Eppp Learning Behavioural Cognitive Theories

Front 1

stimulus generalization

re: classical conditioning

Back 1

responding with a CR not only to the CS, but to a stimuli similar to it

Front 2

stimulus discrimination

re: classical conditioning

Back 2

learning to respond only in the presence of the original CS

Front 3

experimental neurosis

re: classical conditioning

Back 3

results from making an organsim make difficult discriminations between similar stimuli

characterized by restlesness, agressiveness & fear

Front 4

higher-order/second-order conditioning

re: classical conditioning

Back 4

new CR produced by using previous CS as an US

e.g. light paried with bell to produce salivation

Front 5

pseudoconditioning

re: classical conditioning

Back 5

when a neutral stimulus that hasn't been deliberately paired with US, elicits a response similar to the UR

Front 6

study: Little Albert

Back 6

Watson

developed a phobic response to white rat (CS) when paired with noise (US)

experienced stimulus generalization

Front 7

spontaneous recovery

re: classical conditioning

Back 7

once something is learned, ibt is never forgotten (only inhibited)

Front 8

sensate focus

Back 8

Masters & Johnson

pairing anxiety provoking situations with plesaurable physical sensations and relaxation

Front 9

Schedules of reinforcement (4 - least effective to most effective)

Back 9

fixed interval
e.g hourly wage

variable interval
e.g. pop quizzes

fixed ratio
e.g piecework

variable ratio
e.g. gambling

Front 10

stimulus control

Back 10

whether or not a response will be reinforced is signaled by cues in the environment

e.g. pigeon reinforced for pecking keep when green light on (+ve discrim. stimulus) and red light off (-ve discrim. stimulus)

Front 11

positive discriminative stimuli

Back 11

signals a behaviour will be reinforced

Front 12

negative discriminative stimuli

Back 12

signlas a behaviour will not be reinforced

Front 13

thinning

re: operant conditioning

Back 13

reducing proportion of reinforcements

Front 14

fading

re: operant conditioning

Back 14

gradual removal of prompt

e.g. reminder to clean room

Front 15

differential reinforcement

Back 15

positive reinforcment of all behaviours EXCEPT target behaviour (e.g. tic)

Front 16

Accoring to Rehm, 3 aspects of self-control increase a person's vulnerability to depression...

Back 16

self-monitoring - selective inattention

self-evalutation - inaccurate internal attributions

self-reinforcement - low self-reward; high self-punishment

Front 17

3 processes of menory acquisition and recall

Back 17

Encoding
Storage
Retrieval

Front 18

Information processing approach (3 stages)

Back 18

1. Sensory memory

2. STM - primary memory (5-9 units); working memory (chunking)

3. LTM

Front 19

STM memory begins to fade after _____ (time)

Back 19

30 seconds

Front 20

Average capacity of STM is _____ (items)

Back 20

5-9

Front 21

anterograde amnesisa

Back 21

cannot retain new information

i.e. info cannot be transferred from STM to LTM

Front 22

retrograde amnesia

Back 22

loss of memory for events before trauma

Front 23

serial position effect

re: memory

Back 23

items at beginning (LTM + rehearsal) and end (STM)of list are recalled better

Front 24

types of LTM (3)

Back 24

1. prodedural or implicit- how to do things

2. declarative or explicit - facts
(semantic & declarative)

3. Prospective - remembering things in future

Front 25

types of declarative LTM (2)

Back 25

1. Semantic - knowlege about language; common sense knowledge, rules of logic

2. Episodic (autobiographical) - personal experiences

Front 26

what type of memory is most affect by normal aging?

Back 26

episodic memory

- a type of LT declarative memory (vs. semantic)

Front 27

flashbulb memories

Back 27

vivid, photographically-detailed memories of emotionally-charged experiences

e.g. where were you when Kennedy was shot

Front 28

metamemory

Back 28

knowing how to know

i.e. knowledge of how to learn

Front 29

metacognition

Back 29

knowing about knowing

e.g. knowledge and ability to manipulate own cognitions

Front 30

theories about forgetting (3)

Back 30

trace decay theory

interference theory

cue-dependent theory

Front 31

trace decay theory

re: forgetting

Back 31

learning produces physiological change which decays over time as a result of disuse

BUT memory can survive without practice

Front 32

interference theory

re: forgetting

Back 32

RETROACTIVE interference when newly-learned material interferes with previously-learned material

PROACTIVE interference when prior learning interfreres with recall of subsequent material

Front 33

cue-dependent forgetting

Back 33

when cues needed to retrieve info are insufficient or incomplete

e.g. tip-of-the-tongue phenomenon

Front 34

Yerkes-Dodson Law

re: memory

Back 34

moderate levels of arousal assoc with optimal learning (inverted-U relationship)

Front 35

What is biofeedback most effective for?

Back 35

Raynaud's disease

Front 36

overcorrection

re: operant technique

Back 36

positive punishment to eliminate undesirable behaviour by:

1. restitution - correction of effects of behaviour

2. positive practice of desirable behaviour