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Side A ------ Side B
learning ------ a relatively permanent change in behavior or the potential to make a response that occurs as a result of experience
classical conditioning ------ learning that occurs when 2 stimuli- a conditioned and an unconditioned stilulus- are paired and become associated with each other
neutral stimulus (NS) ------ stimulus that, before conditioning, does not elicit a particular response
unconditioned stimulus (US) ------ stim that automatically produces a response whithout any previous training
conditioned stim (CS) ------ neutral stim that acquires the ability to elicit a conditioned response after being paired with an unconditioned stim
unconditioned response (UR) ------ reaction that is automatically produced when an unconditioned stim is presented
conditioned response (CR) ------ response elicited by a conditioned stim that has been paired with an unconditioned stim; is similar to the UR
spontaneous recovery ------ reappearance of an extinguished CR after the passage of time
generalization ------ occurrence of responses to stimuli that are similar to a CS
discrimination ------ occurrence of responses only to a specific CS
learned motives ------ motives accquired, usually through classical conditioning
learned goals (incentives) ------ goals/incentives that are learned, usually through classical conditioning
blocking ------ situation in which the conditionability of a CS is weakened when it is paired with a US that has previously been paired with another CS
operant conditioning ------ learning that occurs when the participant must make a response to produce a change in the environment
Law of effect ------ thorndike's view that reinforcers promote learning, while punishers lead to the unlearning of responses
positive reinforcement ------ increases the frequency of a target behavior  (response) that occurs when a behavior is followed by presentation of a positive reinforcer
primary reinforcer ------ stim that has innate reinforcing properties
secondary reinforcer ------ stim that accquires reinforcing properties by being associated with a primary reinforcer
shaping ------ form of operant conditioning in which a desired response is taught by reinforcment of successive responses that more closely resemble the target response
discriminative stim ------ stim or signal telling the participant that responding will be reinforced
punisher ------ stim that produces a decrease in responding; may take form of presentation or termination of a stim
latent learning ------ learning that has occurred but is not demonstrated
insight learning ------ sudden grasp of concept or solution resulting from perceptual restructuring; typically characterized by an immediate change in behavior
motivation ------ physiological and psychological factors that account for the arousal, direction, and persistence of behavior
instincts ------ unlearned species-specific behaviors that are more complex than reflexes and triggered by environmental events called releasing stim
drive ------ internal motivational state created by a physiological need
drive-reduction theory ------ theory that views motivated behaviors as directed toward the reduction of a physiological need
optimum-level theory ------ theory that the body functions best at a specific level of arousal, which varies from individual to another
cognitive dissonance ------ aversive state produced when an individual holds 2 incompatible thoughts or cognitions
hierarchy of needs ------ Maslow's view that basic needs must be satisfied before higher-level needs
pheromones ------ chemical odors emitted by some animals that appear to influence the behavior of members of the same species
achievement ------ manipulation of the environment according to established rules to attain a desired goal
emotion ------ physiological changes and conscious feelings of pleasantness/unpleasantness, aroused by external/internal stimuli, that lead to behavioral reactions
James-Lange theory ------ theory that physiological changes precede and cause emotions
commonsense view of emotions ------ `emotions come before and cause bodily changes
cannon-bard theory ------ thalamus relays info simultaneously to the cortex and to the sympathetic nervous system, causing emotional feelings and physiological changes to occur at the same time.
facial feedback hypothesis ------ making certain facial expressions will produce the corresponding emotion
display rules ------ culturally specific rules for which emotions to display, to whom, and when
non verbal communication ------ communication involving: movements, gestures, facial expressions, eye contact, use of personal space and touching
paralanguage ------ communication that involves aspects of speech such as rate of talking and tone of voice, but not the words used
memory ------ system or process by which the products or results of learning are stored for future use
nonsense syllables ------ stimuli used to study memory; typically composed of a consonant-vowel-consonant sequence
serial learning ------ learning procedure in which material that has been learned must be repeated in the order in which it was presented; also know as ordered recall
free recall ------ learning procedure in which material that has been learned may be repeated in any order
serial position effect ------ tendency for items at the beginning and end of a list to be learned better than items in the middleex. ABCs
paired-associate learning ------ items to be recalled are learned in pairs. during recall, one member of the pair is presented and the other is to be recalled
recognition test ------ test in which retention is measured by the ability to pick out previously learned items from a list that also contains unfamiliar items
relearning test ------ test of retention that compares the time or trials required to learn material a second time with the time or trials required to learn the material the first time
savings score ------ difference between the time or trials originally required  to learn material and the time or trials required to relearn the material; aka relearning score
encoding ------ first stage of the memory process; info is transformed or coded (a transduction process) into a form that can be processed further and stored
storage ------ 2nd stage of the memory process. info is placed in the memory system. may involve either brief or long-term storages of memory
retrieval ------ 3rd stage of memory process; stored memories are brought into consciousness 
eidetic imagery ------ a form of memory, (photographic). especially vivid visual recollections of material
sensory memory ------ very brief  but extensive memory for sensory events (.5-1 s for visual and 2-3 s for auditory stim) 
short- term memory ------ info held in consciousness for 10-20 seconds
working memory ------ second stage of short term memory; attention and conscious effort are brought to bear on material
long-term memory ------ very large cappacity and capability to store info relatively permanently
maintenance rehearsal ------ rehearsal used when we want to save or maintain info for a specific period of time
elaborative rehearsal ------ rehearsal inwhich meaning is added to the material to be remembered
proactive interference ------ situation in which previously learned info hinders the recall of info learned more recently
retroactive interference ------ situation in which info learned more recently hinders the recall of info learned previously
levels of processing model ------ deeper processing of info increases the likelihood that the info will be recalled
explicit (declarative) memory ------ memories that we are consciously aware of, such as facts or personal events; can be subdivided into semantic and episodic memory
semantic memory ------ memory for general knowledge 
implicit (nondeclarative) memory ------ memories we are not consciouly aware of but can still influence our behavior and mental processes; can be subdivided into priming and procedural memory
tip of the toungue ------ condition of being almost, but not quite, able to remember something; used to investigate the nature of semantic memory
episodic memory ------ memory of one's personal experiences
flashbulb memory ------ very detailed memory of an arousing,surprising, or emotional situation
priming or implicit memory ------ unconsious memory processing in which prior exposure to stim items may aid subsequent learning 
procedural memory ------ memory for making responses and performing skilled actions
semantic network ------ network of related concepts that are linked together
schema ------ grouping or cluster of knowledge about an object or sequence of events
encoding specificity ------ theory stating that the effectiveness of memory retrieval is directly related to the similarity of the cues present when the memory was encoded and when it was retrieved
state-dependent learning ------ theory stating that when we learn something while in a specific physiological state, our recall of that info will be better when we are in the same physiological state
method of loci ------ use of familiar locations as cues to recall items that have been assiciated with them
pegword technique ------ use of familiar words or names as cues to recall items that have been associated with them
acronym ------ a word formed by the initial letters of the items to be remembered 
acrostic ------ a verse or saying in which the first letter(s) of each word stand for a bit of info
anterograde amnesia ------ inability to store new memories after a traumatic event
retrograde amnesia ------ loss of memories that we stored before a traumatic event
consolidation hypothesis ------ hypothesis that memories must be consolidated or set before they can be stored

Side A ------ Side B
learning ------ a relatively permanent change in behavior or the potential to make a response that occurs as a result of experience
classical conditioning ------ learning that occurs when 2 stimuli- a conditioned and an unconditioned stilulus- are paired and become associated with each other
neutral stimulus (NS) ------ stimulus that, before conditioning, does not elicit a particular response
unconditioned stimulus (US) ------ stim that automatically produces a response whithout any previous training
conditioned stim (CS) ------ neutral stim that acquires the ability to elicit a conditioned response after being paired with an unconditioned stim
unconditioned response (UR) ------ reaction that is automatically produced when an unconditioned stim is presented
conditioned response (CR) ------ response elicited by a conditioned stim that has been paired with an unconditioned stim; is similar to the UR
spontaneous recovery ------ reappearance of an extinguished CR after the passage of time
generalization ------ occurrence of responses to stimuli that are similar to a CS
discrimination ------ occurrence of responses only to a specific CS
learned motives ------ motives accquired, usually through classical conditioning
learned goals (incentives) ------ goals/incentives that are learned, usually through classical conditioning
blocking ------ situation in which the conditionability of a CS is weakened when it is paired with a US that has previously been paired with another CS
operant conditioning ------ learning that occurs when the participant must make a response to produce a change in the environment
Law of effect ------ thorndike's view that reinforcers promote learning, while punishers lead to the unlearning of responses
positive reinforcement ------ increases the frequency of a target behavior  (response) that occurs when a behavior is followed by presentation of a positive reinforcer
primary reinforcer ------ stim that has innate reinforcing properties
secondary reinforcer ------ stim that accquires reinforcing properties by being associated with a primary reinforcer
shaping ------ form of operant conditioning in which a desired response is taught by reinforcment of successive responses that more closely resemble the target response
discriminative stim ------ stim or signal telling the participant that responding will be reinforced
punisher ------ stim that produces a decrease in responding; may take form of presentation or termination of a stim
latent learning ------ learning that has occurred but is not demonstrated
insight learning ------ sudden grasp of concept or solution resulting from perceptual restructuring; typically characterized by an immediate change in behavior
motivation ------ physiological and psychological factors that account for the arousal, direction, and persistence of behavior
instincts ------ unlearned species-specific behaviors that are more complex than reflexes and triggered by environmental events called releasing stim
drive ------ internal motivational state created by a physiological need
drive-reduction theory ------ theory that views motivated behaviors as directed toward the reduction of a physiological need
optimum-level theory ------ theory that the body functions best at a specific level of arousal, which varies from individual to another
cognitive dissonance ------ aversive state produced when an individual holds 2 incompatible thoughts or cognitions
hierarchy of needs ------ Maslow's view that basic needs must be satisfied before higher-level needs
pheromones ------ chemical odors emitted by some animals that appear to influence the behavior of members of the same species
achievement ------ manipulation of the environment according to established rules to attain a desired goal
emotion ------ physiological changes and conscious feelings of pleasantness/unpleasantness, aroused by external/internal stimuli, that lead to behavioral reactions
James-Lange theory ------ theory that physiological changes precede and cause emotions
commonsense view of emotions ------ `emotions come before and cause bodily changes
cannon-bard theory ------ thalamus relays info simultaneously to the cortex and to the sympathetic nervous system, causing emotional feelings and physiological changes to occur at the same time.
facial feedback hypothesis ------ making certain facial expressions will produce the corresponding emotion
display rules ------ culturally specific rules for which emotions to display, to whom, and when
non verbal communication ------ communication involving: movements, gestures, facial expressions, eye contact, use of personal space and touching
paralanguage ------ communication that involves aspects of speech such as rate of talking and tone of voice, but not the words used
memory ------ system or process by which the products or results of learning are stored for future use
nonsense syllables ------ stimuli used to study memory; typically composed of a consonant-vowel-consonant sequence
serial learning ------ learning procedure in which material that has been learned must be repeated in the order in which it was presented; also know as ordered recall
free recall ------ learning procedure in which material that has been learned may be repeated in any order
serial position effect ------ tendency for items at the beginning and end of a list to be learned better than items in the middleex. ABCs
paired-associate learning ------ items to be recalled are learned in pairs. during recall, one member of the pair is presented and the other is to be recalled
recognition test ------ test in which retention is measured by the ability to pick out previously learned items from a list that also contains unfamiliar items
relearning test ------ test of retention that compares the time or trials required to learn material a second time with the time or trials required to learn the material the first time
savings score ------ difference between the time or trials originally required  to learn material and the time or trials required to relearn the material; aka relearning score
encoding ------ first stage of the memory process; info is transformed or coded (a transduction process) into a form that can be processed further and stored
storage ------ 2nd stage of the memory process. info is placed in the memory system. may involve either brief or long-term storages of memory
retrieval ------ 3rd stage of memory process; stored memories are brought into consciousness 
eidetic imagery ------ a form of memory, (photographic). especially vivid visual recollections of material
sensory memory ------ very brief  but extensive memory for sensory events (.5-1 s for visual and 2-3 s for auditory stim) 
short- term memory ------ info held in consciousness for 10-20 seconds
working memory ------ second stage of short term memory; attention and conscious effort are brought to bear on material
long-term memory ------ very large cappacity and capability to store info relatively permanently
maintenance rehearsal ------ rehearsal used when we want to save or maintain info for a specific period of time
elaborative rehearsal ------ rehearsal inwhich meaning is added to the material to be remembered
proactive interference ------ situation in which previously learned info hinders the recall of info learned more recently
retroactive interference ------ situation in which info learned more recently hinders the recall of info learned previously
levels of processing model ------ deeper processing of info increases the likelihood that the info will be recalled
explicit (declarative) memory ------ memories that we are consciously aware of, such as facts or personal events; can be subdivided into semantic and episodic memory
semantic memory ------ memory for general knowledge 
implicit (nondeclarative) memory ------ memories we are not consciouly aware of but can still influence our behavior and mental processes; can be subdivided into priming and procedural memory
tip of the toungue ------ condition of being almost, but not quite, able to remember something; used to investigate the nature of semantic memory
episodic memory ------ memory of one's personal experiences
flashbulb memory ------ very detailed memory of an arousing,surprising, or emotional situation
priming or implicit memory ------ unconsious memory processing in which prior exposure to stim items may aid subsequent learning 
procedural memory ------ memory for making responses and performing skilled actions
semantic network ------ network of related concepts that are linked together
schema ------ grouping or cluster of knowledge about an object or sequence of events
encoding specificity ------ theory stating that the effectiveness of memory retrieval is directly related to the similarity of the cues present when the memory was encoded and when it was retrieved
state-dependent learning ------ theory stating that when we learn something while in a specific physiological state, our recall of that info will be better when we are in the same physiological state
method of loci ------ use of familiar locations as cues to recall items that have been assiciated with them
pegword technique ------ use of familiar words or names as cues to recall items that have been associated with them
acronym ------ a word formed by the initial letters of the items to be remembered 
acrostic ------ a verse or saying in which the first letter(s) of each word stand for a bit of info
anterograde amnesia ------ inability to store new memories after a traumatic event
retrograde amnesia ------ loss of memories that we stored before a traumatic event
consolidation hypothesis ------ hypothesis that memories must be consolidated or set before they can be stored