ࡱ> `b_{` &bjbjFF >D,,```````t\-\-\-\-T-tR*--------RRRRRRR&ThVR`'/--'/'/R``--R000'/ `-`-R0'/R00K``Q--  }\-1/"O,RR0RO@WS/r@WXQ@W`Q-0."0*.F.---RR0 ---R'/'/'/'/tttD&ttt&ttt`````` General Psychology Study Guide Unit Three Chapter 5 - Learning What is the textbook definition of learning? Differentiate between changes in behavior that result from learning and changes in behavior that result from reflexes, instincts, or maturation. What is the central adaptive advantage of learning, as opposed to behavior that is preprogrammed? Be able to define and provide examples of habituation. Given real-life examples, be able to recognize instances of classical conditioning (also known as Pavlonian conditioning). Given examples from everyday life, be sure you can identify and differentiate between an unconditioned stimulus (US), a conditioned stimulus (CS), an unconditioned response (UR), and a conditioned response (CR). Be able to define and recognize examples of the following terms as they apply to classical conditioning: stimulus discrimination, stimulus generalization, extinction, and spontaneous recovery. What is higher-order conditioning? Be able to differentiate between forward, simultaneous, trace, and backward conditioning. Which of these techniques results in the strongest conditioning? Which is the least effective? Understand how research on the classical conditioning of fear responses supports the idea that organisms are predisposed to form some stimulusresponse connections more readily than others. Understand how this notion of biological preparedness is consistent with an evolutionary perspective. Understand how the cognitive perspective on classical conditioning differs from the traditional behaviorist conception (Hint: from the cognitive perspective, a stimulus becomes a CS because it predicts that something is about to happen). Compare and contrast classical conditioning with operant conditioning, and be able to recognize examples of each type of learning. What is the law of effect? What does shaping refer to? Given real life examples, be prepared to differentiate between positive reinforcement, negative reinforcement, positive punishment and negative punishment. What are some of the drawbacks associated with the use of punishment? How can the effectiveness of punishment be maximized? Be prepared to differentiate between the effects of continuous vs. partial schedules of reinforcement, and be able to recognize examples of fixed-interval, fixed-ratio, variable-interval, and variable-ratio schedules. Which schedule of reinforcement results in the highest and steadiest response rates? Be able to define and recognize examples of discriminative stimuli. Understand how traditional conceptions of operant conditioning have been challenged by more interpretations. Be prepared to define and recognize examples of the following terms: latent learning and observational learning. What does it mean to say that a person has an internal vs. external locus of control? Chapter 6 Memory Understand the information-processing model of memory. Be able to. Distinguish between the three basic processes of memory: encoding, storage, and retrieval. Distinguish between three means of encoding: visual codes, acoustic codes, and semantic codes. Contrast the information-processing model with the parallel-processing model Understand the function, duration, and capacity of sensory memory, and compare and contrast the iconic and the echoic registers. Do iconic memories persist longer than echoic memories, or vice versa? What is the key factor in determining what information will be transferred from the sensory register to short-term memory? Understand the function, duration, and capacity of short-term memory (STM). Why is STM sometimes referred to as our working memory? What do the terms maintenance rehearsal and chunking refer to with respect to STM? What evidence suggests that information is usually encoded acoustically in STM? What is the serial position curve (i.e., primacy and recency)? Be able to distinguish between the different formats of long-term memory: declarative (including semantic and episodic) and procedural. What evidence supports the idea that these are separate memory systems within long-term memory? What limitations are there, if any, with respect to the storage capacity of long-term memory? What is the meaning of the term elaborative rehearsal, and how does this concept relate to the idea that memories are stored in semantic networks? Be prepared to provide examples of anterograde and retrograde amnesia. Compare and contrast implicit and explicit memories (see Table 6.1, pg. 274). Distinguish between three different approaches to measuring memories: relearning, free recall, and recognition. Understand what it means to say that memory is context-dependent and state-dependent. Be prepared to recognize examples of proactive and retroactive interference. What do all mnemonics have in common with each other? Be familiar with each of the methods for improving memory described on pages 244-245. How does the term schema relate to the process of retrieval from long-term memory? What is the misinformation effect, and how does this contribute to the creation of illusory memories? Be familiar with the Loftus and Palmer studies described on pg. 247 and on pgs. 260-261. Be familiar with different explanations of childhood amnesia. What are two ways in which memories are affected by ones sense of self? (Hint: egocentric memory and hindsight bias) Chapter 7 - Thought and Language Define and differentiate between algorithms and heuristics in problem solving. What is a mental set, and how does this interfere with problem solving? What does functional fixedness refer to? Understand how a period of incubation can help to overcome the effects of a mental set. Be able to define and recognize examples of confirmation bias and the belief perseverance effect. Be able to define and recognize examples of the following biases in judgment and decision-making: the representativeness heuristic, the availability heuristic, the gamblers fallacy, anchoring effects, and framing effects. Memorize the three crucial steps involved in critical thinking as described in the text on pg. 281. What factors tend to contribute to overconfidence in decisions? According to Steven Pinker, what are the two basic building blocks of language? (see page 286) Be able to define and recognize examples of phonemes and morphemes. How many phonemes and how many morphemes are contained in the word cats? Understand how the terms generativity and displacement apply to human languages. Be able to define the term syntax. What is an example of a rule of syntax that is followed by all English speakers? How does the term pragmatics apply to language? Be able to describe the developmental sequence of language acquisition in infants and young children. At what age do children begin making utterances composed of recognizable phonemes (babbling)? At what age do they typically begin to utter their first meaningful words? At what age does vocabulary acquisition take off exponentially? What is telegraphic speech? What are overextensions in childrens speech, and why are they significant? Contrast B.F. Skinners view that children learn language solely through conditioning and imitation with Chomskys view that the brain is hard-wired for language acquisition. What is the evidence for a critical period for language development? (see pg. 288) Be familiar with research attempting to train other species to use gestural and artificial languages. What are some of the ways in which children acquire and use language differently than nonhuman primates? What evidence exists that apes and chimpanzees are capable of communicating about abstract matters? (Hint: none) What is the linguistic-relativity hypothesis? Evaluate this perspective in terms of the extent to which language influences thought. Be familiar with the study involving the Dani people and their perception of color described on pg. 295. ,AVl1 2 a  l Q Y Z h j øtkkkkbXbbhDhRB5aJhDhRBaJhDh~aJhDhF@h0J5aJhDhF@h0JaJhDh B0JaJhDh 0J5aJhDh 0JaJhDhh0JaJhDh B0JaJhDh B5\aJhDh BaJhDh{5CJaJhDh{56CJ$aJ$hDh 56CJ$aJ$",Aa Sk*n5 & Fgd8Lh^hgdy & FgdA & Fgd` & Fgd.H & Fgd{ & Fgd5L h^h`gd{$h^h`a$gd{&j r s     O X Y f a x EFjr׶ΡΡ{r{h{hDh~5aJhDh>>aJhDh~aJhDh.H6aJhDhyaJhDh.H5aJhDh.HaJhDh B>*\aJhDh B6\aJhDh 5\aJhDhUMaJhDh BaJhDh B5\aJhDhRBaJhDhRB5aJ((5AHRS5j%+9t=ĺ{rirhDhIUaJhDh-aJhDh BaJhDh B5\aJhDh-\aJhDh-5\aJhDh`>*aJhDh`]aJhDh-aJhhDh`aJhhDh`5aJhDh~aJhDh`\aJhDh`5\aJhDh`aJ)=LN !")*9UY`ac&'[tuƼƼƠuuuuuuukuhDhy5aJhDh8L5aJhDh8LaJhDh8L5CJaJhDh{5CJaJhD5CJaJhDh>>aJhDh>>5aJhDhA5aJhDhAaJhDh-5aJhDh B5\aJhDh BaJhDh-aJhDhyaJ*n(ugAU/Aj35 & FgdP ^`gd{5 & Fgd5 & Fgdj@5 & FgdU^5 & Fgds:5 & Fgdh 5 & FdgdD/=-;O[diq LSiv뤚֐֐֤~~hDhU^aJhDhs:aJhDhOz06aJhDh;d5aJhDh;daJhDhs:5aJhDh B5]aJhDh B\aJhDhhaJhDhOz0aJhDh B5\aJhDh BaJhDh B6\aJ1g(-?AUV^ct.?@DSzAG +@A㽳hDhK9!aJhDhj@\aJhDhj@5\aJhDhyaJhDhj@5aJhDhj@aJhDhn5aJhDhnaJhDhU^5aJhDhU^aJhDhs:aJhDhs:5aJ3AR\l} ;EJTijt~2yypg]g]g]ghDhwa5aJhDhwaaJhDh5YaJhDh B5aJhDh BaJhDh B56CJaJhDh56CJaJhDh5Y56CJaJhD56CJaJhDh8LaJhDh06aJhCJaJhDhj@aJhDh5aJhDhyaJhDhaJ#23_py46:KM^`dst   ` h x y !!ȿȫѡѡȫژȒȘژژژwwhDh=FaJhDh5YaJhDhyaJ hzKaJhDh9j+aJhDhMJ5aJhDhuv5aJhDhJ_5aJhDhJ_aJhDhuvaJhDhMJaJhDh9j+5aJhDhv5aJhDhvaJhDh\]aJ.3u y !Y!!!d"M#j###$$%%&5 & Fgd>> & Fgd>>^gdzK & Fgd[=^gdzK & Fgd[= & Fgd=F^gd=F & Fgd=F5 & FgdP!!!.!2!>!Y!t!|!!!!!""" #L#R#T#g#i#j#s####ܶܥȶܔ܂ܶq_qQh[=CJOJQJ^JaJ#hDh[=5CJOJQJ^JaJ hDh[=CJOJQJ^JaJ#hDh=FCJOJQJ\^JaJ hDhyCJOJQJ^JaJ hDh9j+CJOJQJ^JaJ#hDh=F5CJOJQJ^JaJ&hDh=F5CJOJQJ\^JaJ hDh=FCJOJQJ^JaJhDh9j+5aJhDh9j+aJ##$$$$$%%% &*&&&޼ޫ|hDh9j+aJhDh>>5\aJhDh>>aJ hDh=FCJOJQJ^JaJ hDh>>CJOJQJ^JaJh[=CJOJQJ^JaJ&hDh[=5CJOJQJ\^JaJ hDh[=CJOJQJ^JaJ hDhzKCJOJQJ^JaJ < 00&PP:pD/ =!"#$5% n@@@ 5LNormal 8^8_HmH sH tH l@l 5L Heading 148d-D @&M ^`8 5@CJ6@6 5L Heading 2@&52@2 5L Heading 3@&:@: 5L Heading 4@&5CJJ@J 5L Heading 5 @&6CJOJQJB@B 5L Heading 6@&6CJOJQJ>@> 5L Heading 7@& CJOJQJ:@: 5L Heading 8@&6CJ6 @6 5L Heading 9 @&CJDA@D 5LDefault Paragraph FontViV 5L Table Normal :V 44 la (k(5LNo List 4O4 p0$ da$.O. p1d .O. p2d .O". p3d 06O26 p4 H  d^ .OB. p5d >OR> p6   d^`&Ob& p7d&Or& t8d`>@` 5LTitle,Title Charpd]p5@KHhDB@D 5L Body Text d CJOJQJHOH RB Char CharCJOJQJ_HmH sH tH bOb 5LTitle Char Char Char"5CJOJQJ_HhmH sH tH 02@Q0 5LList 2 ^XOX 5L Heading Base$$d@CJKHOJQJDOD 5L Footnote Base $dCJxOx 5LBlock Quotation;$<%d$&d0O$P0]^6<O< 5LBody Text Keep $H"!H 5LCaption!d<^6CJ.O. 5LPicture"$LOL 5LDocument Label#@CJ<OJQJ@*@ 5LEndnote Reference5H*4+R4 5L Endnote Text%( @qb( 5LFooter&TOrT 5L Header Base'$ !^ @OJQJ@&@ 5LFootnote ReferenceH*66 5L Footnote Text)(@q( 5LHeader*: : 5LIndex 1+ `>O> 5L Index Base,hd^hB B 5LIndex 2- ^`B B 5LIndex 3. ^`B B 5LIndex 4/ ^`BB 5LIndex 50 ^`X!X 5L Index Heading1$^5;@CJKH:O": 5LSection Heading2LO1L 5LLead-in Emphasis5@OJQJkH2(@2 5L Line NumberCJ4/@R4 5LList5^`B0@QbB 5L List Bullet6 & F ]1@Qr 5L List Numberv7 & F>T8h.Tf]^8-8 5L Macro Text8OJQJB)@B 5L Page Number5CJOJQJkHZOZ 5LSubtitle Cover:]56@CJ(OJQJHOH 5L Title Cover ;d 5@CJH4O4 5L Superscript5H*NON 5LTOC Base= P d^OJQJL#L 5LTable of Figures>^`.. 5LTOC 1?5@&& 5LTOC 2@&& 5LTOC 3A&"& 5LTOC 4B&2& 5LTOC 5CNON 5L Section Label D@CJ<OJQJNOaRN 5L Footer FirstEX&dP5LOabL 5L Footer EvenFX&dP5JOarJ 5L Footer OddGX&dP54O4 5L Header FirstH2O2 5L Header EvenI0O0 5L Header OddJNON 5L Chapter Label K@CJ<OJQJ\O\ 5L Chapter TitleLpd]p@CJ<OJQJROR 5LChapter Subtitle Md 6@CJ"DC@D 5LBody Text Indent N^FJ@F 5LSubtitleOd 6@CJ">=@q> 5L List Number 5 P ^ ><@q> 5L List Number 4 Q@ ^@ >;@q"> 5L List Number 3 R ^ >9@a2> 5L List Bullet 5 S ^ >8@aB> 5L List Bullet 4 T@ ^@ >7@aR> 5L List Bullet 3 U ^ >6@ab> 5L List Bullet 2 Vp^p05@Qr0 5LList 5 W@ ^@ 04@Q0 5LList 4 X ^ 03@Q0 5LList 3 Yp^p<X@< 5LEmphasis5@OJQJkH>'> 5LComment ReferenceCJ44 5L Comment Text\>:@q> 5L List Number 2 ]p^pD@Q 5L List Continuev^ & F>T.Tf^`BE@B 5LList Continue 2 _p^pBF@B 5LList Continue 3 ` ^ BG@B 5LList Continue 4 a@ ^@ BH@"B 5LList Continue 5 b ^ >@2> 5L Normal Indent c^fOBf 5LReturn Address,d$dp&P#$+D0$^CJ0OQ0 5LSlogan 6@CJ8O1b8 5L Company NamefHOH 5L Part Label g@CJ<OJQJ^O^ 5L Part Subtitleh$$pd]p6@CJ"KHVOV 5L Part Titleipd]p@CJ<OJQJ\,\ 5LTable of Authoritiesj  ^`X.X 5L TOA Headingk$dx5CJKHOJQJlI@l 5LMessage Header*l$ H@@pdx]p` CJOJQJ6U@6 5L Hyperlink >*B*phD,AaSk    * n ( u gAU/Aj3uyYdMj00 0 0 0 0 0 0 0 0 0 0  0  0 000 50 50*  50*  50*  50 50 50 50 50 50 50 50 50  50  50  50 0000 50 50 50 50 50 50 50 50 50 0 0 0  0 0 00 0 0 0 0 50 ,AaSk    * n ( u gAU/Aj3uyYdMj0@0 0 0 0 0 0 0 0 0 0 0  0  0 000 50 50*  50*  50*  50 50 50 50 50 50 50 50 50  50  50  50 @0 50 50 50 50 50 50 50 50 50 0 0 0  0 00 0  0 0 50 j =A2!#& !n3&&PYPPܕB*urn:schemas-microsoft-com:office:smarttagscountry-region8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace t 3++EFkk= L    ) ) * * Y ` a c m m & ' u u --;;@DR\__ L6 Q6}: AR !΍t/*V>t/3*2SRZ?6Z]/?Ti1BpcG\C0GډzhWXnjG1\4a8`mBm"p|eot^|*h hh^h`o(hH.h 88^8`5hH.h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.@ ^`o(hH. ^`5hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@h^`56CJOJQJo(.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h hh^h`o(hH.88^8`o()h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.0^`0o(.88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.@^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@@h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.^`o(.^`o()pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@h^`.h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.@WXi1B1\Z?6"pt/**28`!|}cG]/?eotC0GBmBmLBmBmBmTt/ QAR `@h^`CJOJQJo( @h^`CJOJQJo(@h^`CJOJQJo(n@h^`CJ OJQJo(nX@h^`.@hp^p`.@h ^ `.`@h@ ^@ `.n        ef                n8犟                b                                    3                ;:IV~A `4DK9!9j+J.Oz0F|9s:;[=`=>>j@~@RARB2C=FzK5L5YU^;dW-dF@huvs {#VOhPwA06MJkRyv\]&Un{-8L.HJ_eVwaUM IU B@@@UnknownGz Times New Roman5Symbol3& z Arial?5 z Courier New3z Times"hcF\’#F O8O8$2d 2QHX(?RB2%SCC Study Guide  Learning and MemoryAlexander (Carey) MarvinamarvinX              Oh+'0 (4 T ` l x(SCC Study Guide Learning and MemoryAlexander (Carey) Marvin Normal.dotamarvin4Microsoft Office Word@|x@Z@(,@X }O՜.+,0  hp|  8G &SCC Study Guide Learning and Memory Title  !"$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNPQRSTUVXYZ[\]^aRoot Entry F =}c1Table#WWordDocument>DSummaryInformation(ODocumentSummaryInformation8WCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q