EPSY 2130: Exam 1
53 Cards in this Set
| Front | Back |
|---|---|
|
Validity
|
degree to which a test measures what it is intended to measure
|
|
Reliability
|
repeatable results; consistency
|
|
Types of Research
|
1) descriptive
2) correlation
3) experimental
|
|
Descriptive Research
|
describing the who, what, when, where
studies that collect detailed information about specific situations, often using observation, surveys, interviews, recordings, or a combination of these methods
|
|
Correlation Research
|
a type of descriptive study
2 variables; make associations (positive or negative strength)
|
|
Experimental Research
|
research method in which variables are manipulated and the effects are recorded
there is a control group
|
|
Ethnography
|
a descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved
|
|
Classical Conditioning
|
association of automatic responses with new stimuli
Pavlov's Dogs
|
|
unconditioned stimulus
|
part of classical conditioning
automatically produces an emotional or phsyiologial response
|
|
unconditioned response
|
part of classical conditioning
naturally occurring emotional or physiological response
|
|
neutral stimulus
|
part of classical conditioning
not connected to a response
|
|
conditioned stimulus
|
part of classical conditioning
evokes an emotional or physiological response after conditioning
|
|
conditioned response
|
part of classical conditioning
learned response to a previously neutral stimulus
|
|
Operant Conditioning
|
learning in which voluntary behavior is strengthened or weakened by consequences or antecedents
B.F. Skinner
|
|
Positive Reinforcement
|
part of operant conditioning
strengthening behavior by presenting a desired stimulus after the behavior
(think addition)
|
|
Negative Reinforcement
|
part of operant conditioning
strengthening behavior by removing an aversive stimulus when the behavior occurs
(think subtraction)
|
|
Presentation Punishment
|
part of operant conditioning
decreases a behavior by presenting an aversive stimulus following the behavior; aka "Type I Punishment"
|
|
Removal Punishment
|
part of operant conditioning
decreases a behavior by removing a pleasant stimulus following the behavior; aka "Type II Punishment"
|
|
Continuous Reinforcement Schedule
|
presenting a reinforcer after every appropriate response
helps a person learn a new behavior faster; then move on to intermittent reinforcement schedule
|
|
Intermittent Reinforcement Schedule
|
presents a reinforcer after some but not all responses
helps students to maintain skills without expecting constant reinforcement; fixed (predictable) or variable (unpredictable)
2 kinds:
1) interval = based on amount of time that passes b/t reinforcers
2) ratio = based on the nu…
|
|
Cueing
|
providing a stimulus that "sets up" a desired behavior
useful in setting the stage for behaviors that must occur at a given time, but are easily forgotten
prompt = a reminder that follows a cue to make sure the person reacts to the cue
|
|
Shaping
|
method for encouraging behaviors
reinforcing each small step of progress toward a desired goal or behavior
(reinforcing progress instead of waiting for perfection)
|
|
premack principle
|
method for encouraging behaviors
a more-preferred activity can serve as a reinforcer for a less-preferred activity
"Grandma's Rule"
|
|
positive practice
|
method for encouraging behaviors
practicing correct responses immediately after errors
|
|
Information Processing
|
human mind's activity of taking in, storing, and using information
information is encoded in sensory memory where perception and attention determine what will be held in working memory for further use. In working memory, new info connects with knowledge from long-term memory. Thoroughl…
|
|
Sensory memory
|
initial processing that holds sensory memory very briefly
transforms incoming stimuli (sights, sounds, smells, etc.) into info
holds info very briefly; capacity very large, duration 0.5 to 2 or 3 seconds
why we see movements as a continuous motion
|
|
Alfred Bandura
|
behaviorist (but bridge b/t behaviorism and cognitive)
emphasized observational learning (the learning through the observation of others)
children's behaviors influenced by vicarious (indirect) experience
modeling; Bobo Doll Experiment
|
|
Working Memory
|
info that you are focusing on at a given moment
active process
capacity: b/t 5 and 9 bits
duration: 5-20 seconds
3 parts: central executive, phonological loop, and visuospatial sketchpad
|
|
Central Executive
|
CEO of the cognitive systems of working memory; controls/manages the other cognitive processes
supervises attention
makes plans
retrieves info
integrates info
|
|
Phonological loop
|
a system for rehearsing words and sounds
ex. language
|
|
Visuospatial sketchpad
|
a system for visual and spatial info
ex. faces, getting places
|
|
Cognitive Load
|
the amount of mental resources required to perform a particular task
related to working memory
intrinsic cognitive load = content of an exam, reading assignment
extraneous cognitive load = room mates talking, loud music
|
|
Maintenance Rehearsal
|
keeping info in working memory by repeating it to yourself
useful for remembering something you plan to use then forget
ex., repeating a phone number until you write it down
|
|
Elaborative Rehearsal
|
keeping info in working memory by associating it with something else you already know (knowledge in long-term memory)
retains info in working memory and also moves it to long term memory
|
|
Chunking
|
grouping individual bits of data into meaningful larger units
|
|
Decay
|
weakening and fading of memories with the passage of time
forgetting
|
|
Interference
|
processing new info interferes or gets confused with old info; as new thoughts accumulate, old info is lost from working memory
forgetting
|
|
Long-Term Memory
|
permanent store of knowledge; holds information that is well learned, such as the names of all the people you know
capacity: unlimited
duration: (theoretically) permanent
contains many types of knowledge, organized, and connected
often unconscious
|
|
Declarative Knowledge
|
LT Memory
verbal info; facts; "knowing that..." something is the case
|
|
Procedural Knowledge
|
LT Memory
knowledge that is demonstrated when we perform a task; "knowing how..."
|
|
Conditional/Self-Regulatory Knowledge
|
LT Memory
knowing how to manage your learning, or knowing how and when to use your declarative and procedural knowledge; "knowing when to..."
|
|
Mnemonics
|
used for specific information; very simple; systematic procedures for improving memory
ex. acrostics, Method of Loci, key words, acronyms
|
|
Method of Loci
|
Mnemonic device
associating items with specific places
|
|
Acronym
|
Mnemonic device
remembering by using the first letter of each word to form a new, memorable word
ex. EGBDF "every good boy does fine"
|
|
Chain Mnemonics
|
Mnemonic device
memory strategies that associate one element in a series with the next element
|
|
Keyword Method
|
Mnemonic device
system of associating new words or concepts with similar-sounding cue words and images
|
|
Perception
|
process of detecting a stimulus and assigning meaning to it
how we interpret the incoming stimuli (sensations), a subjective experience, active
|
|
Attention
|
focus on a stimulus
primary factor in determining which info moves on for further processing
a limited resource
|
|
Automaticity
|
does not require much attention
|
|
Metacognition
|
Knowledge about our own thinking processes
knowledge of one's own cognitive abilities
higher order cognitive ability
implies that a person is self-aware of their thinking
planning, monitoring, evaluation; executive function
|
|
Schemas
|
mental frameworks we use to organize knowledge
categorical rules and scripts used to interpret the world
define how semantic memories are stored and organized in the LTM
downsides: faulty memory recall, can get in the way of solving problems, stereotyping
|
|
Scripts
|
a schema that involves a predictable sequence of events surrounding a common activity
helps us to predict what is likely to happen in familiar contexts on future occasions
ex. fast food, entering a classroom
|
|
Stereotype Threat
|
situation where a person has the tendency to conform to the negative attributes of their social group
|
EPSY 2130: CHAPTER 7