Psychology CH. 6

practical intelligence

"street sense"

Law of Effect

Behvaiors that are followed by consequences that are satisfying to the organism are more likely to be repeated and behaviors that are followed by unpleasant consequences are less likely to be repeated.

Neurotransmitter

Communication among neurons is critical for developing new memories

norming

administering a test to a large population so data can be collected to reference the normal scores for a population and its groups

analytical intelligence

aligned with academic problem solving and computation

crystallized intelligence

characterized by acquired intelligence and ability to retrieve it (tests)

range of reaction

each person's response to the environment is uniquely based on his/her genetic make-up

dysgraphia

learning disability that causes extreme difficulty in writing legibly

standard deviation

measure of variability that describes the difference between a set of scores and their mean

standardization

method of testing in which administration, scoring, and interpreting results are consistent

Flynn Effect

observation that each generation has a significantly higher IQ than the previous generation

convergent thinking

providing correct or established answers to problems

intelligence quotient

score on a test designed to measure intelligence

representative sample

subset of the population that accurately represents the general population

fluid intelligence

ability to see complex relationships and solve problems

emotional intelligence

ability to understand emotions and motivations in yourself and others

cultural intelligence

ability with which people can understand and relate to those in another culture

Positive Reinforcement

A desirable stimulus is added to increase a behavior

Unconditioned Response(UCR)

A natural (unlearned) reaction to a given stimulus

Neutral Stimulus (NS)

A stimulus that does not natrually elicit a response

Unconditioned Stimulus (UCS)

A stimulus that elicits a reflexive response in an organism

Conditioned stimulus(CS)

A stimulus that elicits a response after being repeatedly paired with an unconditioned stimulus.

Taste Aversion

A type of conditioning in which an interval of several hours may pass between the conditioned stimulus and the unconditioned stimulus.

Positive Punishment

Add an undesirable stimulus stimulus to decrease a behavior.

Positive

Adding something

Misinformation effect paradigm

After exposure to incorrect information a person may misremember the original event

Negative Reinforcement

An undesirable stimulus is removed to increase a behavior. (Car beeps telling you to put your seatbelt on)

Punishment

Decreasing behavior

Suggestability

Effects of misinformation from external sources that leads to the creation of false memories

Flashbulb memory

Exceptionally clear recollection of an important event

Edward C. Tolman

Experimented with rats and demonstrated that organisms can learn even if they do not receive immediate reinforcement

Persistence

Failure of the memory system that involves the involuntary recall of unwanted memories, particularly unpleasant ones

Construction

Formulation of new memories

John B. Watson

Founder of behaviorism; influenced by Pavlov

Multiple Intelligences Theory

Gardner's theory that each person possesses at least 8 types of intelligences

Engram

Group of neurons that serve as the physical representation of memory (Lashley experiment)

Secondary Reinforcer

Has no inherent value and only has reinforcing qualities when linked with a primary reinforcer.

Bias

How feelings and view of the world distort memory of past events

Prefrontal Cortex

How people process and retain information

Cerebellum

Implicit memories, procedural memories, etc

Reinforcement

Increasing behavior

Retroactive interference

Information learned more recently hinders the recall of older information

Levels of processing

Information that is thought of more deeply becomes more meaningful and thus better committed to memory

Instinct

Innate behaviors that are triggered by a broader range of events such as aging and the change of seasons. They are more complex patterns of behavior, involve movement of the organism as a wholr and involve brain centers. Both instincts and reflexes do not have to be learned.

Hippocampus

Involved in normal recognition, spatial memory; project information to critical regions that give memories meaning and connect them with other connected memories

Learning

Is a relatively permanent change in behavior or knowledge that results from experience.

Associative Learning

Occurs when an organism makes connections between stimuli ot events that occur together in the environment.

Habituation

Occurs when we learn not to respond to a stimulus that is presented repeatedly without change

Absentmindedness

Lapses in memory that are caused by breaks in attention or our focus being somewhere else

Latent Learning

Learning that occurs but is not observable in behvaior until there is reason to demonstrate it

Forgetting

Loss of information from long term memory

Amnesia

Loss of long term memory that occurs as the result of disease, physical trauma, or psychological trauma

Anterograde amnesia

Loss of memory for events that occur after the brain trauma

Retrograde amnesia

Loss of memory for events that occured prior to brain trauma

Mnemonic device

Memory aids that help organize information for encoding

Transience

Memory error in which unused memories fade with passage of time

Blocking

Memory error in which you cannot access stored information

Misattribution

Memory error in which you confuse the soutcr of your information

Cognitive Map

Mental picture of the layout

Reflexes

Motor or neural reaction to a specific stimulus in the environment.

Proactive interference

Old information hinders the recall of newly learned information

Equipotentiality hypothesis

One area of the brain involved in memory damage is taken over by another part

Partial Reinforcement

Or intermittent reinforcement, the organism does not get reinforced every time they perform the desired behavior.

Operant Conditioning

Organisms learn to associate events-a behavior and its consequence(reinforcement or punishment)

Chunking

Organizing information into manageable bits or chunks

Higher order conditioning/second order conditioning

Pairing a new neutral stimulus with the conditioned stimulus

Engram

Physical trace of memory

Classical Conditioning

Process by which we learn to associate stimuli and, consequently, to anitcipate events.

Reconstruction

Process of bringing up old memories that might be distorted by new information

Edward Thorndike

Psychologist who proposed the law of effect

False memory syndrome

Recall of false autobiographical memories

Amygdala

Regulates emotions such as fear and agression

Primary Reinforcer

Reinforcers that have innate reinforcing qualities

Spontaneous Recovery

The return of a previously extinguished conditioned response following a rest period.

Memory

The set of processes used to encode, store,and retrieve information over different periods of time

Fixed ratio reinforcement schedule

There are a set number of responses that muct occur before the behavior is rewarded.

Elaborative rehearsal

Thinking about the meaning of the new information and its relation to knowledge already stored in your memory

Negative Punishment

Remove a pleasant stimulus to decrease a behavior.

Shaping

Reward successive approximations of a target behavior.

Pavlov

Russian scientist who performed extensive research on dogs and is best known for his experiments in classical conditioning.

B.F. Skinner

Saw that classical conditioning is limited to existing behaviors that are reflexively elicited, and it doesn't account for new behaviors such as riding a bike.

Operant Conditioning

Second type of associative learning where organisms learn to associate a behavior and its consequence.

Atkinson Shiffrin Model

Sensory input, sensory memory, short term, long term

Equipotentiality hypothesis

Some parts of the brain can take over for damaged parts in forming and storing memoriesp

triarchic theory of intelligence

Stenberg's theory of intelligence; three facets of intelligence: practical, creative, and analytical

Arousal theory

Strong emotions trigger the formation of strong memories and weaker emotional experiences from weaker memories

Arousal theory

Strong emotions trigger the formation of strong memories, weaker etc.

Negative

Taking something away

Memory enhancing strategy

Technique to help make sure information goes from short term memory to long term memory

Conditioned Response (CR)

The behavior caused by the conditioned stimulus.

Extinction

The decrease in the conditioned response when the unconditioned stimulus is no longer presented with the conditioned stimulus.

Acquisition

The initial period of learning in classical conditioning

Variable ratio reinforcement schedule

The number of responses needed for a reward varies. (Most powerful partial reinforcement schedule)

Variable interval reinforcement schedule

The organism gets the reinforcement based on varying amounts of time, which are unpredictable.

Stimulus Generalization

When an organism demonstrates the conditioned response to stimuli that are similar to the conditioned stimulus; opposite of stimulus discrimination.

Stimulus Discrimination

When an organism learns to respond differently to various stimuli that are similar

Continuous Reinforcement

When an organism receives a reinforcer each time it displays a behavior

Fixed interval reinforcement schedule

When behavior is rewarded after a set amount of time.(the least productive and the easiest to extinguish)

creativity

ability to generate, create, or discover new ideas, solutions, and possibilities

creative intelligence

ability to produce new products, ideas, or inventing a new, novel solution to a problem.

dyslexia

common learning disability in which letters are not processed properly by the brain

divergent thinking

thinking outside the box