinks of
the person overall, good looking person = smarter, 1 thing good means everything good

tendency to overestimate how
much other people agree with
one's own beliefs, behaviors,
attitudes, and values, thinking other ppl think what u think

it wont happen to me

thinking that does not blindly accept arguments and conclusions. Rather, it examines assumptions, discerns hidden values, evaluates evidence, and assesses conclusions.

"Thinking about thinking" or the ability to evaluate a cognitive task to determine how best to accomplish it, and then to monitor and adjust one's performance on that task

set of cognitive skills that includes abstract thinking, reasoning, problem solving, and the ability to acquire knowledge

intelligence is a single general factor made up of specific components,

sternbergs three-part model of intelligence including analytic
creative
practical intelligence

(judgin, evaluating, or comparing and contrasting, academic)

(coming up for fresh and useful ideas for problem solving)

(ability to solve everyday problems efficiently

problems that have known solutions and require analytic thinking and the use of learned strategies and knowledge to come up with the correct answer

problems that have no known solution and require novel solutions

algorithm- step by step formula
insight- sudden solution - eurika
thinking out the box- break free of self imposed conceptual constraints

fixation, mental set, functional fixedness

inability to break out of a particular mind set in order to think about a problem from a fresh perspective

tendency to continue to use problem solving strategies that have worked in the past even if better solutions are available

is blind to unusual uses of common, everyday
things or procedures

the ability to recognize emotions in oneself and others, empathic understanding, and skills for regulating emotions in oneself and others - Reduce bad behavuor and improve academic performance in school, cognition and emotion are interrelated

= the ability to accurately "read" other people around us, as well as our social context
- and act accordingly (involves success in engaging in social environments), physical and mental health