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Psychology
Ch 5 Learning
| Term | Definition |
|---|---|
| learning | a systematic, relatively permanent change in behavior that occurs through experience. |
| behaviorism | theory of learning that focuses on observable behaviors. |
| associative learning | when we make a connection, or an association between two events |
| conditioning | process of learning the associations between |
| classical conditioning | learn association between two stimuli learns to anticipate events involves automatic response to a stimulus |
| operant conditioning | form of associative learning in which the concequences of a behavior change the probability of the behaviors occurence |
| observational learning | aka imitation/modeling; when a person observes and imitates another's behavior relies on mental processes |
| reflexes | automatic stimulus-response connections |
| unconditioned stimulus (US) | stimulus that produces a response without prior learning; involuntary response |
| conditioned stimulus (CS) | previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus |
| unconditioned response (UR) | unlearned reaction that is automatically elicited by the US |
| conditioned response (CR) | learned response to the conditioned stimulus that occurs after the CS-US pairing |
| counterconditioning | is a classical conditioning procedure for weakening a conditioned response by associating the fear-provoking stimulus with a new response that is incompatible with the fear |
| thorndike's law of effect | states that behaviors followed by satisfying outcomes are strengthened and behaviors followed by frustrating outcomes are weakened |
| shaping | rewarding successive approximations of a desired behavior |
| postive reinforcement | the frequency of a behavior increases bc it is followed by the presentation of something that increases the likelihood the behavior will be repeated |
| negative reinforcement | the frequency of a behavior increases because it is followed by the removal of something |
| avoidance learning | occurs when the organism learns that by making a particular response a negative stimulus can be altogether avoided |
| learned helplessness | organism exposed to uncontrollable aversive stimuli learns that it has no control over negative outcomes |
| generalization | exhibiting learning that occured in one setting in a variety of other similar settings |
| discrimination | responding appropriately to stimuli that signal that a behavior will or will not be reinforced |
| extinction | when a behavior is no longer reinforced and decreases in frequency |
| schedules of reinforcement | fixed ratio, variable ratio, fixed interval and variable interval |
| ratio schedules | rely on number of behaviors that must be performed prior to reward |
| interval schedules | based on the amount of time that must pass before a behavior before a behavior is rewarded |
| fixed schedule | number of behaviors or the amount of time that must pass before the reward is always the same |
| variable schedule | required number of behaviors or the amount of time that must pass before the reward is unpredictable from the perspective of the learner |
| 4 main processes of behavioral learning are | attention, retention, motor reproduction and reinforcement |
| memory | retention of information |
| processes of memory | encoding, storage and retrieval |
| encoding | process by which information gets into memory storage |
| selective attention | focusing on a specific aspect of experience while ignoring others |
| divided attention | concentrating on more than one activity at the same time |
| sustained attention | ability to maintain attention to a selected stimulus for a prolonged period of time |
| executive attention | involves planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances |
| t/f behavior modification is the use of operant conditioning to change human behavior by analyzing and adjusting the rewards and punishments in a particular setting | true |
| levels of processing | continuum from shallow to intermediate to deep, with deeper producing better memory |
| elaborating | formation of a number of different connections around a stimulus at any given level of memory encoding |
| sensory memory | time frames of a fraction of a second to several seconds |
| short term memory | time frames up to 30 seconds |
| long term memory | time frames up to a lifetime |
| chunking memory | grouping or chunking information |
| episodic memory | retention on information about the where when and what of lifes happening |
| semantic memory | persons knowledge about the world |
| explicit memory | aka declarative memory consist of episodic and semantic memory remmebers who what when were |
| implicit memory | non declarative memory consist of procedural memory, priming and classical conditioning |
| procedural memory | implicit memory process that involves memory for skills |
| priming | activation of memory that people already have in storage to help them remember new information |
| schema | preexisting mental framework that helps people to organize and interpret information |
| connectionism | parallel distributed processing PDP; the theory that memory is stored throughout the brain in connections among neurons |
| flashbub memoery | memory of emotionally significant events that people often recall with more accuracy and vivid imagery than everyday events |
| Ivan Pavlov | russian physiologist (studies the body) who discovered classical conditioning through his work on digestion in dogs |
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