psych 1f03 - final

must consider confounding variable; they must be as similar as possible in every way (except the dependent variable).

A group in an experiment that does not receive the treatment being tested. It is used as a baseline to compare the effects of the treatment on the experimental group.

manipulating the independent variable within each participant to minimize the effect of participant differences

all undergraduate students

subset of undergraduate students selected from population

- reflect population so results can be generalized

people selected at random to become more representative (random assignment is necessary)

 situation where individual exhibits a response to a treatment that is not due to its real therapeutic effects

may intentionally or unintentionally change their results to be viewed favourably or react in predictable ways

 don't know which treatment they are receiving

actions made by the experimenter that influence the results

neither group knows which is which

briefly summarize a given dataset (ex: pie chart)

shows the number of times group of values appear in a data set

tells us the average value in a data set (outliers can skew this)

value that appears most frequently

center value in the data set when arranged numerically 

do not sufficiently summarize the data

statistics that allow us to use results from samples to make inferences about overall, underlying populations

statistical test that considers each data point from both groups to calculate the probability that the two samples were drawn from the same population

probability (0-1) indicating the likelihood of this difference being observed even if no ‘real’ difference exists ;  p=.06 (6%), p=.11 (11%), p=.5 (50%)

when the difference between two groups is due to some true difference between the properties of the two groups and not simply due to random variation

believing a difference when a difference does not exist (boy who called wolf); ineffective drug believed to be effective

 failing to see a difference when a difference does not exist (fail to cry wolf even if one is attacking sheep); effective drug believed to be ineffective

perfect positive correlation /

perfect negative correlation \

the learning of a contingency between a particular signal and a later event that are paired in time and/ or space

any stimulus or event that triggers a response naturally

the response following a CS; occurs naturally prior to learning

paired with the unconditioned stimulus to produce a contingency

the response that occurs once learning has happened

the process by which a contingency between a CS and US is learned

the loss of the CR when the CS no longer predicts the US

the sudden recovery of a conditional response following a rest period after extinction

the process by which stimuli similar to the CS will also elicit a CR (ex: bitten by a doberman as a child.. now scared of all dogs)

 restricts range of stimuli that can condition a response

something envoking anxiety through imagination; someone with a  germ phobia they will envision dirt on their hands as long as possible

someone with a germ phobia will cover their hands with confetti, then clay, and finally grime to face their fear

the learning of contingency between a behaviour and consequence

presentation of positive reinforcer

presentation of a negative reinforcer

removal of a positive reinforcer

learning without direct guidance; pigeon pecking key hole to get food; he will eventually accidentally learn

 a technique used to develop a sequence of behaviours; each behaviour is reinforced with the opportunity to perform the next behaviour in a sequence

contingency is valid

contingency is invalid; when response does not lead to reinforcement

CS elicits involuntary response while SD sets the occasion for a voluntary response

responses; FR-10 is every 10th time

time; FI - 1min is every minute

constant; 10 times or 10 minutes exactly

random; VR - 10 must be an average of 10.. so 6, 14, 10, 12, 8, etc

perform cognitive tasks & learn from experience and adapt

ideas and general information → specific conclusion

specific facts and observations → general idea

repeated testing produces consistent results (test w random question from test bank)

if the test actually measure what it is supposed to (is SAT valid in measuring intelligence rather than memorization)

IQ scores are standardized relative to population scores; verbal, mathematical, musical, spatial, kinesthetic, interpersonal, intrapersonal, naturalistic

mean score of raw iq scores have been on the rise since 1932; around the world, they are on the raise by 9-15 points every year

 mental framework for interpreting the world around us

incorporating new information into existing schemas

modifying existing schemas to fit information

object permanence

egocentrism, difficulty with seriation (random stick order), difficulty with conservation

no abstract thinking and reasoning

tendency to seek out information that supports our hypothesis

mental shortcut to solve problems

tendency to make decisions based on information that is quickly available to us 

tendency to assume that what we are seeing is representative of the larger category we have in mind

 language can help form thoughts; language influences our thoughts and the way we perceive the world; french uses the same word for stepmother and mother in law

smallest unit of sound that contains information; often a word but some sounds can create words; table and cloth can stand alone but tablecloth is something else

 smallest unit of sound in speech (ex: dog (d)(o)(g))

the rules that govern how words in a sentence are put together (grammar);  sentences can be syntactically correct without any semantic meaning

characterized by drawn out sounds made up of a variety of consonants

 between 1.5-6 yrs of age

ability of infants to discriminate between any sounds they are tested on

inability to develop language skills (EX: genie locked in a room her whole adolescent life and was not able to learn later in life)

 characterize objects too broadly (ex: using doggie for all animals when learning what a dog is)

a type of overextension (ex: i played → i runned)

too specific (ex: using the word duck for only a stuffed animal and not a real duck)

an innate mechanism, present only in humans, that helps language develop rapidly according to universal rules

the process by which objects or ideas are recognized, understood, and differentiated by grouping based on some underlying criteria

allows you to treat objects that appear differently as belonging together (ex: green, red, and yellow apples appear differently on color dimension, but they’re all categorized by apples)

the theory that suggests we categorize new objects by comparing them to objects we have encountered in past experience

the ability to describe complex ideas or objects using a single label (ex: the label ‘furniture’ easily describes a wide range of things

the perception that something is simple because we are good at it (ex: a math professor may assume that math is easy for everyone because it is easy for him)

categorize objects by comparing them to an internal “best” representation of a given category (ex: when viewing a new dog, you may compare it to a typical representation of a dog you’ve seen before)

ability to describe complex ideas or objects using a single label

children as young as 3 can generalize facts, if she knows her dog likes treats, it can be assumed other dogs do too 

act of attending to an object to select it apart from unattended objects (ex: when you put on your clothes you feel the texture, throughout the day, you dont anymore)

automatic processes: involuntary “capture” (ex: when we hear sirens and automatically turn towards them)

conscious attention, slow and effortful (while driving and you pay more attention to traffic, turning, making a music choice, etc)

objects within a spotlight give faster reaction time and higher accuracy

separating conversation from those who are having convos around you

applied to auditory

hear a message in both ears and repeat back what they heard in attended ear and unattended ear

participants remember unattended information (ex: if someones name is said in a crowd, even while not paying attention, it'll be captured)

over 1k studies; state the colour of the font 

red being the colour red

blue being the colour green

 change the ratio of congruent or incongruent trials