Term
|
Definition
responding after repeated exposure to a single stimulus, or event |
|
|
Term
|
Definition
linking two stimuli, or events, that occur together |
|
|
Term
|
Definition
acquiring or changing a behavior after exposure to another individual performing that behavior |
|
|
Term
_______ and _______ Are Simple Models of Learning |
|
Definition
Habituation and Sensitization |
|
|
Term
|
Definition
a decrease in behavioral response after repeated exposure to a stimulus |
|
|
Term
|
Definition
an increase in a response because of a change in something familiar |
|
|
Term
|
Definition
an increase in behavioral response after exposure to a stimulus |
|
|
Term
Stimuli that most often lead to sensitization are those that are |
|
Definition
|
|
Term
How Do We Learn Predictive Associations? |
|
Definition
We learn predictive associations through conditioning, the process that connects environmental stimuli to behavior |
|
|
Term
Psychologists study two types of associative learning: |
|
Definition
Classical conditioning Operant conditioning |
|
|
Term
Classical (Pavlovian) conditioning |
|
Definition
a neutral object comes to elicit a response when it is associated with a stimulus that already produces that response |
|
|
Term
|
Definition
anything the animal can see or hear as long as it is not associated with the reflex being tested (e.g., a ringing bell) |
|
|
Term
Unconditioned stimulus (US): |
|
Definition
a stimulus that elicits a response, such as a reflex, without any prior learning (e.g., food) |
|
|
Term
Unconditioned response (UR) |
|
Definition
a response that does not have to be learned, such as a reflex |
|
|
Term
Unconditioned stimulus (US): |
|
Definition
a stimulus that elicits a response, such as a reflex, without any prior learning |
|
|
Term
Conditioned stimulus (CS): |
|
Definition
a stimulus that elicits a response only after learning has taken place |
|
|
Term
Conditioned response (CR): |
|
Definition
a response to a conditioned stimulus; a response that has been learned |
|
|
Term
|
Definition
the gradual formation of an association between the conditioned and unconditioned stimuli |
|
|
Term
CR is stronger when there is a very brief delay |
|
Definition
between the CS and the US |
|
|
Term
|
Definition
a process in which the conditioned response is weakened when the conditioned stimulus is repeated without the unconditioned stimulus |
|
|
Term
|
Definition
a process in which a previously extinguished conditioned response reemerges after the presentation of the conditioned stimulus |
|
|
Term
Extinction inhibits the associative bond, but does not |
|
Definition
|
|
Term
Second-order conditioning: |
|
Definition
a CS becomes associated with other stimuli associated with the US. This phenomenon helps account for the complexity of learned associations |
|
|
Term
• Stimulus generalization |
|
Definition
learning that occurs when stimuli that are similar, but not identical, to the conditioned stimulus produce the conditioned response |
|
|
Term
|
Definition
a differentiation between two similar stimuli when only one of them is consistently associated with the unconditioned stimulus |
|
|
Term
Classical Conditioning Involves |
|
Definition
More Than 2 Events Occurring at the Same Time |
|
|
Term
– Contiguity was not sufficient to create |
|
Definition
|
|
Term
Classical conditioning is a way that animals come to |
|
Definition
predict the occurrence of events that prompted psychologists to try to understand the mental processes that underlie conditioning |
|
|
Term
– Robert Rescorla argued that for learning to take place, the conditioned stimulus must |
|
Definition
accurately predict the unconditioned stimulus |
|
|
Term
|
Definition
a cognitive model of classical conditioning; it holds that the strength of the CS-US association is determined by the extent to which the unconditioned stimulus is unexpected |
|
|
Term
Classical conditioning helps explain many behavioral phenomena such as |
|
Definition
|
|
Term
|
Definition
the process of classically conditioning animals to fear neutral objects |
|
|
Term
|
Definition
may be a hardwired response to fear that helps animals deal with predators |
|
|
Term
The “Little Albert” Research Method |
|
Definition
eventually, the pairing of the rat (CS) and the clanging sound (US) led to the rat’s producing fear (CR) on its own |
|
|
Term
Operant Conditioning (Instrumental Conditioning): |
|
Definition
a learning process in which the consequences of an action determine the likelihood that it will be performed in the future |
|
|
Term
|
Definition
any behavior that leads to a “satisfying state of affairs” is likely to occur again, and any behavior that leads to an “annoying state of affairs” is less likely to occur again |
|
|
Term
|
Definition
an operant-conditioning technique that consists of reinforcing behaviors that are increasingly similar to the desired behavior |
|
|
Term
|
Definition
satisfy biological needs such as food or water |
|
|
Term
|
Definition
events or objects established through classical conditioning that serve as reinforcers but do not satisfy biological needs (e.g., money) |
|
|
Term
Reinforcement—positive or negative ____ the likelihood of a behavior |
|
Definition
|
|
Term
|
Definition
the administration of a stimulus to increase the probability of a behavior’s being repeated |
|
|
Term
|
Definition
the removal of a stimulus to increase the probability of a behavior’s being repeated |
|
|
Term
|
Definition
Reinforcement is provided after a specific unit of time |
|
|
Term
|
Definition
Reinforcement is based on the number of times the behavior occurs |
|
|
Term
Ratio reinforcement generally leads to____ responding than does interval reinforcement |
|
Definition
|
|
Term
Partial reinforcement can be administered according to either |
|
Definition
the number of behavioral responses or the passage of time |
|
|
Term
Partial reinforcement can also be given on a |
|
Definition
fixed schedule or a variable schedule: |
|
|
Term
|
Definition
Reinforcement is provided at different rates or at different times |
|
|
Term
Fixed Interval schedule (FI): |
|
Definition
occurs when reinforcement is provided after a certain amount of time has passed |
|
|
Term
Variable Interval schedule (VI) |
|
Definition
occurs when reinforcement is provided after the passage of time, but the time is not regula |
|
|
Term
Fixed Ratio schedule (FR): |
|
Definition
occurs when reinforcement is provided after a certain number of responses have been made |
|
|
Term
Variable Ratio schedule (VR) |
|
Definition
occurs when reinforcement is provided after an unpredictable number of responses |
|
|
Term
|
Definition
the administration of a stimulus to decrease the probability of a behavior’s recurring |
|
|
Term
|
Definition
the removal of a stimulus to decrease the probability of a behavior’s recurring |
|
|
Term
Many psychologists believe that____ reinforcement is the most effective way of increasing desired behaviors |
|
Definition
|
|
Term
|
Definition
the use of operantconditioning techniques to eliminate unwanted behaviors and replace them with desirable ones |
|
|
Term
|
Definition
operate on the principle of secondary reinforcement. Tokens are earned for completing tasks and lost for bad behavior. Tokens can later be traded for objects or privileges |
|
|
Term
• The neurotransmitter_____is involved in addictive behavior and plays an important role in reinforcement |
|
Definition
|
|
Term
|
Definition
the use of operantconditioning techniques to eliminate unwanted behaviors and replace them with desirable ones |
|
|
Term
|
Definition
learning the consequences of an action by watching others being rewarded or punished for performing the same action |
|
|
Term
|
Definition
the nervous system’s capacity to retain and retrieve skills and knowledge |
|
|
Term
|
Definition
the processing of information so that it can be stored |
|
|
Term
|
Definition
the retention of encoded representations over time |
|
|
Term
|
Definition
the neural process by which encoded information becomes stored in memory |
|
|
Term
|
Definition
the act of recalling or remembering stored information when it is needed |
|
|
Term
Multiple brain regions have been implicated in memory: |
|
Definition
Hippocampus – Prefrontal cortex – Temporal lobes – Cerebellum – Amygdala |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
motor action learning and memory |
|
|
Term
Long-term potentiation (LTP ) |
|
Definition
strengthening of a synaptic connection, making the postsynaptic neurons more easily activated by presynaptic neurons |
|
|
Term
– The word potentiate means to |
|
Definition
|
|
Term
The finding that the NMDA receptor is involved in LTP led researchers to examine |
|
Definition
genetic processes that might influence memory |
|
|
Term
memory is distributed among |
|
Definition
|
|
Term
medial temporal lobes, is responsible for the |
|
Definition
|
|
Term
The actual storage occurs in the particular brain regions engaged during the |
|
Definition
perception, processing, and analysis of the material being learned |
|
|
Term
Atkinson and Shiffrin’s model emphasizes that memory storage varies in |
|
Definition
|
|
Term
|
Definition
very briefly stores sensory information in close to its original sensory form |
|
|
Term
Visual sensory memory is called |
|
Definition
|
|
Term
Auditory sensory memory is called |
|
Definition
|
|
Term
Sperling concluded that sensory memory persists for about |
|
Definition
one-third of a second and then progressively fades |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
an active processing system that keeps different types of information available for current use |
|
|
Term
nformation remains in working memory for about ____ to ____ seconds unless you actively prevent it from disappearing by thinking about or rehearsing the information |
|
Definition
|
|
Term
_____,______, and ______ make distinct and independent contributions to updating the contents of working memory |
|
Definition
Retrieval, transformation, and substitution |
|
|
Term
|
Definition
organizing information into meaningful units to make it easier to remember |
|
|
Term
|
Definition
|
|
Term
The distinction between working memory and longterm memory has been demonstrated by studies that investigated the |
|
Definition
|
|
Term
|
Definition
the idea that the ability to recall items from a list depends on the order of presentation, with items presented early or late in the list remembered better than those in the middle: |
|
|
Term
|
Definition
better memory for items at the beginning of the list (reflects long-term memory) |
|
|
Term
|
Definition
better memory for the items at the end of a list (reflects working memory) |
|
|
Term
Information is most likely to be transferred from working memory to long-term memory if it is |
|
Definition
repeatedly retrieved or deeply processed, or if it helps us adapt to an environment: |
|
|
Term
|
Definition
helps explain how we decide in advance what information will be useful: |
|
|
Term
Craik and Lockhart’s levels of processing model |
|
Definition
more deeply an item is encoded, the more meaning it has and the better it is remembered |
|
|
Term
|
Definition
repeating the item over and over |
|
|
Term
|
Definition
encodes the information in more meaningful ways |
|
|
Term
The more an item is elaborated at the time of storage, |
|
Definition
the richer the later memory will be because more connections can serve as retrieval cues: |
|
|
Term
|
Definition
cognitive structures that help us perceive, organize, process, and use information |
|
|
Term
|
Definition
|
|
Term
Collins and Loftus’s model of networks of associations where |
|
Definition
each unit of information about an item is a single node in the network |
|
|
Term
|
Definition
the stronger the association between them and therefore the more likely it is that activating one node will activate the other |
|
|
Term
Spreading activation models: |
|
Definition
Stimuli in working memory activate specific nodes in long-term memory, making retrieval easier |
|
|
Term
Retrieval Cues Provide Access to |
|
Definition
|
|
Term
|
Definition
anything that helps a person (or a nonhuman animal) recall information stored in long-term memory |
|
|
Term
Encoding specificity principle |
|
Definition
the idea that any stimulus that is encoded along with an experience can later trigger a memory for the experience |
|
|
Term
Memory may be enhanced by |
|
Definition
Context-dependent memory State-dependent memory |
|
|
Term
|
Definition
when a person’s internal states match during encoding and recall |
|
|
Term
|
Definition
when the recall situation is similar to the encoding situation |
|
|
Term
Long-term memories can differ |
|
Definition
in how they are acquired and how they are stored and retrieved |
|
|
Term
|
Definition
|
|
Term
|
Definition
exist among episodic and semantic memory, explicit and implicit memory, and prospective memory: |
|
|
Term
|
Definition
the system underlying unconscious memories |
|
|
Term
|
Definition
the system underlying conscious memories |
|
|
Term
|
Definition
the cognitive information retrieved from explicit memory; knowledge that can be declared |
|
|
Term
|
Definition
memory for one’s personal past experiences |
|
|
Term
|
Definition
memory for knowledge about the world |
|
|
Term
Implicit memory consists of |
|
Definition
memories that exist without our awareness of them and that do not require conscious attention |
|
|
Term
Procedural (motor) memory: |
|
Definition
a type of implicit memory that involves motor skills and behavioral habits |
|
|
Term
|
Definition
remembering to do something at some future time |
|
|
Term
|
Definition
remembering requires conscious effor |
|
|
Term
Schacter identified what he calls the seven sins of memory: |
|
Definition
– Transience, blocking, absentmindedness, and persistence Misattribution, suggestibility, and bias |
|
|
Term
Transience, blocking, absentmindedness, and persistence |
|
Definition
are related to forgetting and remembering |
|
|
Term
Misattribution, suggestibility, and bias |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
interference that occurs when prior information inhibits the ability to remember new information |
|
|
Term
|
Definition
interference that occurs when new information inhibits the ability to remember old information |
|
|
Term
|
Definition
the temporary inability to remember something |
|
|
Term
tip-of-the-tongue phenomenon is an example of |
|
Definition
|
|
Term
|
Definition
the inattentive or shallow encoding of events |
|
|
Term
This type of memory loss is not one of Schacter’s seven sins |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
a condition in which people lose past memories, such as memories for events, facts, people, or even personal information |
|
|
Term
|
Definition
a condition in which people lose the ability to form new memories |
|
|
Term
|
Definition
the continual recurrence of unwanted memories |
|
|
Term
People Reconstruct Events to Be |
|
Definition
|
|
Term
|
Definition
the changing of memories over time so that they become consistent with current beliefs or attitudes |
|
|
Term
Groups’ collective memories can |
|
Definition
seriously distort the past |
|
|
Term
|
Definition
vivid episodic memories for circumstances in which people first learned of a surprising, consequential, or emotionally arousing event |
|
|
Term
Flashbulb Memories Can Be |
|
Definition
|
|
Term
Any event that produces a strong emotional response is likely to produce a |
|
Definition
a vivid, although not necessarily accurate, memory |
|
|
Term
|
Definition
A distinctive event may be recalled more easily than a trivial event, however inaccurate the result |
|
|
Term
|
Definition
memory distortion that occurs when people misremember the time, place, person, or circumstances involved with a memory |
|
|
Term
|
Definition
a type of amnesia that occurs when a person shows memory for an event but cannot remember where he or she encountered the information |
|
|
Term
The absence of early memories, or childhood amnesia, may be due to |
|
Definition
lack of linguistic capacity as well as to immature frontal lobes |
|
|
Term
|
Definition
a type of misattribution that occurs when a person thinks he or she has come up with a new idea, yet has only retrieved a stored idea and failed to attribute the idea to its proper source: – This mistake can later lead to an accusation of plagiarism |
|
|
Term
Loftus’s studies on suggestibility concluded that people can |
|
Definition
“remember” seeing nonexistent objects |
|
|
Term
|
Definition
the development of biased memories from misleading information |
|
|
Term
|
Definition
inadvertently develop stronger memories for inaccurate details due to reconsolidation, as when retelling their stories to police, friends, and relatives |
|
|
Term
Children are particularly susceptible |
|
Definition
false memories being induced |
|
|
Term
The legitimacy of repressed memories continues to be debated by contemporary psychologists, many of whom argue that such memories may be implanted by suggestive techniques |
|
Definition
such as hypnosis and guided recall |
|
|
Term
|
Definition
the mental activity that includes thinking and the understandings that result from thinking |
|
|
Term
|
Definition
mental manipulation of representations |
|
|
Term
We use two basic types of mental representations: |
|
Definition
Analogical representations Symbolic representations |
|
|
Term
|
Definition
abstract mental representations that do not correspond to the physical features of objects or ideas |
|
|
Term
Analogical representations: |
|
Definition
mental representations that have some of the physical characteristics of objects; they are analogous to the objects |
|
|
Term
|
Definition
|
|
Term
|
Definition
a category, or class, of related items; it consists of mental representations of those items |
|
|
Term
|
Definition
a way of thinking about concepts: Within each category, there is a best example—a prototype—for that category |
|
|
Term
|
Definition
a way of thinking about concepts: all members of a category are examples (exemplars); together they form the concept and determine category membership: |
|
|
Term
It assumes that, through experience, people form a fuzzy representation of a concept because |
|
Definition
there is no single representation of any concept |
|
|
Term
|
Definition
Useful Information About Environments |
|
|
Term
Schemas and scripts may lead us to think and act in |
|
Definition
|
|
Term
|
Definition
cognitive schemas that allow for easy, fast processing of information about people based on their membership in certain groups |
|
|
Term
|
Definition
are schemas that dictate appropriate behavior |
|
|
Term
Schemas and scripts are adaptive in that they |
|
Definition
enable us to make quick judgments with little effort |
|
|
Term
Thinking enables us to do the following |
|
Definition
Decision making Problem solving |
|
|
Term
Decision Making Often Involves |
|
Definition
|
|
Term
Normative decision theories |
|
Definition
attempts to define how people should make decisions |
|
|
Term
Descriptive decision theories: |
|
Definition
attempts to predict how people actually make choices, not to define ideal choices |
|
|
Term
|
Definition
shortcuts (rules of thumb or informal guidelines) used to reduce the amount of thinking that is needed to make decisions is needed to make decisions |
|
|
Term
|
Definition
the tendency, in making judgments, to rely on the first piece of information encountered or information that comes most quickly to mind |
|
|
Term
|
Definition
in decision making, the tendency to emphasize the potential losses or potential gains from at least one alternative |
|
|
Term
|
Definition
making a decision based on the answer that most easily comes to mind |
|
|
Term
|
Definition
the tendency for people to overestimate how events will make them feel in the future |
|
|
Term
|
Definition
When too many options are available, especially when all of them are attractive, people experience conflict and indecision – Although some choice is better than none, some scholars note that too much choice can be frustrating, unsatisfying, and ultimately debilitating |
|
|
Term
In problem solving we often need to revise a mental representation to overcome an obstacle with |
|
Definition
– Restructuring: Mental sets Functional fixedness: |
|
|
Term
|
Definition
a new way of thinking about a problem that aids its solution |
|
|
Term
|
Definition
problem-solving strategies that have worked in the past |
|
|
Term
|
Definition
in problem solving, having fixed ideas about the typical functions of objects |
|
|
Term
|
Definition
the sudden realization of a solution to a problem |
|
|
Term
|
Definition
a system of communication using sounds and symbols according to grammatical rules |
|
|
Term
|
Definition
the smallest language units that have meaning, including suffixes and prefixes |
|
|
Term
|
Definition
the basic sounds of speech, making them the building blocks of language |
|
|
Term
|
Definition
system of rules that govern how words are combined into phrases and how phrases are combined to make sentences |
|
|
Term
|
Definition
is the study of the system of meanings that underlie words, phrases, and sentences |
|
|
Term
|
Definition
intelligence that reflects the ability to process information, particularly in novel or complex circumstances |
|
|
Term
Crystallized intelligence |
|
Definition
intelligence that reflects both the knowledge one acquires through experience and the ability to use that knowledge |
|
|
Term
|
Definition
the idea that there are different types of intelligence that are independent of one another |
|
|
Term
Sternberg theorized that there are three types of intelligence |
|
Definition
Analytical intelligence Creative intelligence Practical intelligence |
|
|
Term
|
Definition
being good at problem solving and other academic challenges |
|
|
Term
|
Definition
solve novel problems—to think in new and interesting ways |
|
|
Term
|
Definition
refers to dealing with everyday tasks, such as knowing whether a parking space is large enough for your vehicle |
|
|
Term
Emotional intelligence (EI): |
|
Definition
a form of social intelligence that emphasizes the abilities to manage, recognize, and understand emotions and use emotions to guide appropriate thought and action |
|
|
Term
|
Definition
Savants have minimal intellectual capacities in most domains, but at a very early age each savant shows an exceptional ability in some “intelligent” process |
|
|
Term
Genes and Environment Influence |
|
Definition
|
|
Term
Many environmental influences affect human intelligence such as |
|
Definition
Prenatal factors: Postnatal factors: |
|
|
Term
|
Definition
-Socioeconomic status (SES) -enriched environments enhance learning and memory -Schooling |
|
|
Term
|
Definition
apprehension about confirming negative stereotypes related to one’s own group |
|
|
Term
• The dramatic rise of IQ scores during the last century has been called the |
|
Definition
|
|
Term
|
Definition
a strong emotional connection that persists over time and across circumstances |
|
|
Term
|
Definition
adaptive; attachment is a dynamic relationship that facilitates survival for the infant and parental investment for the caregivers – Attachment behaviors begin during the first months of life, but may vary somewhat, depending on cultural practices – Attachment motivates infants and caregivers to stay in close contact |
|
|
Term
|
Definition
the attachment style for a majority of infants. The infant is confident enough to play in an unfamiliar environment as long as the caregiver is present and is readily comforted by the caregiver during times of distress |
|
|
Term
Insecure (anxious) attachment |
|
Definition
the attachment style for a minority of infants. The infant may exhibit insecure attachment through various behaviors, such as avoiding contact with the caregiver, or by alternating between approach and avoidance behaviors |
|
|
Term
Research shows that secure attachments are related to better |
|
Definition
socioemotional functioning in childhood, better peer relations, and successful adjustment at schoo |
|
|
Term
Insecure attachments have been linked to |
|
Definition
poor outcomes later in life, such as depression and behavioral problems |
|
|
Term
Piaget 4 stages of development |
|
Definition
– Sensorimotor – Preoperational – Concrete operational – Formal operational |
|
|
Term
• Piaget believed that each stage builds on the previous one through two learning processes |
|
Definition
Assimilation Accommodation |
|
|
Term
|
Definition
the process by which we create a new schema or drastically alter an existing schema to include new information that otherwise would not fit into the schema |
|
|
Term
|
Definition
the process by which we place new information into an existing schema |
|
|
Term
|
Definition
|
|
Term
|
Definition
the first stage in Piaget’ s theory of cognitive development. During this stage, infants acquire information about the world through their senses and motor skills: Reflexive responses develop into more deliberate actions through the development and refinement of schemas also Object permanence |
|
|
Term
|
Definition
|
|
Term
|
Definition
the second stage in Piaget’s theory of cognitive development. During this stage, children think symbolically about objects, but they reason based on intuition and superficial appearance rather than logic |
|
|
Term
Preoperational Stage lack of conservation skills |
|
Definition
is thought to be due to a key cognitive limitations of the preoperational period such as Centration: and egocentrism |
|
|
Term
|
Definition
this limitation occurs when a preschooler cannot think about more than one detail of a problem-solving task at a time |
|
|
Term
|
Definition
this is the tendency for preoperational thinkers to view the world through their own experiences |
|
|
Term
Concrete Operational Stage age |
|
Definition
|
|
Term
Concrete operational stage |
|
Definition
the third stage in Piaget’s theory of cognitive development. During this stage, children begin to think about and understand logical operations, and they are no longer fooled by appearances |
|
|
Term
According to Piaget, the ability to understand that an action is reversible enables children to begin to understand concepts |
|
Definition
such as conservation of quantity |
|
|
Term
Piaget believed that children at this stage reason only about concrete things (objects they can act on in the world). |
|
Definition
Concrete Operational Stage |
|
|
Term
Formal Operational Stage age |
|
Definition
|
|
Term
|
Definition
the final stage in Piaget’s theory of cognitive development. During this stage, people can think abstractly, and can formulate and test hypotheses through deductive logic: |
|
|
Term
The body and mind start deteriorating slowly at about age |
|
Definition
|
|
Term
socioemotional selectivity theory |
|
Definition
as people grow older they perceive time to be limited, and therefore they adjust their priorities to emphasize emotionally meaningful events, experiences, and goals |
|
|
Term
socioemotional selectivity |
|
Definition
older people show better memory for positive than for negative information. |
|
|
Term
deterioration of brain in old ppl |
|
Definition
|
|
Term
|
Definition
indicates how negative or positive emotions are |
|
|
Term
|
Definition
indicates how arousing they are: |
|
|
Term
|
Definition
physiological activation (such as increased brain activity) or increased autonomic responses (such as increased heart rate, sweating, or muscle tension) |
|
|
Term
|
Definition
people perceive specific patterns of bodily responses, and as a result of that perception they feel emotion |
|
|
Term
|
Definition
mind and body experience emotions independently |
|
|
Term
Schacter-Singer Two-Factor Theory |
|
Definition
A label applied to physiological arousal results in the experience of an emotion |
|
|
Term
|
Definition
like emotions themselves, provide adaptive information Darwin argued that the face innately communicates emotions to others and that these communications are understandable by all people, regardless of culture |
|
|
Term
|
Definition
rules learned through socialization that dictate which emotions are suitable to given situations |
|
|
Term
For understanding emotion, the most important limbic system structures are the |
|
Definition
|
|
Term
|
Definition
receives and integrates somatosensory signals from the entire body |
|
|
Term
when is the insula most active |
|
Definition
Imaging studies have found that the insula is particularly active when people experience disgust • The insula is also activated in a variety of other emotions, including anger, guilt, and anxiety |
|
|
Term
The amygdala processes the emotional |
|
Definition
ignificance of stimuli, and it generates immediate emotional and behavioral reactions |
|
|
Term
People with damage to the amygdala do not develop |
|
Definition
conditioned fear responses to objects associated with dangerous objects |
|
|
Term
Information reaches the amygdala along two separate pathways |
|
Definition
|
|
Term
|
Definition
sensory information travels quickly through the thalamus directly to the amygdala for priority processin |
|
|
Term
|
Definition
sensory material travels from the thalamus to the cortex (the visual cortex or the auditory cortex), where the information is scrutinized in greater depth before it is passed along to the amygdala |
|
|
Term
|
Definition
(most basic to most complex) -physiological -safety -belonging and love -esteem -self actualization |
|
|
Term
The ability to delay gratification is predictive of |
|
Definition
success in life , More socially competent and better able to handle frustration |
|
|
Term
The ability to delay gratification in childhood has been found to predict higher |
|
Definition
SAT scores and better school grades |
|
|
Term
ccording to Mischel and Metcalf, the most successful strategy to delay gratification involves turning |
|
Definition
hot cognitions into cold cognitions— mentally transforming the desired object into something undesired: Also, proactively removing the temptation |
|
|
Term
|
Definition
focus on the rewarding, pleasurable aspects of objects |
|
|
Term
|
Definition
focus on conceptual or symbolic meaning |
|
|
Term
Metcalfe and Mischel proposed that this hot/ cold distinction is based on |
|
Definition
Metcalfe and Mischel proposed that this hot/ cold distinction is based on |
|
|
Term
The amygdala and the nucleus accumbens are important for_____ while the prefrontal cortex performs |
|
Definition
motivating behavior ; such as the control of thought and of behavior, and helps us make choices that may optimize survival |
|
|
Term
|
Definition
|
|
Term
Flavor and variety motivate eating. Animals, including humans, will |
|
Definition
stop eating relatively quickly if they have just one type of food to eat, but they will continue eating if presented with a different type of food: |
|
|
Term
|
Definition
animals eat more when presented with a variety of foods as they quickly grow tired of any one flavor |
|
|
Term
What people will eat is determined by |
|
Definition
combination of personal experience and cultural beliefs; it has little to do with logic and everything to do with what we believe is food |
|
|
Term
Culture Plays a Role in eating because |
|
Definition
Local norms for what to eat and how to prepare it Religious and cultural values Taboos |
|
|
Term
|
Definition
Excitement phase Plateau phase Orgasm phase Resolution phase |
|
|
Term
|
Definition
occurs when people contemplate sexual activity or begin engaging in sexual behaviors |
|
|
Term
|
Definition
pulse rate, breathing, and blood pressure increase, as do the various other signs of arousal |
|
|
Term
|
Definition
involuntary muscle contractions throughout the body, dramatic increases in breathing and heart rate, rhythmic contractions of the vagina for women, and ejaculation of semen for men |
|
|
Term
|
Definition
dramatic release of sexual tension and a slow return to a normal state of arousal |
|
|
Term
|
Definition
are cognitive beliefs about how a sexual episode should be enacted |
|
|
Term
The depiction of sexual behavior in movies and other media shapes |
|
Definition
shapes beliefs and expectations about what sexual behaviors are appropriate and when they are appropriate |
|
|
Term
The best available evidence suggests that exposure to hormones, especially androgens, in the prenatal environment might play |
|
Definition
some role in sexual orientation. |
|
|
Term
Researchers found that altering the expression of a single “master” gene reversed the |
|
Definition
sexual orientations of male and female flies. |
|
|
Term
Some research suggests the _____ may be related to sexual orientation |
|
Definition
|
|
Term
|
Definition
remembering to do something at some future time |
|
|
Term
|
Definition
the system underlying unconscious memories |
|
|
Term
|
Definition
the system underlying conscious memories |
|
|
Term
|
Definition
the cognitive information retrieved from explicit memory; knowledge that can be declared |
|
|
Term
|
Definition
repeating the item over and over |
|
|
Term
|
Definition
encodes the information in more meaningful ways |
|
|
Term
|
Definition
the idea that the ability to recall items from a list depends on the order of presentation, with items presented early or late in the list remembered better than those in the middle: |
|
|
Term
|
Definition
better memory for items at the beginning of the list (reflects long-term memory) |
|
|
Term
|
Definition
better memory for the items at the end of a list (reflects working memory) |
|
|
Term
|
Definition
– a person’s wealth affects his or her choices – loss aversion: Because losses feel much worse than gains feel good, a person will try to avoid situations that involve losses |
|
|
Term
|
Definition
system of rules that govern how words are combined into phrases and how phrases are combined to make sentences |
|
|
Term
|
Definition
the study of the system of meanings that underlie words, phrases, and sentences |
|
|
Term
|
Definition
the idea that one general factor underlies intelligence |
|
|
Term
socioemotional selectivity theory |
|
Definition
as people grow older they perceive time to be limited, and therefore they adjust their priorities to emphasize emotionally meaningful events, experiences, and goals |
|
|
Term
Cantril's Self-Anchoring Scale |
|
Definition
Please imagine a ladder with steps numbered from 0 at the bottom to 10 at the top. The top of the ladder represents the best possible life for you, and the bottom of the ladder represents the worst possible life for you. On which step of the ladder would you say you personally feel you stand at this time? |
|
|
Term
For psychologists, emotion (sometimes called affect) has three components |
|
Definition
-physiological -behavioral -cognitive appraisal |
|
|
Term
|
Definition
diffuse, long-lasting emotional states. Rather than interrupting what is happening, they influence thought and behavior |
|
|