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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