Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Study Guide3 - Purdue Psychological Sciences
Document related concepts
Transcript
Exam 3 Study Guide Elementary Psychology 12000-003 Ch. 7: Learning • Define learning, and identify three forms of learning. • Define classical conditioning and its basic components. • Describe the timing requirements for the initial learning of a stimulus-response relationship. • Summarize the processes of extinction, spontaneous recovery, generalization, and discrimination. • Discuss the importance of cognitive processes and biological constraints in classical conditioning. • Know Pavlov, James, Thorndike, Skinner and why they are important to the topic of learning. • Be able to identify examples of classical and operant conditioning • What are three ways to determine strength of learning? • Define operant conditioning. How does it derive from Behaviorism? • Positive and negative reinforcement; types of reinforcement; schedules of reinforcement • Positive and negative punishment; drawbacks of punishment. • Social (Observational) learning & Bandura; prosocial & antisocial modeling Ch. 8: Memory • Define memory. • What are flashbulb memories? Are they especially accurate? • Atkinson-Shiffrin's classic three-stage processing model of memory • Contrast effortful processing with automatic processing, and discuss the next-in-line effect, the spacing effect, and the serial position effect. • Explain how encoding imagery and different types encoding aid effortful processing, and describe some memory-enhancing strategies that use visual encoding. • Chunking and hierarchies. • How does an evolutionary psychology position fit with memory? • Contrast two types of sensory memory. • Describe the capacity and approximate duration of long-term memory and short-term memory. • Implicit vs. explicit memory and the brain regions associated with each. • Contrast recall, recognition, and relearning measures of memory. • Explain how retrieval cues help us access stored memories, and describe the process of priming. • Discuss the concept of encoding failure, storage decay, and Ebbinghaus’s forgetting curve. • Contrast proactive and retroactive interference, and explain how they can cause retrieval failure. • Know factors that can distort or alter memories. (What is misinformation effect?) Ch 9: Thinking and Language • Know Skinner, Chomsky, & Whorf and why they are important to language and/or thinking. • Apply nature/nurture issues to language acquisition. • Describe the basic structural units of a language. • Trace the course of language acquisition from the babbling stage through the two-word stage. • What is the point of research that tries to teach animals to use language? How does it fit into the nature/nurture debate? • Define cognition, algorithms, and heuristics • Describe the roles of categories, hierarchies, definitions, and prototypes in concept formation. • Contrast the confirmation bias and fixation; contrast the representativeness and availability heuristics. How can they interfere with effective problem solving? • How do pre-existing beliefs and overconfidence influence our thinking?
