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Psyc 209- Test #3 UL
| Term | Definition |
|---|---|
| Learning | a relatively permanent change resulting from experience and reflected in changed behavior |
| associative and cognitive learning | two types of learning |
| associative learning | all about associations between stimuli; basically all living beings that have brains can learn through associative learning |
| cognitive learning | higher order process learning; knowing, understanding, participating, etc. |
| 1) responses: observable behavior(cause and effect); 2) Antecedents: things that come before, things that recede; 3) Consequences: things that come after. | Associative learning is based on 3 things |
| conditioning | Type of associative learning |
| classical and operant conditioning | two types of conditioning |
| conditioning | systematic procedure through which associations and responses to specific stimuli are internalized (learned) |
| classical conditioning | some kind of stimulus that causes an innate reflex that stimulus associated with a neutral stimulus, we pair the two stimulus' together over time and that stimulus gets the power to elicit the same response |
| classical conditioning | its focus is on what happens before the response |
| Ivan Pavlov | Russian psychologist and physician who noticed dog salivated in absence of food |
| UCS: Unconditioned Stimulus | the stimulus that elicits an unconditioned response-- food |
| UCR: Unconditioned Response | response elicited by an unconditioned stimulus without prior learning--salivation |
| CS: Conditioned Stimulus | previously neutral stimulus that comes to elicit the conditioned response-- bell |
| CR: Conditioned Response | response elicited by a previously neutral stimulus that has become associated with the unconditioned stimulus |
| Aquisition | the period in the conditioned where you are pairing the unconditioned stimulus with the neutral stimulus |
| higher order conditioning | adding another piece to the learning process, adding another neutral stimulus to teach a conditioned stimulus, the conditioned stimulus now becomes the unconditioned stimulus |
| John B. Watson | American psychologist who studied sensory input and bird behavior; responsible for experiment with Little Albert |
| vicarious classical conditioning | we observe others traumatic experiences with things and we begin to develop a fear of that same thing |
| Key variable of classical conditioning | The Strength of the US must be strong enough to elicit the UR |
| Key variable of classical conditioning | timing of the neutral + US pairing must be close enough to build the association, 1/2 second optimum time to show relation |
| Key variable of classical conditioning | frequency of the neutral + US pairing, one time is not enough, one must logically predict the other ( one exception: chemotherapy) |
| Memory | Information processing system that works constructively to encode, store, and retrieve information |
| cognitive system of memory | processes, encodes and stores information for retrieval |
| Systematic changes of memory are involved in actually remembering stuff | |
| information in which attention is focused, information in which we are interested, information that arouses us emotionally, info that fits with our previous experiences and info that we rehearse | memory works well with: |
| encoding, storage, access & retrieval | Memory's three basic tasks: |
| Encoding | process of organizing sensory info so the nervous system can use it. Levels of processing: DEEP ( deep encoding), better memory, pay more attention, pneumonic device. |
| Encoding | through the process of, we are Taking light waves and turning them into information that the brain can understand |
| Storage | involves retention of encoded material over time |
| Storage | In order for information to get stored, it has to pass from sensory membrane through working membrane to long term membrane or you wont remember it |
| Memory storage: sensory memory | provides a brief storage of sensory material;Holding onto an exact copy of what you just saw or what you just heard, only holds onto information for a tiny amount of time |
| Storage: short term memory | Preserves recently perceived events or experiences for less than a minute without rehearsal;Once you start actively working with information it goes into special part of your brain called working memory |
| selective attention | piece of memory system to decide what is important enough to move into your STM |
| working memory | information is stored for about 20-30 seconds, rehearsal leads to longer duration, the more you rehearse it the longer you can keep it |
| working memory | capacity of the "magic number" --> 7~ George Miller; can remember 5-9 items (7 +/- 2) |
| chunking in working memory | organizing pieces of information together into a smaller number of meaningful units |
| maintenance and elaborative rehearsal | two types of rehearsal in working memory |
| maintenance rehearsal | process in which information is repeated or reviewed to keep it from fading while in working memory |
| elaborative rehearsal | process in which information is actively reviewed and related to information already in the long term memory |
| Long term memory | stores material organized according to meaning |
| constructing memories in Long term memory | loftus and Palmer's eye-witness study: car accident with false memories and pseudo-memories |
| constructive processing | reorganizing or updating memories by filling in gaps using logic, guessing, or new information |
| Network Model | model of memory that is based on organized systems of connections/linked information |
| Redintergration | process by which memories are reconstructed or expanded by starting with one memory and then following chains or association to other, related memories |
| Declarative and Procedural memory | two types of memory in Long term memory |
| semantic and episodic memory | two types of declarative memories |
| semantic memory | includes memory for language, facts, general knowledge |
| episodic memory | includes memory for events, persona experiences |
| procedural memory | includes memory for motor skills, operant and classical conditioning |
| Access and Retrieval | Involves the location and recovery of information from memory; actually using the information |
| Whether memories are implicit or explicit, successful retrieval depends on how they were encoded and how they are cued. | How do we retrieve memory? |
| Recall | to supple or reproduce memorized information with a minimum of external cues; kind of like fill in the blank testing, reproducing information and putting it in the blank |
| serial position effect | position of each item in the list on your ability to recall each item |
| primary and recency effect | two parts of serial position effect |
| primary effect | ability to generally remember the stuff that came first |
| recency effect | ability to generally remember the stuff that came most recent or last |
| recognition | ability to correctly identify previously learned material, usually superior to recall; we are better at reproducing by seeing, way better than recall |
| relearning | learning again; learning faster in relearning is called saving score |
| emotion | flashbulb memory; because of some type of tragedy, we remember information, like 9/11 |
| the amygdala is lighting up during flashbulb memory. The limbic system firing can cause flashbacks | |
| state dependent learning | return to the same psychological state you were in when you learned the information such as chewing gum while studying/chewing gum while taking a test |
| explicit memories | based on past experiences and consciously brought to mind |
| implicit memories | lie outside of our awareness yet still influence your behavior |
| priming | facilitating the retrieval of an implicit memory by using cues to activate hidden memories |
| Forgetting | most forgetting happens right after memorization |
| Forgetting | Ebbinghaus: wanted to test memory, tested his own memory by memorizing random syllables (no meaning attached to them) after he memorized them, he tested himself routinely, 30 minutes later up to a month later. This was called curve of forgetting. |
| Decay | loss of memory due to time and disuse; use it, apply it, making connections, rehearse it. |
| Interference | new memories make it harder to get to old memories or old memories make it harder to get to new memories |
| retroactive and proactive | two types of interference |
| retroactive | when new memories interfere with old memories |
| proactive | when old memories interfere with new memories |
| cue-dependent forgetting | insufficient retrieval cues to "rekindle" information; deja vu. |
| retrograde amnesia | forgetting the stuff that occurred before the injury or trauma |
| anterograde amnesia | forgetting events that follow an injury or trauma |
| stimulus generalization | the tendency to respond to stimuli similar to, but not identical to a conditioned stimulus |
| stimulus discrimination | the learned ability to respond differently to similar stimuli |
| extinction | the weakening of a conditioned response through the removal of reinforcement |
| spontaneous recovery | the reappearance of a learned response after its apparent extinction |
| law of effect | the probability of a response is altered by the effect it has; more likely to keep tell a joke if people laugh. |
| positive reinforcement | occurs when a response is followed by a reward or other positive event |
| negative reinforcement | occurs when a response is followed by an end to discomfort or by the removal of an unpleasant event |
| punishment | any event that follows a response and decreases the likelihood of occurring again. |
| primary reinforcer | nonlearned reinforcers usually those that satisfy physiological needs |
| secondary reinforcer | a learned reinforcer; often one that gains reinforcing properties by association with a primary reinforcer |
| token reinforcer | a tangible secondary reinforcer such as money, gold stars, poker chips |
| social reinforcer | reinforcement based on receiving attention, approval, or affection from another person |
| shaping | gradually molding responses to a final desired pattern |
| schedule of reinforcement | a rule or plan for determining which responses will be reinforced |
| fixed ratio schedule (FR) | a set number of correct responses must be made to get a reinforcer. For example, a reinforcer is given for every four correct responses |
| variable ratio schedule (VR) | a varied number of correct responses must be made to get a reinforcer. For ex, a reinforcer is given after three to seven correct responses, the actual number changes randomly |
| fixed interval schedule (FI) | a reinforcer is given only when a correct response is made after a set amount of time has passed since the last reinforced response. Responses made during the time interval are not reinforced. |
| Variable Interval Schedule (VI) | a reinforcer is given for the first correct response made after a varied amount of time has passed since the last reinforced response. Responses are made during the time interval are not reinforced. |
| positive punishment | aversive(we don’t like it) stimulus is added after some response intending to decrease the probability of that response happening again. – spanking, |
| negative punishment | attractive stimulus remove (something attractive) after a response intending to decrease the probability of that response happening again– taking away cellphone for bad grades |
| -punishment you are decreasing the likelihood of the behavior happening again -reinforcement you’re increasing likelihood of that behavior happening again | How does punishment differ from negative reinforcement? |
| insight learning | problem solving occurs by suddenly perceiving new forms or relationships– Kohler |
Created by:
AMarcello
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