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Vocabulary List
TERM 2
AP PSYCHOLOGY
2nd Quarter Grade Overview:
Chapter 2 Part II – The Brain
Chapter 7 – Learning/Behaviorism
Chapter 8 – Memory
Chapter 9 – Cognition
Chapter 4 – Nature/Nurture
*REMEMBER THESE ARE
COLOR CODED NOTES…
If you receive a “spot check” and
you don’t have color, sections and
ALL terms, you will receive an
automatic zero.
READING WELL is one of the
most important parts of this class.
*Indicates TOP 100 Term
Chapter 2 Part II:
Lesion
EEG
PET scan
MRI
Functional MRI
Brainstem
Medulla
Reticular Formation
Thalamus
Cerebellum
Limbic System
Hippocampus
Amygdala
Hypothalamus
Olds and Milner
Reward Centers
Reward Deficiency Syndrome
Cerebrum
Cerebral Cortex
Hemispheres
Lobes
Glial Cells
Frontal Lobes
Parietal Lobes
Temporal Lobes
Occipital Lobes
Motor Cortex
Penfield
Sensory Cortex
Association Areas
Phineas Gage
Plasticity
Neurogenesis
Stem Cell
Lateralization
Corpus Callosum
Sperry and Gazzaniga
Split Brains
Now answer Mini FRQ (below)
Arthur, a graduate student in a
neuroscience class, is reading a
journal that explains how some
new, experimental drugs could
possibly be used to treat
schizophrenia, Parkinson’s
disease, depression, and
Alzheimer’s. Explain in one
sentence PER ILLNESS how the
following could be applied to the
journal article. In other words,
each term below must connect
with one of the above disorders.
A. Dopamine
B. Achetylcholine
C. Reuptake Inhibitor.
Chapter 7- 50 points
Learning
Associative Learning
Conditioning
*Classical Conditioning
Operant Conditioning
Behaviorism
Ivan Pavlov’s Research
Unconditioned Response(UCR)
Unconditioned Stimulus(UCS)
Conditioned Response(CR)
*Conditioned Stimulus(CS)
Acquisition
*Extinction
Spontaneous Recovery
Generalization
Discrimination
Higher-order conditioning
Predictability
Expectancy
Allen Wagner
John Garcia biological
predisposition
John B. Watson
Little Albert Studies
*Operant Conditioning(OC)
Respondent Behavior
*Operant Behavior
B.F. Skinner
E.L. Thorndike
*Law of Effect
Operant Chamber
Skinner Box
Shaping
Successive Approximations
Reinforcement
*Positive Reinforcement
Negative Reinforcement
Punishment
Primary Reinforcer
Conditioned Reinforcer
Secondary Reinforcer
Continuous Reinforcement
Partial Reinforcement
Fixed-ratio Schedule
Variable-ratio Schedule
Fixed-interval Schedule
Variable-interval Schedule
Positive Punishment
Negative Punishment
Latent Learning
Cognitive Map
Intrinsic Motivation
Extrinsic Motivation
Biological Predispositions to OC
OC applied at school
OC applied in sports
OC applied at work
Observational Learning(OL)
Modeling
Mirror Neurons
Albert Bandura
BoBo Doll experiment
Applying Bandura to Media
Prosocial Behavior
Television and OL
Imitation
Desensitization to Violence
DO Mini FRQ (question below)
Explain how the following terms
apply differently in Classical
Conditioning compared to
Operant conditioning.
A. Acquisition
B. Generalization
C. Discrimination
D. Extinction
Chapter 8 Part I – 30 points
Memory
Encode
Store
Retrieve
Connectionism
Model
Sensory Memory
*Short-Term Memory
*Long-Term Memory
Working Memory
Automatic Processing
Effortful Processing
*Rehearsal
Hermann Ebbinghaus
Spacing Effect
*Seriel Position Effect
Visual Encoding
Acoustic Encoding
*Semantic Encoding
Ebbinghaus Research
Self-reference Effect
*Imagery
Rosy Retrospection
Mnemonic (HAND)
Peg-word System
Chunking
Hierarchies
Capacity of Sensory Memory
Iconic Memory
Echoic Memory
Capacity of STM
Capacity of LTM
Loftus and Loftus Research
Karl Lashly Maze Research
Long-Term Potentiation
McGaugh Studies on Stress
Memory
Flashbulb Memory
Prolonged Stress and Memory
Amnesia
Oliver Sacks Research on Memory
Implicit Memory
Explicit Memory
Hippocampus
Cerebellum
*Recall
Recognition
Relearning
Retrieval Cue
Priming
Context Effects
Déjà Vu
Mood-congruent Memory
(NO BLACK SECTION YET)
Chapter 8 Part II – 50 points
Three sins of forgetting
Three sins of distortion
Three sins of intrusion
Encoding Failure
Storage Decay
Interference
Proactive Interference (PRO –
PAST)
Retroactive Interference (RETRORECENT)
Positive Transfer
Motivated Forgetting
Repression
Misinformation Effect
Imagination Inflation
Source Amnesia
How we discern True/False
memories?
Children & Eyewitness
AMA/APA/APSYA/APS beliefs
about repression and incest
Loftus Studies on false memories
Strategies for improving memory
DO Mini-FRQ (question below)
Alexandra has a psychology test
coming up tomorrow. Though
she has already studied for the
test (and a biology test), she and
several friends get together to do
some final reviewing. Discuss in
one to two sentences how each of
the following concepts may help
or hinder Alexandra and her
classmates during their study
session or on their test.
A. Proactive Interference
B. Retroactive Interference
C. Serial Position Effect
D. Spacing Effect
E. Context Effects
Chapter 9 – 50 points
Cognition
Concepts
Prototypes
Algorithm
Heuristic
Insight
Confirmation bias
Fixation
Mental Set
Functional Fixedness
Representative Heuristic
Availability Heuristic
Overconfidence
Belief Perseverance
Intuition
Framing
Language
Phonemes
Morpheme
Grammar
Semantics
Syntax
Babbling Stage
One-word Stage
Two-word stage
Telegraphic Speech
Skinner’s Theory of Language
Chomsky’s Theory of Language
Cognitive Neuroscientist Theory
Aphasia
Broca’s Area
Wernicke’s Area
Angular Gyrus
Linguistic Determination
DO Mini-FRQ (question below)
Humans like to think we are
rational and logical beings. Using
an example for each of the terms
below, show how cognitive
psychologists are challenging this
belief that humans are always
logical problem solvers. Keep
your challenge to one or two clear
sentences.
A. Availability Heuristic
B. Belief Perseverance
C. Mental Set
D. Representative Heuristic
Chapter 4 – 50 points
Behavior Geneticist Environment
*DNA
Chromosome
Gene
Genome
Identical Twins
Fraternal Twins
Separated Twins
Adoption Studies
Temperament
*Heritability
Interactions
Molecular Genetics
Evolutionary Psychologists
Natural Selection
Mutations
Gender
Enriched Environment
Impoverished Environment
Peers
Culture
Division of Labor
Norms
Personal Space
Individualism
Collectivism
Aggression
X chromosome
Y chromosome
Testosterone
Gray Matter
White Matter
Role
Gender Roles
Gender Identity
Gender Typed
Social Learning Theory
Schema
Gender Schema Theory
Longitudinal Research
Cross-Sectional Research
DO Mini-FRQ (question below)
Kay and Jim met two weeks ago,
fell quickly and passionately in
love. After such a short time, they
are already thinking about
marriage and kids. Describe how
the following perspectives would
evaluate this “instant” bond and
why Kay and Jim feel the way
they do.
A. Neuroscience
B. Social-Learning Theory
C. Evolutionary Psychology