psych 2

chapter 6

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

instincts -- unlearned knowledge, involving complex patterns of behavior

Pavlov trained the dogs to associate the sound of a bell with being fed to the point where the dog would hear the bell and start salivating expecting the food to follow

demonstrating the conditioned response to stimuli that are similar to the conditioned stimulus

ability to respond differently to similar stimuli

the idea that all behavior can be studied as a simple stimulus-response reaction, without regard for internal processes

form of learning in which the stimulus/experience happens after the behavior is demonstrated

adding a desirable stimulus to increase a behavior (getting paid for going to work and working)

taking away an undesirable stimulus to increase a behavior (phone constantly bothering you to update to IOS)

adding an undesirable stimulus to stop or decrease a behavior (When a student is texting in class and the teacher calls them out and embarrasses them in front of their classmates)

taking away a pleasant stimulus to decrease or stop a behavior (when children fight and the parents take the children’s favorite toy away)

learning that is derived from indirect sources such as hearing or observation rather than direct, hands-on, instruction

process where the observer sees the model rewarded, making the observer more likely to imitate the model’s behavior

process where the observer sees the model punished, making the observer less likely to imitate the model’s behavior

chapter 7

categories or groupings of linguistic information, images, ideas, or memories, such as life experiences

A psychology course; You learn about more than vocabulary for mental illnesses; There is a lot more information, like research methods, measurement tools, and mental processes; Your brain analyzes these details and develops an overall understanding of psychology; And during that time, your brain gathers details that inform and refine your understanding of related concepts like tolerance or personal compatibility

created “naturally” through your experiences and can be developed from either direct or indirect experiences (watched local businesses become packed with tourists)

a concept that is defined by a specific set of characteristics (algebra/geometry)

makes assumptions about how individuals in certain roles will behave (meeting a doctor)

set of behaviors that can feel like a routine (coming to class)

an extension of a language rule to an exception to the rule (Adding s at the end of everything plural; plural of goose may be assumed to be gooses or geeses)

trial and error -- multiple solutions are attempted until the correct one is found

where you persist in approaching a problem in a way that has worked in the past but is clearly not working now

type of mental set where you cannot perceive an object being used for something other than what it was designed for

encompasses the ability to understand the emotions of yourself and others, show empathy, understand social relationships and cues, and regulate your own emotions and respond in culturally appropriate ways

inability to correctly process letters

learning disability that results in a struggle to write legibly

chapter 8

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

encoding, storage, and retrieval

the tendency for an individual to have better memory for information that relates to oneself in comparison to material that has less personal relevance

storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds

temporary storage system that processes incoming sensory memory

the continuous storage of information

those we consciously try to remember and recall (The information you retain when studying for a psychology test)

memories that are not part of our consciousness (driving a car)

it stores information about how to do things (driving a car)

information about events we have personally experienced (special birthday)

recall - it means you can access information without cues; recognition - when you identify information that you have previously learned after encountering it again; relearning - involves learning information that you previously learned

you cannot remember new information, although you can remember information and events that happened prior to your injury

loss of memory for events that occurred prior to the trauma

Memories can fade over time (Remembering that you like a movie that you haven’t seen in years, but not being able to remember the plot or what exactly you liked about the movie)

lapses in memory that are caused by breaks in attention or our focus being somewhere else (locking your car)

can't access stored info (its on the tip of my tongue)

When you confuse the source of your information (A mother with multiple kids confusing experiences among kids... so your mother asking if you remember the time you broke your arm, but that was actually, your younger brother)

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

failure of the memory system that involves the involuntary recall of unwanted memories, particularly unpleasant ones (You witness a car accident on the way to school and you can’t concentrate on your classes because you keep remembering the scene)

chapter 9

growth and changes in the body and brain, the senses, motor skills, and health and wellness

learning, attention, memory, language, thinking, reasoning, and creativity

emotions, personality, and social relationships

biological milestones, such as puberty, are usually experienced around the same time for children across cultures; cultural aspects influence when a child experiences a social milestone (age of going to school)

emphasizes the social nature of our development rather than its sexual nature

take in information that is comparable to what they already know

change their schemata based on new information

The understanding that even if something is out of sight, it still exists

inborn automatic responses to particular forms of stimulation (touching a baby’s hand activates the grasping reflex)

on large muscle groups that control our arms and legs and involve larger movements (balancing, running, and jumping)

the muscles in our fingers, toes, and eyes, and enable coordination of small actions (grasping a toy, writing with a pencil, and using a spoon)

our ability to move our bodies and manipulate objects

Physical development; Physical maturation (puberty) has ended; Peak of physical abilities; Cognitive development continues; Our crystalized intelligence tends to hold steady or improve with age

Physical development; Energy decreases slowly; Skin loses elasticity and becomes slightly wrinkled; Vision decreases slowly over time; Weight gain; Hair begins to turn gray; Cognitive development continues; Crystalized intelligence still may improve

Physical development; Skin continues to lose elasticity; Reaction time slows further; Muscle strength diminishes; Smell, taste, hearing, and vision decline significantly; Cognitive development; Decrease in fluid intelligence; But it’s preventable if continuously challenged intellectually.

chapter 10

the wants or needs that direct behavior toward a goal

motivation based on internal feelings rather than external rewards

motivation that arises from external factors or rewards

deviations from homeostasis create physiological needs that result in psychological drive states that direct behavior to meet the need and ultimately bring the system back to homeostasis

physiological arousal and emotional experience occur at the same time

behavior was driven by a collection of instincts, to ensure survival (Instincts – species-specific pattern of unlearned behaviors)

simple tasks are performed best when arousal levels are relatively high, while complex tasks are best performed when arousal is lower

characterized by the maintenance of a body weight well below average through starvation and/or excessive exercise

binge eating behavior that is followed by purging the food by inducing vomiting or through the use of laxatives are two common compensatory behaviors (an attempt to compensate for the large amount of food consumed)

type of eating disorder characterized by consumption of large quantities of food in a short period of time, which is associated with stress

an individual’s belief in their own capability to complete a task, which may include a previous successful completion of the exact task or a similar task

a subjective state of being that we often describe as our feelings

a prolonged, less intense, affective state that does not occur in response to something we experience

suggests that it’s possible to smile then feel happiness afterward