Learning Exam 3
Quiz yourself by thinking what should be in
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| show | behaviorism, only concerned with stimulus and response, how they are connected and learned, not concerned with the mind and what goes on inside
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| show | Cognitive approach, how mind works
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| Retention | show 🗑
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| Forgetting | show 🗑
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| show | old learning interferes with retention of new learning.
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| show | old learning facilitates the retention of new learning.
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| show | New learning interferes with retention of old learning.
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| show | New learning facilitates the retention of old learning.
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| show | very brief, different memory for each sense
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| show | brief- 30 seconds, limited- 7 +/- 2, takes info from sensory, chunks it, passes to long term
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| show | brief visual memory, quarter to half of a second. light tail.
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| Echoic storage | show 🗑
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| Working memory | show 🗑
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| Flashbulb memory | show 🗑
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| Procedural memory | show 🗑
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| Semantic memory | show 🗑
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| Episodic memory | show 🗑
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| show | unconscious memories
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| Primacy effect | show 🗑
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| Recency effect | show 🗑
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| show | test and study states should match for best memory.
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| show | remember only when in same environment as where learned
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| show | any technique used to remember, including rhyme and acronyms.
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| show | give memory triggers.
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| show | uses spatial relations to remember
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| show | a list of words is learned and associated with numbers, then each word that needs to be memorized is associated with each word and number pair.
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| Keyword system | show 🗑
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| Overlearning | show 🗑
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| Free recall | show 🗑
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| show | if relearning is faster, then have memory for it
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| Recognition | show 🗑
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| Delayed matching to sample | show 🗑
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| Delayed extinction | show 🗑
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| Gradient degradation | show 🗑
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| Paired associates | show 🗑
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| Reminiscence | show 🗑
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| What are the major premises of behaviorism? How are these different from cognitive psychology? | show 🗑
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| show | Measure the response (usually a class of behaviors not a specific response--e.g., whatever it takes to press a bar). Specify the setting (what stimuli are the organisms responding to?). Identify the reinforcers and punishers that control behavior.
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| show | Identify important environmental conditions.
Observe changes in behavior. Infer the mental processes required to explain the behavior
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| show | They both identify environmental conditions and observe behavior, but cognitive infers mental processes and behaviorism does not.
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| show | input/stimulus, sensory memory, short-term memory, encoding.
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| show | input/stimulus, search/compare, decision, output/response.
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| show | The difference in memory starts small and increases exponentially.
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| show | There is a difference but effects diminish after time.
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| show | Acquisition, retention, retrieval.
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| What are the three types of memory systems? | show 🗑
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| What are the major reasons why memories fail? | show 🗑
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| What are the principle features of short-term memory (STM)? | show 🗑
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| What are the main differences between the four types of long-term memory (LTM)? | show 🗑
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| How do researchers explain the primacy effect in serial learning? | show 🗑
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| show | Last information still in short term memory, no retroactive interference.
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| Identify and explain seven ways to improve memory. | show 🗑
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| Modeling (Imitation) | show 🗑
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| show | Learning by watching a model get reinforced or punished. Learning can occur with or without copying the model
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| show | external motivation (money reward, social needs)
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| intrinsic reward: | show 🗑
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| Overjustification effect | show 🗑
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| show | self-doubt, apathy, due to past failures
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| Self reinforcement | show 🗑
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| Self efficacy | show 🗑
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| show | balance social relations. eg return favors (quid pro quo).
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| Rule of commitment | show 🗑
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| Door in the face effect | show 🗑
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| Foot in the door effect | show 🗑
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| show | make decisions based on how events are presented.
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| show | Decisions based on what first comes to mind
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| Illusory correlation | show 🗑
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| Hindsight | show 🗑
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| Latent learning | show 🗑
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| show | self-awareness of internal processes that helps a person plan, monitor, control learning environment
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| What three entities (abbreviated P, E, and B) form the foundation for social learning? | show 🗑
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| show | A person can perform the same
action as another (via modeling or imitation) without necessarily learning from the model (e.g., a child imitates his big brother despite the fact that the brother is punished for the action).
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| show | A person can learn from a model without performing (imitating) the behavior (e.g., a parent raises her kids directly contrary to how she was raised).
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| show | We learn a general rule that modeling is good, even when in a particular case we don’t see the benefits (e.g., people looking up from the sidewalk, children imitating their parents).
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| show | observer does not need to see the shock, only the model’s fear, in order to create conditioned fear response to CS. Does not demonstrate vicarious classical conditioning, just simple conditioning.
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| What are some examples of vicarious operant conditioning? | show 🗑
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| show | Attention, Retention, Production, attributes, Motivation
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| show | set hard, reachable goals; set specific, not general goals; commit yourself to the goals; seek feedback and rewards from others and yourself
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physical restraint, distancing, distraction, satiation (prevent overeating by eating snack before), recruit the help of others, monitor behavior (weigh self frequently)
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| show | memory, abstract reasoning, critical judgment,
language representation, spatial representation, conceptual/analytical thought, creative thinking, problem solving
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| Lateral thinking: | show 🗑
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| show | scrambled letters, have to order properly to create word
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| show | set of procedures that will guarantee solution to problem
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| show | solution applied that won’t guarantee right answer but provides short cut that is likely to lead to answer
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| Functional fixedness | show 🗑
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| Problem solving set: | show 🗑
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| Satisficing | show 🗑
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| show | At beginning of problem, do usual behaviors, problem answer not most likely, but as usual behaviors are not reinforced and the problem answer is, that behavior becomes most likely.
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| show | Come up with solution just by thinking about it, perceiving problem in new way
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| Perceptual restructuring | show 🗑
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| Goal direction | show 🗑
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| Search-scan scheme | show 🗑
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| show | Break problem into sub-goals (sub-problem) then solve each sub-goal (e.g., travel plans).
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| Working backwards | show 🗑
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| Planning process | show 🗑
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| show | language symbols, images, prototypes
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| Creative fluency | show 🗑
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| Creative flexibility | show 🗑
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| Originality | show 🗑
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| Pragmatic creativity | show 🗑
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| show | ideas branch off, can come up with many. (unusual uses)
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| show | take many things and put together into one new thing. (remote associates)
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| show | Identify the relevant features or dimensions (e.g., classical conditioning has CS, UCS, reflex responses; cars are big, have wheels, move).
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| show | Discover how attributes are combined
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| Affirmation rule | show 🗑
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| show | Concept has two or more attributes and all must be present (e.g., Car = big and wheels and doors and moves; Women = adult and female).
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| Disjunction rule | show 🗑
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| show | Concept has two or more attributes defined by conditional “if then” rule (e.g., Speed Zone = If sign is posted, then drive below posted speed; if no sign is posted, then drive at
25 MPH)
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| Reversal shift | show 🗑
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| show | change dimension. only learn 2 new things(avoid black, approach white- switch to avoid squares, approach circles)
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| Preparation | show 🗑
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| show | Generation of possible solutions, devising a solution plan
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| Judgement | show 🗑
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| show | Temporary withdrawal from problem
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| What are the four stages of problem solving? | show 🗑
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| Which one is usually the most important? Which one is often not necessary? | show 🗑
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| show | A concept is a class of stimuli sharing common attributes combined by a set of rules (graduation requirements, traffic laws, course concepts)
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| show | A concept is a loosely defined set of stimuli defined by prototypal examples (animals, love)
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| show | Reinforcement of relevant attributes (S) strengthens the common response (R)--e.g., chew on stimuli that look like “rawhide toy.” Non-Reinforcement (extinction) or punishment of irrelevant attributes weakens common response-dont chew “slippers”
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| show | Connection between physical stimulus (S) and overt (observable) response (R) is bridged by an internal (not observable) mental event (m)
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| show | Symbolic thought (language symbols, images, prototypes) Reversible thought (conservation problems, using hierarchies) Abstract thought (hypotheses testing, hypothetical reasoning)
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| What is the “solution shift” experiment? What did it aim to prove? | show 🗑
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| What prediction does behavioral theory make regarding the ease or difficulty of a reversal shift versus an extradimensional shift when classifying geometric patterns? | show 🗑
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| What prediction does cognitive theory make regarding the ease or difficulty of a reversal shift versus an extradimensional shift when classifying geometric patterns? | show 🗑
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| show | sounds of spoken language
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| show | single syllable sounds
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| show | Meaningful sounds/units of language, mostly words but also prefixes and suffixes
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| show | how words are combined into sentences. Grammar is proper syntax.
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| show | Differentiate between nouns and verbs.
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| show | meaning behind what is said.
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| show | learn subtle differences between words. such as red and yellow, vs light red and green-yellow.
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| show | Way language is used in everyday life. eg don’t monopolize conversation, don’t give too much or too little information,
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| Cooing | show 🗑
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| Babbling | show 🗑
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| Echolalic speech | show 🗑
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| Holophrastic speech | show 🗑
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| Telegraphic speech | show 🗑
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| show | basic features that exist in all languages, subject-verb, consonant-vowel
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| show | birth to 8 or 9, children quickly learn language.
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| Hemispheric specialization | show 🗑
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| show | speech production
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| Wernicke’s area | show 🗑
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| show | child tries to understand world with sensory and motor
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| show | object permanence. simple classification.
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| Concrete operational thought | show 🗑
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| Formal thought | show 🗑
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| Identify and explain five problems with a behavioral explanation of language learning. | show 🗑
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| What are the basic processes that underlie the theory that language is based on a biological adaptation? | show 🗑
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| What is the main evidence used to support the view that language learning is based on a biological adaptation? | show 🗑
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| What are the principal arguments used to support the cognitive theory of language learning? | show 🗑
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| show | Cognitive and linguistic development run on separate timetables. Children have difficulty acquiring language past a critical stage, but normal intelligence. Cognitive mechanisms are not so powerful to acquire language as fast as they do.
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| show | Apes can express themselves symbolically, can invent new signs. Not clear if use syntax. follow rules of grammar, or simply respond to subtle reinforcers and imitate their human teachers? Apes seem to master language at the level of a 2-3 year old child
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| Evolution | show 🗑
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| Teleology | show 🗑
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| show | Changes in the environment/genes make certain characteristics more or less useful for survival. Genes that produce useful characteristics for a given environment are more likely to be passed on to future generations of the species (does not imply purpose)
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| Ontogeny | show 🗑
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| Instinctive drift | show 🗑
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| show | period in which animals form attachments. learn the behaviors of their species
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| show | Neurotoxins (substances that damage nerve tissue) in the mother can be passed to the fetus and produce a child with learning deficits. Disease and malnutrition during fetal development can reduce learning ability.
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| show | Neurotoxins can retard learning ability after birth (e.g., lead). Head injuries can retard learning ability after birth (e.g., violent shaking)
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| Early protohumans (e.g., Australopithecus afarensis) | show 🗑
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| Later species (e.g., Homo habilis and Homo erectus) | show 🗑
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| Modern humans (Homo sapiens) | show 🗑
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| show | Bipedalism (walking upright) freed the hands for tool use. Enlarged brain areas that serve speech also serve manual dexterity. Speech used to instruct others in tool making and use. Speech freed hands during tool making and use.
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| show | Specialization of vocalizations: hunting and tool use required speech sounds (talk in dark, free hands)
Vocalizations with gestures and contextual cues Development of syntactical elements (e.g., nouns, verbs)
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| proto-dog | show 🗑
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| show | genetic predisposition to learning (ex. rats will never eat something again if it made them sick, are prepared to avoid it)
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| Flight distance | show 🗑
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| What can humans do that other animals cannot? | show 🗑
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| show | You can train animals to become domestic through generations.
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| How did the wolf evolve into the modern dog according to evolutionary scientists? | show 🗑
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| How does evolution theory explain the human penchant for myth, ritual, and religion? | show 🗑
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