Term
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Definition
| A process that results in a relatively permanent change in behavior or behavior potential based on experience. |
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Term
| Give an example of a change in behavior potential. |
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Definition
| Re-learning spanish as an adult is much easier for someone who had it as a child and harder for someone learning for the first time. |
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Term
| What is the simplest form of learning? |
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Definition
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Term
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Definition
| The decline in the tendency to respond to a stimulus that has become familiar due to repeated exposure. |
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Term
| Give two examples of habituation. |
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Definition
| A city person has trouble sleeping in the country listening to crickets, but eventually gets used to them and can sleep. Someone who lives by railroad tracks gets used to the noise. |
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Term
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Definition
| Learning to associate two things (a stimulus and a response). |
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Term
| Give an example of conditioning. |
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Definition
| When Golding turns the music off, the students know to be quiet. |
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Term
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Definition
| Acquiring a specific pattern of behavior (response) in the presence of a well-defined stimulus. |
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Term
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Definition
| He studied involuntary behavior (reflexes) by putting food in a dog's stomach and measuring digestive juices and saliva. He discovered that the dogs salivated with a neutral stimulus (sight of person bringing food). Became known for work in classical conditioning. |
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Term
| What example was shown in class of classical conditioning? |
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Definition
| On "The Office" when Jim conditioned Dwight to expect an Altoid whenever Jim's computer made a noise. |
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Term
| What is the Unconditioned Stimulus (UCS)? |
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Definition
| A stimulus that evokes a response without the organism going through any previous learning. (e.g. food for dog) |
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Term
| What is the Unconditioned Response (UCR)? |
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Definition
| A response that is completely natural, occurring without any prior learning. (e.g. salivating from food) |
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Term
| What is the Conditioned Stimulus (CS)? |
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Definition
| A formerly neutral stimulus that, after association with an Unconditioned Stimulus, comes to produce a Conditioned Response. (e.g. bell produces salivation) |
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Term
| What is the Conditioned Response (CR)? |
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Definition
| A learned response to the Conditioned Stimulus. (e.g. salivating from bell) |
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Term
| How was the comic shown in class an example of Classical conditioning? |
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Definition
| Pavlov's hair was conditioned, so that when it heard him plug in the hairdryer, it would stand on end. |
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Term
| What was the "air puff" example of Classical Conditioning? |
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Definition
| UCS- air puff in eye. UCR- blinking from air puff. CS- saying "Gray's Anatomy" on each puff. CR- blinking from hearing "Gray's Anatomy" |
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Term
| What is learned in Classical Conditioning? |
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Definition
| Unconditioned Stimulus and Conditioned Stimulus association. |
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Term
| When should the Conditioned Stimulus be presented for best results? |
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Definition
| Just before the Unconditioned Stimulus. |
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Term
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Definition
| A Conditioned Response is elicited by a stimulus similar to the original Conditioned Stimulus. |
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Term
| Give two examples of generalization. |
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Definition
| Little Albert was afraid of all white objects. The dog salivated from any sized bell. |
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Term
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Definition
| A conditioned response is elicited only by a specific conditioned stimulus. |
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Term
| What is an example of discrimination? |
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Definition
| Learning that not all loud sounds are harmful, and don't all require a response. |
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Term
| What must happen for a conditioned response to stay learned? |
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Definition
| The Conditioned stimulus must occasionally be reintroduced in order to keep the response active. (e.g. occasionally presenting the food and bell) |
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Term
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Definition
| Eliminating the Unconditioned Stimulus and Conditioned Stimulus pairing to stop the Conditioned Response. (e.g. different person starts feeding dog) |
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Term
| What is Spontaneous Recovery? |
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Definition
| The reappearance of the Conditioned Response after extinction has occurred. |
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Term
| What is the limitation of Classical Conditioning? |
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Definition
| You must build on innate reflexes or feelings reacting to the environment. |
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Term
| Why is it called "Operant" conditioning? |
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Definition
| Because the subject "acts" or "operates" on the environment in order to produce a specific consequence. |
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Term
| What is operant conditioning? |
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Definition
| Learning the relationship between a response and its consequences. (the consequence serves as the stimulus). One can change behavior by changing the consequences. (e.g. spanking) |
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Term
| Give two examples discussed or shown in class of operant conditioning. |
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Definition
| Someone will come to class for $20. Bill Murray only does things for the cracker. |
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Term
| What was Thorndike's puzzle box and what did he discover? |
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Definition
| He put cats in a box with a puzzle, and then placed food outside the box. He measured how long it took the cat to solve the puzzle. The time to solve the puzzle decreased with the number of trials. |
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Term
| What is the Law of Effect? |
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Definition
| When a response is followed by a desirable consequence, the probability of that response is increased. When a response is followed by and undesirable consequence, the probability of that response is decreased. |
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Term
| What is an example of the Law of Effect? |
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Definition
| In the Skinner box, the rat is more likely to repeat whatever behavior causes it to get food. |
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Term
| In terms of operant conditioning, what does "positive" mean? |
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Definition
| It means that the response adds something. |
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Term
| In terms of operant conditioning, what does "negative" mean? |
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Definition
| It means that the response takes something away. |
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Term
| In terms of operant conditioning, what does "reinforcement" mean? |
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Definition
| Reinforcement is something that increases the response rate. |
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Term
| In terms of operant conditioning, what does "punishment" mean? |
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Definition
| Punishment is something that decreases the response rate. |
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Term
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Definition
| Successive approximations that form behaviors. |
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Term
| In terms of operant conditioning, what does "generalization" mean? |
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Definition
| Responding to different amounts of a consequence or a similar consequence. |
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Term
| In terms of operant conditioning, what does "discrimination" mean? |
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Definition
| Responding only to one amount of a consequence. |
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Term
| In terms of operant conditioning, what does "extinction" mean? |
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Definition
| If there is no reinforcement or punishment, than extinction occurs. But, spontaneous recovery is also possible. |
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Term
| What does superstitious behavior have to do with operant conditioning? |
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Definition
| People come to associate coincidental consequences with certain behaviors. |
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Term
| Give some examples from class of superstitious behavior. |
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Definition
| Sports players going through certain routines (e.g. Tim Robbins thinks he can pitch better with no sex and sexy underwear). Golding thought his socks helped him on his tests. |
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Term
| What is an example of shaping? |
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Definition
| Training Pidgeons to do specific behaviors by making them do more for the same reward. |
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Term
| What is a crucial factor for successful operant conditioning? |
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Definition
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Term
| What are the two schedules of operant conditioning? |
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Definition
| Continuous (reward/punishment after every response), and Partial (not every response) |
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Term
| What example did we see of a continuous schedule in operant conditioning? Why does this method not work very well? |
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Definition
| When Bill Murray would do tricks for treats, but expected a treat every time. The problem is that the subject gets lazy and stops the behavior when they are no longer receiving the reward. |
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Term
| In terms of a partial schedule for operant conditioning, define Variable, Fixed, Ratio, and Interval. |
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Definition
| Variable- random. Fixed- constant, every response. Ratio- refers to number of responses. Interval- refers to amounts of time. |
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Term
| What is Variable Interval? |
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Definition
| R/P after random amounts of time. |
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Term
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Definition
| R/P after a random number of responses. |
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Term
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Definition
| R/P after a certain number of responses. |
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Term
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Definition
| R/P after a certain amount of time. |
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Term
| What is one of the best partial schedules? What is an example of this? |
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Definition
| Variable Ratio, because it keeps you guessing when the reward is coming. e.g. slot machines |
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Term
| Classical and operant conditioning are typically viewed as examples of what? |
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Definition
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Term
| What is behaviorism? Why is it not the complete picture? |
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Definition
| Behaviorism is studying people's behaviors, but mental processes that can't be observed often influence people's behavior. |
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Term
| What are the two causal attributions? |
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Definition
| Dispositional (something about the person) and situational. |
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Term
| What are two examples of observational learning? |
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Definition
| Bobo Doll experiment (1st group learned violence and remembered it), Thelma & Louise armed robbery. |
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Term
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Definition
| The active processing of information. (e.g. deciding what to study for an exam) |
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Term
| Name and define one of the most important aspects of cognitive learning. |
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Definition
| Memory- a set of skills that involve the mental capacity to store and later retrieve previously experienced events. It is central to being human. |
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Term
| What are the three steps in memory? |
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Definition
| Acquisition (encoding), Retention (storing), and Retrieval (recall/recognition/relearning). |
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Term
| What factors affect encoding? |
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Definition
| Attention, Imagery, Organization, and Type of Rehearsal |
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Term
| What is the idea behind attention? What are some examples of this? |
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Definition
| We have a limited pool of cognitive resources, and we must withdraw attention from some things to focus better on other things. We don't always pay attention (penny example) and automatic behaviors (stick shift) require less attention. |
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Term
| What factors can affect attention? |
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Definition
| Motivation and emotion, stress and anxiety. (focused on weapon, not assaulter) |
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Term
| What does the Yerkes Dodson Law show? |
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Definition
| Attention is lowest at low and high anxiety levels, and best with moderate anxiety. |
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Term
| How does imagery help with encoding? |
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Definition
| Gives us a mental picture, can be hard though with abstract ideas (love, faith, etc.) |
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Term
| What is an effective way of organizing our thoughts while encoding? |
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Definition
| Chunking, grouping similar pieces of information. |
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Term
| What is the difference in maintenance rehearsal and elaborative rehearsal? Give an example. |
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Definition
| Maintenance Rehearsal is repeating information and hoping to remember it, while Elaborative Rehearsal gives meaning to what you are memorizing. (e.g. deep group remembers bear better than shallow group.) |
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Term
| What is the 3-store model of memory? |
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Definition
| It says that we have Sensory Information Storage (SIS), short-term memory (active memory), and long-term memory. |
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Term
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Definition
| Information we receive from each of our senses. Memory duration is short. |
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Term
| Describe short-term memory. |
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Definition
| It is our consciousness, and has a limited capacity of 5-9 items. Short duration of 15 or less seconds. |
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Term
| What are the three types of long-term memory? |
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Definition
| Semantic (basic facts about the world, "What is a dog?"), Episodic (autobiographic, we remember watching Nemo in class), and Procedural (habits, stick shift). |
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Term
| What does the Serial Position Curve tell us? |
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Definition
| When presented with information, we remember the first and last information best while the stuff in the middle is hardest to recall. |
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Term
| What example did we see that proved that information isn't permanent in our long-term memory. |
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Definition
| The Dateline special where students had trouble recalling what the suspect looked like and often had a skewed memory of him. |
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Term
| Why do we forget things in our long-term memory? |
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Definition
| Decay over time, Interference (retroactive, proactive), Retrieval failure |
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Term
| What is retroactive interference? |
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Definition
| Study A, Study B, Test A. (there is interference between when you are presented with the information and when you have to recall it) |
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Term
| What is proactive interference? |
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Definition
| Study A, Study B, Test B. (No interference between presentation of information and recalling of information.) |
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Term
| What is involved in retrieval failure? |
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Definition
| Encoding Specificity. The retrieval context might not match the encoding context. They should be the same for best memory. |
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Term
| Why was there no studying of individual differences until recently? |
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Definition
| Because individual differences didn't make much sense in a society in which one's adult role was determined by the social circumstances of his birth. |
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Term
| Why does our society now study individual differences? |
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Definition
| Because are much more complex and industrialized, and have much more social mobility. |
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Term
| How and why do we often assess individual differences? |
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Definition
| Through mental and aptitude test, because we try to determine the proper person to occupy the proper niche in society. |
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Term
| What are some questions raised by the use of mental tests? |
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Definition
| Should students be denied admission to a college because of ACT or SAT scores? -- Are tests fair to all individuals regardless of ethnicity or race? -- Are test scores functions of heredity or the environment? |
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Term
| What is a psychological assessment and for what is it used? |
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Definition
| It is the use of specialized procedures to evaluate abilities, behaviors, and personal qualities of people. They are used to make more informed decisions about current problems or to help make future choices in a person's life. |
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Term
| What are the basic features of a good psychological assessment? |
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Definition
| Reliability, Validity, and Standardization |
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Term
| In terms of psychological assessment, what is reliability? |
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Definition
| The ability of the test to produce consistent and stable results. |
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Term
| Describe the two types of Reliability in a psychological assessment. |
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Definition
| Internal Consistency- different parts of the same test produce similar results. Test Related Reliability- repeated administrations of the test produce similar results. |
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Term
| In terms of psychological assessment, what is Validity? What two things can be measured or predicted? |
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Definition
| How well the test measures what it is supposed to measure. A theoretical construct (intelligence) can be measured, or future performance can be predicted (ACT, SAT). |
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Term
| In terms of a psychological assessment, what is Standardization? Why is this necessary? |
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Definition
| The idea that the test should be administered to everyone in the same way. This is necessary because it leads to Norms (statistical standards used for comparison). |
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Term
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Definition
| The capacity to profit from experience, go beyond the possible, think abstractly using symbols and concepts, and be goal-oriented. |
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Term
| What does intelligence allow us to do? |
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Definition
| To learn and behave adaptively, as well as gain dominance over more powerful and numerous animals. |
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Term
| For what did Binet and Simon become well-known in 1905? |
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Definition
| They were the first researchers to assess intelligence in order to detect slow children that wouldn't benefit from regular school. They tested mostly verbal ability. |
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Term
| What did Binet and Simon believe happened to us as we age? What is one's Mental Age Score? |
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Definition
| They believed that intelligence increased as we age. One's Mental Age Score is the absolute level of cognitive capacity for a given age. |
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Term
| For what did Terman become well-known in 1916? |
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Definition
| He revised Binet's test (Stanford-Binet test) and used the IQ score developed by Stern. |
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Term
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Definition
| Intelligence Quotient. (mental age)/(real age) |
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Term
| Where do most modern tests find their roots? What are they designed to do and how is this accomplished? |
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Definition
| Modern tests are descendants of Binet and Simon's or Terman's tests. They are designed to provide the most information possible in a short time by asking short problems that are easily scored. |
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Term
| What are the degrees of developmental disability? |
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Definition
| Mild (majority, can maintain simple life), Moderate (4-7 year old abilities), Severe (very few benefit from schooling), Profound (mental age less than 3 years) |
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Term
| What happened concerning intelligence during immigration in the 1900's? |
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Definition
| Some immigrants were kept out of US because of low IQ scores that were thought to be due to poor genetics. |
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Term
| How can we find out whether differences in human intelligence within a group have a genetic basis? |
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Definition
| (1) Look at correlation between family members for intelligence, usually high .45. (2) Look at constancy in IQ over time for an individual, generally constant. (3) Twin Studies, identical is .86, fraternal is .60. (4) Adoptive children studies, natural mother is .28, adoptive mother is .17. |
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Term
| What does the low correlation between adopted child and natural mother show? |
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Definition
| Something else besides heredity affects intelligence. Enriched environments lead to higher IQ scores than impoverished environments. |
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