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Learning Exam #2
| Question | Answer |
|---|---|
| Behaviorism | Overt measureable behaviors lead to overt mental activities. (continguity, operant conditioning, classical conditioning) |
| Conditioning Phenomenon that are not explained by classical or operant conditioning | Taste Aversion Blocking |
| Taste Aversion | A marked dislike pertaining a food involving an unavoidable physical reaction. |
| Bio Importance of Taste Aversion | Powerful, develops quickly can only take a single time |
| Latent Inhibition | a predisposure to inconsequential stimuli which is neither reinforced or punished but will lessen the likelihood that future associations will form between that stimulus and negative outcomes. Can be used with fatigue technique |
| Characteristics of Taste Aversion | Is not repeated Is a single exposure Not continuous Can take long delays then get sick |
| Blocking | Cannot classical condition any stimulus, there seems to be limits on this. |
| Rescorla Wagner Model | Mathematical model to explain blocking |
| Biological explanation of Wagner Model | animals only need to remember most reliably stimuli. |
| Darwin's Theory | Individuals of a species vary Some of this varience is genetic Among individuals there is competition for resources natural selection |
| Theory of Natural Selection | Evolutionary process of natural selection leads to survival of variations with the highest degree of fitness, and the elimination of those that have less desirable consequences like conditioning. |
| Conditioning | Survival or death of responses. |
| Evolutionary Psychologist | Helps explain taste aversion. People who studying psychology from an evolutionary perspective. |
| Phenomena that support the Evolutionary Psychologist | Autoshaping Instinctive Drift |
| Auto Shaping | Learning association between the UR b/c of continguity and then UR can then be used as an reinforcer. |
| Instinctive Drift | Competition between a biologically based behavior and a learned response. |
| Neurons | are basic cells of the nervous system` |
| What Can Brain Techniques do? | Brain injuries demonstrate that diff. brain regions have specific functions Can study humans who have accidents Brain Ablation Stimulation(electrical or chemical) EEG PET MRI fMRI MEG |
| Brain injuries | people who have been in accidents can go inside brain and look at different parts of performance that have been impaired |
| Experimental Ablation | Go in and surgically remove a piece of the brain |
| Stimulate diff. parts of the brain using electrodes allows for? | researchers to to the effects of diff. parts of the brain on cognitive tasks |
| EEG | Sleep patients measures electrical activity at the surface of the skull.(non invasive) can be done while person is sleep. |
| PET | Inject radioactive tracer into the blood to look at the distribution of blood through out the brain. |
| fMRI | Looks at the magnetic properties in your blood to provide brain imaging. (no injections) |
| MEG | Similar to EEG looks at magnetic activity at the surface of the skull. |
| Law of Pragnanz | Every stimulus pattern is seen so the resulting structure is as simple as possible. |
| Principle of Closure | The tendency/ act of completing a pattern or problem. |
| Principles of Continguity | Lines tend to be seen as following the smoothest path. Objects overlapped by other objects are percieved as continuing behind the overlapping object. |
| Principles of Similarity | objects that are similar tend to be perceived as related. |
| Principles of Proximity | Elements tend to be group by their nearness. |
| Cognitivism | more complex thought process that must be going on that is not reflective of behvior.(approach to the theory of learning concerned with intellectual events). |
| 4 Differences between behaviorism and cognitivism | Higher Mental functioning shift to human research study mental processes more specific/focused |
| Goal of Cognitivism | mental representation and imagery |
| Other main beliefs of Cognitivism | Current learning builds on previous learning, shapes how we learn new information. Learning involves new information processing an active learner is involved in info processing. Meaning depends on relationship among the concepts. how you relate kno |
| Jerome Bruner | Cognitive Psychology - human taste for knowledge and info. 1. feels development of knowledge is similar to evolution of man. 2. Learning and perception helps us make sense and organize information of the world. |
| How does our brain and intelligence work? | Brains leads to development of language and culture. Transmitting language and symbols to each other is a product of the brain. |
| Stages of the development of representation children | 1.enactive representation 2. iconic representation 3.symbolic representation |
| Enactive Representation | Represent objects through physical interactions. |
| Iconic Representation | Use of mental images that represent previously seen physical images.(very conccrete only what you have seen) |
| Symbolic representation | arbritrary representation |
| Critical Attributes | characteristics/properties of objects that help distinguish it from others. |
Created by:
astoakley
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