Lifespan Development > Learning + Memory / Conditioning > Flashcards

Learning + Memory / Conditioning Flashcards

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1
Q

UCS (unconditioned stimulus) leads to

A

UCR

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2
Q

NS stands for

A

Neutral Stimulus

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3
Q

Something that happens without any learning is called _____.

A

Unconditioned Response (UCR)

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4
Q

NS + UCS leads to

A

CS (the NS becomes the CS)

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5
Q

CS leads to

A

CR

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6
Q

Elimination of conditioned response is referred to as ________

A

Extinction

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7
Q

Conditioned responses reignited much faster after a period of extinction is called ________

A

Spontaneous Recovery

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8
Q

Associating things that are similar to the conditioned stimulus which then trigger the conditioned response just like the CS is called ________

A

Generalization

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9
Q

An ability to distinguish between a conditioned stimulus (CS) and other, similar stimuli that don’t signal an unconditioned stimulus is referred to as ________

A

Discrimination

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10
Q

T or F?

Biology makes a difference in classical conditioning.

A

True

Fear of an animal vs an inanimate object

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11
Q

Unfamiliar taste followed by delayed illness results in:

A

avoidance

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12
Q

Familiar taste & unfamiliar shape followed by delayed illness results in:

A

no avoidance

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13
Q

Behaviors are selected by their consequences. Behaviors that have good consequences are repeated. Behaviors that have bad consequences are not repeated.

A

Thorndike’s Law of effect

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14
Q

The Dangers of Punishment

A
  • Reinforcing to the punisher
  • Generalized inhibiting effect
  • We dislike the punisher

What about teaching?

  • The criticism trap
  • The use of aversives
  • B. F. Skinner’s view: Positively reinforce desired behaviors; punishment last resort.
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15
Q

B. F. Skinner’s view on reinforcement/punishment

A

Positively reinforce desired behaviors; punishment last resort.

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16
Q

T or F?

physical discipline was positively related to externalizing behaviors for white children, but not black children

A

True

Why?
Warmth might be a protective factor

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17
Q

Lower SES: use more ____ discipline strategies.

A

harsh

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18
Q

T or F?

Higher SES: more restrictive and controlling in their parenting behavior.

A

False

Higher SES: LESS restrictive and controlling in their parenting behavior.

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19
Q

Higher SES: more likely to emphasize ____ & ____

A

independence and achievement.

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20
Q

A variant of operant conditioning. Instead of waiting for a subject to exhibit a desired behavior, any behavior leading to the target behavior is rewarded.

A

Shaping

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21
Q

In operant conditioning, ________ refers to responding only to the specific stimulus and not to similar stimuli.

A

discrimination

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22
Q

Stimulus ________ in classical conditioning refers to the capacity of a stimulus other than the conditioned stimulus to evoke a CR.

A

generalization

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23
Q

In operant conditioning, stimulus ________ explains how we can learn something in one situation and apply it to other similar situations.

A

generalization

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24
Q

Extinguished response reappears after a period of non-exposure to CS

A

Spontaneous Recovery

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25
Gradual weakening and disappearance of a Conditioned Response
Extinction
26
An operant conditioning technique in which a complex behavioral sequence is learned.
Chaining
27
Findings of Bandura's Bobo study
1) Children exposed to aggressive model were more likel to be aggressive 2) Boys were 3 x's more likely to replicate physical violence 3) Verbal aggression was the same for boys and girls
28
When people fail at a goal repeatedly and eventually stop trying to succeed:
Learned Helplessness
29
________ is the process of recognizing and challenging pessimistic thoughts in order to develop more positive behaviors.
Learned optimism
30
Retention of information over time.
Memory
31
Getting information into memory
Encoding
32
How information is maintained in memory Retaining information over time
Storage
33
Memory without conscious recollection—memory of skills and routine procedures that are performed automatically.
Implicit memory
34
Conscious memory of facts and experiences.
Explicit memory
35
Mental frameworks that organize concepts and information; affects encoding and retrieval
Schemas
36
People construct and reconstruct memories; mold to fit information already existing in mind
Schema Theory
37
Females are better than males at ______ & ______ memories
episodic & emotion-linked
38
T or F? Females are better than males at processing information elaborately and in more detail.
True
39
Males are better than females at using ________ for memory.
Schemas
40
T or F? Infants can remember perceptual motor information
True
41
Why does explicit memory improve in infancy?
maturation of the hippocampus and surrounding cerebral cortex especially frontal lobes
42
The inability to remember little if anything from the first three years of life is called ________.
Infantile Amnesia Due to immaturity of prefrontal lobes
43
A relatively permanent and unlimited type of memory.
long-term memory
44
Retention of information for up to 15 to 30 seconds, without rehearsal of the information.
short-term memory
45
T or F? Using rehearsal, individuals can keep the information in short-term memory longer.
True
46
T or F? Using rehearsal, individuals can keep the information in short-term memory longer.
True
47
Memory improving Strategy of Repetition that is better for short term memory is called _______
Rehearsal
48
Organizing (memory strategy) works by:
Making information relevant
49
Creating mental images for verbal information
Imagery
50
Engaging in more extensive processing of information. Use of examples; self referencing
Elaboration
51
A mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.
working memory
52
Involves the use of mental activities to improve the processing of information
Strategies
53
What are some strategies to remember information and | improve memory?
Rehearsal Organizing Imagery (mental images) Elaboration
54
Retention of information about the where and when of life’s happenings.
episodic memory
55
A person’s knowledge about the world, including fields of expertise, general academic knowledge, and “everyday knowledge” about meanings of words, names of famous individuals, important places, and common things.
semantic memory
56
The ability to remember where something was learned.
source memory
57
Remembering to do something in the future.
prospective memory
58
T or F? | Prospective memory improves with age.
False Prospective memory declines with age. (depends on nature of task and what is being studied)
59
T or F? | Working memory & processing speed are linked to aging, reading and math achievement
True
60
working memory performance peaks at age ____ and declines at age ____
45 / 57
61
T or F? working memory decline affects only new information
False working memory decline affects both new and old information
62
T or F? Processing speed declines in late adulthood and is linked to a decline in working memory
True
63
personal recollection of events and facts
autobiographical memory
64
adults remember more from 2nd and 3rd decade of their life than any other decade
reminiscence bump
65
Conscious/Declarative memory is known as
Explicit memory
66
Explicit memory can be subdivided into ______ & _____ memory
episodic & semantic
67
Implicit memory is sometimes referred to as:
procedural memory
68
routine skills and procedures performed automatically (unconscious memory) is called:
implicit memory ex: driving car, riding bike
69
________ is a form of implicit memory, whereby classification or identification of a stimulus is improved by prior presentation of the same stimulus.
repetition priming she gave example of having words flashed on a computer screen and then having to complete sentences with missing words
70
who has better episodic memory?
younger adults
71
Older adults take to _____ retrieve semantic memory
longer but they can eventually retrieve it
72
temporary inability to remember something, followed by feeling that it's out of reach
tip-of-the-tongue
73
Implicit memory is typically (more/less) likely to be aversely affected by aging than explicit memory
less
74
A significant component of the engagement model of cognitive organization that emphasizes how intellectual and social engagement can buffer age related declines in intellectual assessment.
Use it or lose it
75
T or F? Cognitive training/ retraining in older adults can improve some cognitive skills
True
76
T or F? There is no loss of plasticity in late adulthood
False There is some loss of plasticity in late adulthood
77
T or F? | Cognitive training/ retraining in older adults can maintain fluid intelligence in advancing age
True
78
Knowing about knowing is called:
metacognition
79
An individuals knowledge about memory
metamemory
80
Developmental changes in metacognition
- age 2-3 = awareness of emotions, perceptions and desires - age 5 = learn realization of false beliefs - age 7 = deepening appreciation of the mind itself - middle & late childhood : mind seen as active constructor of knowledge. - adolescence: realize ambivalent feelings exist
81
Metamemory is _______ in children
limited improves by age 11-12
82
T or F? metacognition adolescence are more likely than children to effectively manage and monitor thinking
True
83
middle aged adults have accumulated a great deal of ______
metacognitive knowledge
84
T or F? Older adults tend to underestimate memory problems they experience on a daily basis
False Older adults tend to overestimate memory problems they experience on a daily basis
Lifespan Development
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