PSYCH2

Question 1

Learning

Answer 1

a relatively permanent change in behaviour that occurs as a result of experience

Question 2

Stimulus

Answer 2

any object or event that elicits a response from an organism

Question 3

Classical conditioning

Answer 3

a type of learning that occurs through repeated associations of two (or more) different stimuli

Question 4

Three phases of classical conditioning.

Answer 4

Before conditioning
During conditioning
After conditioning

Question 5

1. Before conditioning:

Answer 5

Neutral stimuli produces no relevant response; unconditioned (unlearned) stimulis elicits the uncodnitioned response

Question 6

2. During condtitioning:

Answer 6

NS is repeatedly paired with the UCS to produce the unconditioned response

Question 7

3. After conditioning

Answer 7

NS becomes conditioned (learned) stimulus; CS produces a conditioned response which is similar to the prev UCR

Question 8

dog example

Answer 8

1. Before conditioning:
   -NS: Bell (no saivation to irrelevant response.
   - UCS: food (ucr: salivation)
2. During condtitioning:
   - NS: bell
   -UCS: food ( ucr: salivation
3. CS: bell (cr: salivation)

Question 9

Nuetral stimulus:

Answer 9

any stimulus that does not normaly produce a predictable response

Question 10

Unconditioned stimulus:

Answer 10

any stimulus that constantly produces a particular naturally ocuring, automatic response

Question 11

Unconditioned response:

Answer 11

response that occurs automatically when the UCS is present

Question 12

during conditioning:

Answer 12

pairing the NS and the UCS.

For example, ringing the bell and then immediately giving the dog food.

Question 13

after conditioning

Answer 13

CS: the stimulus that is “neutral” at the start of the conditioning process but eventually elicits a very similar response to that caused by the UCS

CR: the learned response that is produced by the CS

Question 14

ethics: Voluntary participation

Answer 14

Ensures that there is no pressure put on the participant to partake in an experiment, and they freely choose to be involved.

Question 15

ethics: Informed consent procedures

Answer 15

Ensure participants understand the nature and purpose of the experiment, and potential risks before agreeing to participate in the study

Question 16

ethics: Withdrawal right

Answer 16

a participant being able to discontinue their involvement in an experiment at any time during or after the conclusion of an experiment, without penalty

Question 17

ethics: Confidentiality

Answer 17

The privacy, protection and security of a participant’s personal info -

Question 18

ethics: Use of deception

Answer 18

Is only permissible when participants knowing the true purpose of the experiment may affect their behaviour

Question 19

ethics: ebriefing

Answer 19

Ensures that, at the end of the experiment, the participant leaves understanding the experimental aim, results and conclusions.

Question 20

ethics consideation

Answer 20

beneficence: max benefits and minimising risks and harms

Integrity: honest reporting
non maleficence: avoiding harm

justice: ensure fairness

respect: consideration

Question 21

Observational learning

Answer 21

type of learning that involves the acquisition of information, skills or behaviours through watching the performance of others”

Question 22

model

Answer 22

what/who is being observed.

Question 23

Processes of observational learning

Answer 23

1. Attention:to observe, we must pay attention
2. Retention: storing mental representation of the behaviour that is observed
3. reproduction have the physical and mental ability to replicate behaviour
4. Motivation: in order to produce the model’s behaviour, we need the motivation and desire
5. reinforcement: we are likely to copy the behaviour

Question 24

mnemonic

Answer 24

any technique used to assist memory

Question 25

acronym

Answer 25

mnemonic device which the first letters of items form a pronounceable word to aid memory

Question 26

acrostic

Answer 26

mnemonic device in which the first letters of items create a phrase, rhyme, or poem to aid memory (not pronouncable)

Question 27

method of loci

Answer 27

mnemonic device that converts items into mental images and associates them with a specific locations to aid memory

Question 28

5 steps of method of loci

Answer 28

1. visualise and imagine familiar route or place 2. select several memorable places on the route or chosen place 3. create visual imagry for each item that needs to be remembered 4. link each item to one of the identified memorable landmarks 5.imagine they r waking through the house or familiar route and retrieve item by observing the items at each landmark

Question 29

Linking methods of loci to the Atkinson-Shiffrin multistore model

Answer 29

The deeper we process info the more likely it will be transferred to long-term memory. by using mnemonics, this increases the likelihood by information being encoded into LTM. compared to rote learning, for example, repeating a definition to yourself over and over again. By doing this, we are more likely to just retain information in our short-term memory

Question 30

episodic mmory

Answer 30

Explicit memory of personally-experienced events associated with a particular time and place

Question 31

semantic memory

Answer 31

Explicit memory of facts and knowledge about the world

Question 32

Classically-conditioned memory

Answer 32

Implicit memory of a conditioned response to a conditioned stimulus acquired through classical conditioning

Question 33

procedural memory

Answer 33

Implicit memory of skills that have been learned previously

Question 34

possible imagined futures

Answer 34

hypothetical experiences and situations that an individual has the ability to create in their mind

Question 35

possible imagined futures: Semantic memory

Answer 35

construction of possible imagined futures as individuals must be able to envision possible scenarios that are consistent and fit in with what they already know about the world.

Question 36

possible imagined futures: Episodic memory

Answer 36

allowing individuals to construct a possible imagined future that is subjective and includes more richly detailed elements, such as the people involved or emotional reactions.

Question 37

Aphantasia

Answer 37

the phenomenon in which individuals lack the capacity to generate mental imagery

Question 38

Dementia

Answer 38

the loss of memory, language, problem-solving and other thinking abilities that are severe enough to interfere with daily life.

Question 39

Alzheimer’s disease

Answer 39

is a neurodegenerative disease. its the progressive loss of neurons beginning at the hippocampus before spreading to other areas.

Question 40

atkinson shiffrin model

Answer 40

1.sensory memory 2.short term memory 3. long term memory

Question 41

atkinson shiffrin model Processes of memory

Answer 41

1. Encoding Conversion of sensory information into a usable form so that it can be neurologically represented and stored in memory 2. Storage Retention of the encoded information over time 3. Retrieval Recovery of stored information for use when needed

Question 42

atkinson shiffrin model sensory memory and function

Answer 42

entry point of memory in which incoming sensory stimuli are retained in their original sensory form for a very brief time Receives sensory info from our env

Question 43

Sensory memory compromises of two sensory registers (or basically two separate sub-systems).

Answer 43

Iconic memory - where visual information is stored in sensory memory. Duration: 0.2 – 0.4 of a second Echoic memory – where auditory information is stored in sensory memory. Think echo. Duration: 3 – 4 seconds.

Question 44

attkinson model Short-term memory and function

Answer 44

memory system with limited storage capacity in which information is stored for short time” 1. Receives information from sensory memory and transfers information to and from long-term memory. 2. Maintains information in conscious awareness for immediate use.

Question 45

attikson model Long-term memory (LTM) and function

Answer 45

a memory store that holds a potentially unlimited amount of information for a very long time, possibly permanently Function: Stores information for re-access and use at a later time.

Question 46

Operant conditioning

Answer 46

learning process whereby the consequences of behaviour determine the likelihood that it will be performed again the future”

Question 47

A.B.C model of operant conditioning

Answer 47

Antecedent (what happened before) Behavour (what happens) Consequence (what happens after)

Question 48

antecedent

Answer 48

the stimulus or events that precedes and often elicits a particular behaviour”

Question 49

behaviour

Answer 49

the voluntary action that occurs in the presence of the antecedent stimulus

Question 50

consequence

Answer 50

the environmental event that occurs immediately after the behaviour and has an effect on the occurrence of the behaviour

Question 51

Reinforcement

Answer 51

process in which a stimulus increases the likelihood of a response that it follows”

Question 52

Positive reinforcement

Answer 52

The addition of a desirable stimulus which in turn increases the likelihood of a behaviour reoccurring”

Question 53

negative reinforcement

Answer 53

The removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring

Question 54

Punishment

Answer 54

process of delivering an unpleasant consequence following a response,

Question 55

Positive punishment

Answer 55

The addition of an undesirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring

Question 56

negative punishment

Answer 56

removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring

Question 57

operant and classical conditioning sim

Answer 57

-both are behaviourist approaches to learning -both have 3 phase processes - require several trials in order for learning to occur

Question 58

operant and classical consitioning diff

Answer 58

- operant involves learning a voluntary behaviour wheras classical invoves involuntary - learners r active in operant and classical is passive -operant requires consequences

Question 59

Aboriginal and Torres Strait Islander ways of knowing

Answer 59

perceived all things as relating to each other, all things animate and inanimate, treating everything as equal.

Question 60

Aboriginal and Torres Strait Islander ways of knowing - songlines

Answer 60

a navigational route comprising a sequence of locations used by indigenous peoples which may also serve as mnemonic; also called dreaming track