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85 Cards in this Set
- Front
- Back
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learning |
- durable change in behaviour or knowledge that is due to experience - acquisition of knowledge and skills - shapes personal habits personality traits emotional responses and personal preferences |
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conditioning |
learning associated between events that occur in an organisms environment |
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Classical conditioning |
-explains reflexive responding is largely controlled by stimuli that precede the response - regulates reflexive involuntary responses |
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Ian Pavlov - classical conditioning |
type of learning which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus
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UCS |
- uncontrolled stimulus a stimulus that evokes an unconditioned response without previous conditioning |
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UCR |
- uncontrolled response an unlearned reaction to an unconditioned stimulus that occurs without previous conditioning |
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CS |
conditioned stimulus - a previously neutral stimulus that has through conditioning acquired the capacity to evoke a conditioned response |
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CR |
conditioned response - a learned reaction to a conditioned stimulus that occurs because of previous conditioning |
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trail |
pairing of UCS and CS |
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acquisition |
initial stage in learning |
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stimulus contiguity |
- occurring together in time and space |
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3 types of classical conditioning |
- simultaneous conditioning - short delayed conditioning - trace conditioning |
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simultaneous conditioning |
CS and UCS begin and end together |
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short-delayed conditioning |
CS begin just before the UCS, end together (works best because of the delay) |
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trace conditioning |
CS begins and ends before UCS is presented |
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extinction |
gradual weakening and disappearance of a conditioned response |
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spontaneous recovery |
reappearance of an extinguished response after a period of non exposure to the conditioned stimulus |
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stimulus generalization |
occurs when an organism that has learned a response to a specific stimulus does not respond the same way to a new stimulus that is similar to the original stimulus |
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higher-ordered conditioning |
a conditioned stimulus functions as if it were an unconditioned stimulus - more likely to be extinct and takes more effort to reinforce |
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discrimination |
occurs when an organisms that has learned a response to a specific stimulus does not respond the same way to a new stimulus that is similar to the original stimulus |
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operant conditioning |
-when an organism operates on the environment instead of simply reacting to stimuli -governed by voluntary responses -learning occurs because responses come to be influenced by the outcomes that follow them - learning in which response comes to the controlled by its consequences |
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people associated with operant conditioning |
Skinner Thorndike |
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Skinner |
- principle of reinforcement - organisms tend to repeat those responses that are followed by favourable consequences |
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Thorndike |
- law of effect - if a response in the presence of a stimulus leads to satisfying effects the association between the stimulus and the response is strengthened |
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reinforcement |
when an event following a response increases an organisms tendency to make that response |
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reinforcement contingencies |
circumstances or rules that determine whether responses lead to the presentation of reinforcers |
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acquisition |
the initial stage of learning some new pattern of responding |
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shaping |
the reinforcement of closer and closer approximations of a desired response |
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extinction |
gradual weakening and disappearance of a response tendency because the response is no longer followed by a reinforcement |
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resistance to extinction |
an organisms continues to make a response after delivery of a reinforcement has been terminated |
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stimulus control |
generalization discrimination |
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primary reinforcers |
events that are reinforcing as they satisfy biological needs -food |
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secondary reinforcers |
events that acquire reinforcing qualities by being associated with primary reinforcers - money to get food -conditioned reinforcement |
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continuous reinforcement |
occurs when every instance of a designated response is reinforced - used to shape and establish new behaviours |
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intermittent (partial) reinforcement |
occurs when a designated response is reinforced only some of the time |
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ratio schedules |
requires a designate number of responses before a reinforce is given - generally produce more rapid responding than interval schedules |
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interval schedules |
- requires a certain period of time to pass before a reinforce is given - generally generate steadier response rates and greater resistance to extinction than ratio schedules |
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increasing a response |
positive reinforcement- response followed by rewarding stimulus negative reinforcement - response followed by removal of an aversive stimulus |
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negative reinforcement |
-escape learning - acquire a response that decreases or ends some aversive stimulation -avoidance learning - acquire a response that prevents some aversive stimulation from occurring |
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decreasing a response |
punishment - an event following a response weakens the tendency to make that response
- problems? negative emotional and physical responses |
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reinforcement |
increases behaviour |
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punishment |
decreasaes behaviour |
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positive |
addition of stimuli (good or bad) |
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negative |
removal of stimuli (good or bad) |
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observational learning (bandura) |
when an organisms responding is influenced by the observation of others who are called models
- conditioned indirectly by virtue of observing another conditioning - applies to both classical and operant conditioning |
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4 key processes to observational learning |
attention retention reproduction motivation |
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acquisition |
response is learned |
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performance |
response is made if believe will be reinforced |
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mirror neurons |
- neurons are activated - performing an action or seeing another person perform the same action - look at intentions and emotions behind the actions -play key role in ability to empathize and socialize with others |
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procedural |
walking driving knitting |
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episodic |
personal |
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semantic |
details, info, homework - not personal info |
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selective attention |
selection of input -filtering - filter screens out most stimuli but allows a select few to get by - tend to filter out things that are extraneous |
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divided attention |
-focusing on talking to one person but hearing your name being called by someone else |
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levels of processing craik and lockhart |
incoming info is processed at different levels |
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deeper processing (craik and lockhart) |
longer lasting memory codes |
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encoding levels (craik and lockhart) |
-structural - shallow, squiggles and lines no meaning -phonemic - intermediate - give the structure a language - semantic - deep - understanding what it is, give it a meaning |
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encoding (imporving memory) |
-elaboration - linking a stimulus to other info at the time of encoding -visual imagery - creation of visual images to represent words to be remembered -self referent encoding - making info personally meaningful |
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storage (maintaining info in memory) |
-sensory memory - sensing things from the outside - sometimes we dont pay attention so we wont remember it - need to rehearse it to keep it in short term memory -long term memory - when you retrieve info out of long term memory you have to recode it back into memory - if not recoded accordingly it can be not as permanent or cannot make it back to long term memory |
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short term memory |
-limited capacity - 7 plus or minus 2 (chunking) - 20 seconds without rehearsal - rehearsal - the process of repetitively verbalizing or thinking about the info |
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four components of working memory |
-phonological rehearsal loop - hearing -visuospatial sketch pad - put pieces together (manipulate them) - execute control system - looking at past info and putting it together with new info - episodic buffer - transition from short term to long term memory |
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long term memory |
lots of debate about what it is - is there a difference between long and short term memory |
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how stuff is organized in memory clustering |
memory occurs in terms of words or chunks |
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how stuff is organized in memory schemas |
template/info that is grouped together |
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how stuff is organized in memory conceptual hierarchies |
take the most fundamental and split into its most fundamental aspects (ie taxonimic levels) |
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how stuff is organized in memory semantic networks |
connections |
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tip- of the tounge |
when you fail to retrieve info - need retrieval cues |
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recalling and event |
context cues |
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reconstructing memories |
misinformation effect |
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retention - the proportion of material retained |
recall recognition relearning |
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pseudo forgetting |
remebering it jsut not realizing that we do |
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ineffective encoding |
pitting it inot the wrong place/file in the mind |
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decay theory |
learning something then forgetting it over time |
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interference theory |
proactive - old info blocks out new memory retroactive - new info blocks out new memory |
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encoding specificity |
ie visual cues for visually encoded info |
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repression |
not wanting to remember something usually because it is a painful memory - motivated forgetting |
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alteration in synaptic transmission |
hormones modulating neurotransmitter systems - protien synthesis |
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neural circuitry |
localized neural circuts - reusable pathways in the brain - long term potentiation |
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cortext |
important because more complex thinking putting together abstract thinking |
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amygdala |
emotional memory recognized more as negative emotions |
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cerebellum |
procedural memory - heart movement |
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anterograd amnesioa |
memory loss of the future - cant bring in new memories |
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retrograde amnesia |
memory lost of the past - dont remeber past but can remember new stuff |
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memory systems |
implicit - explicit declarative - procedural semantic - episodic prospective - retrospective |
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improving everyday memory |
engage in adequate rehearsal distribute proactive and minimize interference emphasize deep processing organize info use verbal and visual mnemonics |
