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like a flash, happens with unusual, shocking or tragic events, but not always complete or accurate and can change over time. |
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Being able to retain and retireve info - need it to function in world - sense of personal identy and gives us our past and guides future |
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False or distorted memories |
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Disney World Example: likely to believe something that someone else said happened when you can't remember it..and believe its true
- false/distorted memories CAN be created |
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investigate whether or not an eye witness's memory can be altered by information supplied to them after an event...memory changed with more descriptive words (contacted v. smashed) |
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gist and verbatim processing |
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gist: get the gist of it Verbatim: more detailed, exact information |
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children susceptible to suggestion? |
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ask open ended questions, children are likely to answer a certain way if questions are leading. |
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Recall: being able to get information and reproducve it: essay, fill in the blank Recognition: identify information: true/false, multiple choice |
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Priming: more likely to list fruit if read aloud a list of fruits Relearning: learning twice is easier second time. |
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three box model of memory |
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sensory memory: large capacity, holds info for about 0.5 - 2 seconds Short Term Memory(working memory): holds 7+/- CHUNKS of information for 15-20 seconds (say it over and over again) Long Term Memory: unlimited capacity, unlimited duration (subjected to interferences and change) |
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makes it easier to remember information (phone numbers) |
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HOW to do things, performance of actions or skills |
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remembering facts or concepts |
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primacy and recency effect |
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more likely to remember the first and last information told...more likely to remember the very last information most |
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deep processing and shallow processing |
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Deep: processing meaning of something Shallow: focus on letters or words, memorizing poem or spelling of words |
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when grocery shopping, picture your house and go through each room to determine what you need to buy |
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idea of use it or lose it |
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retroactive and proactive interference |
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retroactive: new information interferes with ability to remember old info proactive: old information interfers with ability to remember new info. |
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physical or mental state can affect memory |
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state dependent theory: enviromental context physical state emotional state sensory modality |
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Enviromental context: better able to remember in same enviroment (same room during a test) Pysical: new info under influence better remember under unfluence Emotional: remember sad things when sad Sensory: info in verbal form, perform better in verbal questions |
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inability to remember first 2 years of life due to lack of sense of self, impoverished encoding, focus on routine, different ways of tihnking about the world, |
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2001: ones who watched the show, learned more and easier |
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relatively permanent change in behavior due to some sort of experience |
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emphasize on study of observable behaviors and role of environment |
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Stimuluses and Responses (Office Altoids video) |
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a. Unconditioned Stimulus b. Unconditioned Response c. Conditioned Stimulus d. Conditioned Response |
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weakening of learning response...happens over time |
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reappeance of a response after extinction |
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stimulus generalization and discrimination |
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stimulus generalization: stimulus conditioned stimulus produced learned response Stimulus descriminization: respond differently to two or more similar stimulus |
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you can be taught to fear something...must be taught not to fear as well |
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behavior + consequences, behavior is more or less likely to occur depending on consequences. (punishment v. rewards) |
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increases likelyhood of a behavior, reward of somesort |
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decreases likelyhood of behavior |
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continuous and intermittent schedule of reinforcement |
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Continuous reinforcement: everytime do behavior = reward Intermittent reinforcement: response sometimes rewarded, not always |
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successive approximations |
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idea of taking baby steps when reaching behavior goals |
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When does punishment fail? |
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1. when people give punishment inappropriately 2. recepient responds when anxiety or fear 3. effectiveness is/can be temporary (depends on who is giving punishment) 4. most misbehavior hard to punish immediately (not at wal-mart) 5. punishment conveys little information 6. action intended to punish may be reinforcing (attention) |
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extrinsic and intrinsic rewards |
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Extrinsic: not related to behavior or action being reinforced Intrinsic: related to behavior being reinforced, (being satisfied w/ accomplishment) |
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never really taught, but still learn from observation learning not same as performance |
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Bandura's study of children |
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children more likely to hit the doll after watching video of adults hitting doll -learns new responses or how to behave by observing someone else do that behavior |
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Thorndike’s law of effect |
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purchase product and outcome is positive...than more likely to rebuy or endorse it to friends |
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Why do we receive artificial reinforcers from companies on top of the natural reinforcer from purchasing their product? |
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extra positive reinforcement |
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study of how social rolls, attitudes, relationships and groups influence people to do things that they wouldn't do on their own |
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rules that regulate social life (facing back of elevator) |
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positions regulated by nrmals: gender rolls, occupational rolls, family rolls |
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Milgram study (obedience) |
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teacher and paid actor as student - obey authority figures |
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social situations can cause you to act in different ways |
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if you do something you tell me to do, than you're responsible for it. - making a routine of the task - wanting to be polite - entrapment: so envolved you can't get out |
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situational: cause of behavior is something in enviroment or situation - it was the teacher/test was too hard dispositional: cause of action or behavior is some aspect of that/ or another person. - I'm stupid or I dont know anything |
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fundamental attribution error |
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tendency to explain people's behavior by ignoring situation attributes and focusing on dispositional attributes -she didnt say hi because she's being shady...not being she didnt see me. |
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explicit and implicit attitudes |
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explicit: you're aware of, know, can think about Implicit: unaware of, unconscious |
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When are we most vulnerable to persuasion? |
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1. under physical/emotional distress 2. problems reduced to one simple explanation, repeated often 3. leaders offer unconditional love, acceptance and attention 4. person subjected to entrapment 5. access to outside information is controlled |
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more likely to go with the group even though you know they're wrong |
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tendency for all members to think alike and supress disagreements |
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diffusion of responsibility |
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to avoid taking responsibility because others will do so |
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lost sense of identity in a large group |
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self concept, who you are based on identifying w/ nation or culture or gender. |
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identification w/ racial or religious group |
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belief that one's own ethnic group, nation or religion is superior to all others |
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members of minority group came to identify w/ and feel part of main stream culture |
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cognitive schema or a summary impression of a group, in which a person believes that all members of the group share a common trait |
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negative stereotype + strong dislike toward another group psychological: helps deal w/ doubt and fear social and cultural: groupthink economic: prejudice makes official forms of discrimination seem legit (men v. women in work place) |
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unconscious emotions: people that show tolerant beliefs unconsciously show more negative emotions towards a group |
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Primary reinforcer/ punisher |
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reinforcer: food/water punisher: pain, extreme hear or cold |
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secondary reinforcer/punisher |
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reinforcer: good grader, verbal praise, money punisher: traffic tickers, criticism |
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positive negative punishment: |
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positive: unpleassand added: spanking negative: something pleasant removed: no tv |
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Skinner box & Operant conditioning |
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responses becomes more or less likely to occur depending on consequences...push lever and get food = more likely to push lever |
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cigarette tokens: points add up so you're more likely to buy a lot of that product |
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