Psychology 104 > 6 > Flashcards

6 Flashcards

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1
Q

Learning

A

Change in an organisms behaviour/thought as a result of experience

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2
Q

Habituation

A

Stop responding to stimulus overtime

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3
Q

Sensitization

A

Increasing in responding overtime

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4
Q

Learning via association

A

Simple associations provide the mental building blocks of more complex ideas

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5
Q

Pavlonian conditioning

A

Respond to previously neutral stimulus which has been paired with another stimulus that elicits an automatic response

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6
Q

Classical conditioning Model

A

NS + UCS ——- CS

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7
Q

5 components to classical conditioning

A

NS
UCR
UCS
CS
CR

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8
Q

Acquisition

A

Phase during which a CR is established

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9
Q

Extinction

A

Reduction of the CR after the CS is presented repeatedly without the UCS

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10
Q

Spontaneous recovery

A

CR returns after time has passed

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11
Q

Renewal

A

CR returns in a novel setting different from the one in which the response was acquired/extinguished

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12
Q

Stimulus generalization

A

Similar CSs elicit same CR

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13
Q

Stimulus discrimination

A

Exhibit CR to certain stimuli, not similar others

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14
Q

Higher order conditioning

A

Developing CR to a CS that is linked to another CS
- CR becomes weaker the further from original CS

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15
Q

Conditioned compensatory response

A
  • CR that is the opposite of the UCR and serves to compensate for the UCR
    Eg) opposite reaction before taking drugs
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16
Q

Fetishism

A

Sexual attraction to non-living things
- partly due to CC
- been trained in animals

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17
Q

Condition compensatory response

A

CR that is the opposite of the UCR and serves to compensate for the UCR
Eg) opposite reaction before taking drugs

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18
Q

Fetishism

A

Sexual attraction to non-living things
- partly due to CC
- been trained in animals

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19
Q

Operant conditioning

A

Organisms gets something based on its actions

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20
Q

The Law of Effect

A

Rewarded for response- we are most likely to do that response again
- contrasts insight hypothesis

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21
Q

Insight hypothesis

A

Performance only chances once an organism “grasps” the underlying nature of the problem

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22
Q

BF skinner

A

Designed Skinner box to more effectively record operant behaviour unsupervised

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23
Q

Reinforcers

A

Outcomes that strengthen probability of a response
- Positive or negative

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24
Q

Positive/negative in Psyc

A

Positive- giving a stimulus
Negative- taking away stimulus

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25
Punishment
Any outcome that weakens the probability of a response - positive or negative
26
Discrimination stimulus
Signals the presence of reinforcement
27
Continuous reinforcement
Response is rewarded every time
28
Partial reinforcement
Occurs when we reinforce response only some of the time - more resistant to extinction
29
Fixed ratio
Response after specific number of response
30
Variable ratio
Response after an average number of responses
31
Fixed interval
Response after specific amount of time
32
Variable interval
Response after an average amount of time
33
Primary reinforcers
Direct reward/punishment - sugar, pain, sex
34
Secondary reinforcers
Associated with primary - money
35
Radical behaviourism
Thinking does not play much a role in learning - emotion and thinking are covert behaviours
36
SR vs SOR
Stimulus response Stimulus organism response- way an organism responds to stimulus depends on how that organism interprets stimuli
37
Latent learning
Not directly obersable learning - implies reinforcement is not necessary for learning - development of cognitive maps
38
Observational learning
Learning by watching others - no trial and error
39
Mirror neuron
Become activated when an animal observes/performs an action - may play a role in observational learning+empathy
40
Insight learning
Koehlers chimpanzees and aha moment - humans and some animals may gain insight
41
Conditioned taste aversion
- develops only after 1 trial - long delay - little generalization
42
Preparedness
Certain stimuli cause phobias
43
Instinctive drift
Tendency for animals to return to inhale behaviours following repeated reinforcement
44
Learning Fads
- Sleep assisted learning - accelerated learning - discovery learning No more effective than traditional learning- direct instruction is almost always better Tailoring teaching to people’s learning style does not results in improved learning
45
Reconstructed memory
- we actively reconstruct memories, not passively recall them
46
3 types of memory
1. Sensory 2. Short term 3. Long term
47
Sensory memory
Each sense has its own form Iconic memory- visual stimuli Echoic memory- auditory stimuli
48
Short term memory
- limited duration(5-20) - lose infor to 2 different processes • decay- fades overtime •interference- loss of info due to competition with other info Span- 7 +- 2
49
Chunking
Extend short term memory by sorting into smaller pieces
50
Rehearsal
Extents the duration of STM
51
Maintenance rehearsal
Rehearsing the stimuli in the same form
52
Elaborative rehearsal
Link stimuli to each other in a meaningful way - usually more effective
53
Levels of processing model
Ability to recall info is related to how deeply we process that information
54
3 levels of processing
Visual, phonological, semantic | shallow —> deep |
55
Long term memory
- enduring storage of information - decades to a lifetime(permastore) - facts, skills, experiences that we use developed over time
56
Encoding
Getting info into memory
57
Mnemonic
Using rhymes Songs or music Methods of Loci
58
Storage
Keeping information in memory
59
Schema
Organized knowledge structures or mental models that we’ve stored in memory - used to “fill in gaps”
60
Retrieval
Reactivation/reconstruction of experiences from our memory - uses retrieval cues - uses 3r’s
61
3r’s
Recall: generate previously remembered info Recognition: selecting previously remembers info from array of options Relearning: require something learned before much faster
62
Tip of the tongue phenomenon
- retirb where we are sure of info but can’t remember what that info is - often retrieved by a related cue
63
Distributed practice
Small increments over large amount of time - effective
64
Mass Practice
Large increments over a brief amount of time
65
Encoding specificity
- more likely to recall info, if conditioned are matched Eg) test+ training are matched= better results
66
2 kinds of dependence
1) context-dependence - how world is around you 2)state-dependence - what state you are in
67
Long term potentiation
- gradual strengthening of the connections among neurons from repetitive stimulation
68
Amnesia
- Often follows injury 2 kinds - retrograde- loss of past memories - anterograde- loss of ability to make new memories
69
H.M
Had radical surgery to treat severe epilepsy - removed parts of temporal+ hippocampi Mild retrograde amnesia but severe anterograde amnesia - couldn’t learn new episodic/semantic information but could learn some skills
70
Clive wearing
- hippocampi destroyed by a virus- complete anterograde amnesia - still priming effects
71
Importance of hippocampus
Crucial to explicit memory storage but leaves implicit memory
72
Emotional memory
Amygdala and hippocampus interact to give us emotional memories Amygdala- helps recall emotions associated with fearful events Hippocampus- helps recall events themselves
73
Erasing memories
Treatment to affect the emotional value of the memory
74
Memory overtime
- changes as we age, but shows some basic processes throughout life - children memory increase with sophistication- increases with age(until 12) along with conceptual understanding
75
Meta memory skills
Judgemental concepts about own memory
76
Infantile amnesia
- inability to retrieve accurate memories acquired before the ages of 2-3 years - hippocampus is only partially developed in infants - no evidence to beat this limitation
77
Flashbulb memories
- emotional memories that are vivid and feel exceptionally detailed - accuracy declines over time
78
Imagination inflation
Imagining an event inflates confidence in the likelihood that the event occurred
79
Source monitory confusion
- lack of clarity about tue origins of a memory - causes memory illusion including cryptomnesia
80
Suggestive memory techniques
Procedure that encourages patients to recall memories that may/may not have happened
81
Misinformation effect
Creation of fictitious memories by providing misleading info about the event Lost in the mall Impossible/ implausible events
Psychology 104
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