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Psychology 5-6 Part
| Question | Answer |
|---|---|
| Classical conditioning | neutral stimulus is persented shortly before an unconditioned stimulus, naturally bring a unconditioned response |
| Repeated pairs | conditioned stimulus alone comes to elicit the conditioned response. |
| Extinction | conditioned stimulus is persented repeatedly without a unconditioned stimulus, conditioned response disappear. |
| Spantaneous recovery | it can reappear weaker to organism is exposed to conditioned stimulus again after a period rest. |
| Generalization | when organism make conditioned response to stimulus similar to original conditioned stimulus. |
| Discrimintation | Ability to distinguish between similar stimuli |
| Watson theory | fear could be classicalluyconditioned by persenting a white rat to Little Albert along with a loud noise, frightening, conditioning child to fear the white rat. |
| Garcia and Koelling theory | conducted a study in ehich rats form association btw nausea and flavored water ingested several hours earlier. Conditioned stimulus must be exposed shortly befor unconditioned stimulus Animals can biologically association |
| Rescorla theory | critical element in classical conditioning is whether conditioned stimulus provides information that enable the organism to reliably predict occurence of uncoditioned stimulus |
| Types of responses thru classical conditioning | Positive and negative responses |
| Positive and negative responses | responses environmental cues associated with drug use, response to advertusment, and conditioned immune system responses. |
| Throndike | believes that most learning occurs through trial and error. Consequence to response whether tendency respond in the same way in the future will be strengthen or weakened (law of effect. |
| Skinner's operant conditioning | behaviors change as result of consequence |
| Reinforcement | occur when consequences cause behavior to increase, while punishment causes it to decrease. |
| Model | learning by observing the behavior of others |
| Observational learning | consequence of behavior is known as observational learning |
| Information processing approach | uses computer as an analogy to describe human cognition |
| Conceptualize memory | involving processes of encoding, storage, and retrieval. |
| Model proposes that info flows thru | sensory memory, short-term memory, and long-term memory. |
| Sensory memory | holds information coming thru senses for up 2 seconds, just long enough for Nervous system to begin process it. |
| Short term memory aka working mem | holds about 7 (+ or -) unrelated items of info for less 30 sec without rehersal. acts as mental workspace for carrying out mental activites. |
| Subsystem of long term memory | declarative memory, semantic, episodic, and non declarative |
| Declarative memory | holds facts and info, along with personal life experiences |
| Semantic memory | holds facts and info |
| Episodic | holds personal life experience |
| Non declarative | consist of motor skills, conditioned behaviors, and other type of memories that are difficult or impossible to put into verbal form. |
| Methods of measuring retention of info in memory | 1) recall- where info must be supplied with few or no retrival cue. 2).recognition- where info must simply be recog having been encountered with it before. 3). relearning method-time saved |
| serial postion effect | tendency, when recalling a list of items, remember items at the beginning list (primacy effect) and items at end of list (recency effect) |
| state-dependent memory effect | tendency to recall information better if 1 is in same pharmacological or psychgological state as when info was learned |
| Sir Frederick Bartlett's | research demonstrated how reconstructive processing changes memory over time |
| Flashbulb memories | r different from others in that they always include source info is , although source info is subj to reconstruction over time. |
| Autobiographical memories | reconstructed memories include factual, emotional, and interpretive elements. Subject to positive bias. |
| Ebbinghaus (1st experimental study of learning+memory) | invented the nonsense syllable, used relearning method as test of memory and plotted curve of forgetting. Discovered largest amount of forgetting occurs very quickly and tapers off. |
| Encoding failure | happens when an item is perceived as having been forgotten, but it was never stored is memory |
| Decay theory | oldest theory of forgetting, assumes info that has not been retrieved for a long time may face and diappear entirely |
| Interference | occur when info or association stored either before or after a given memory hinder the ability to remember. |
| consolidation failure | from loss of consciousness as new memories begin encoded. |
| Retrieval failure | items are stored in memory, but we are unable to retrieve it. |
| Hippocampus invovled prim | formation of episodic memories, while the rest is involved in forming semantic memories |
| Long-term potential (LTP) | long-lasting increase in efficiency of neural transmission at synpases. Its important bc may be basis for learning and memory at level of neurons. |
| Anterograde amenisa | inability to learn to info |
| Retrograde amenisa | inability to remember specific period of time in past. |
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VPC
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