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78 Cards in this Set
- Front
- Back
- 3rd side (hint)
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learning
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a relatively permanent change in performance potential that is brought on by/thru experience
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Performance Potential
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Talking about behavior... but can learn things without actually doing them
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temporary
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brought on by drugs, fatigue, or injury
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Experience
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Talking about changes in performance potential or behavior that aren't due to
biological factors like maturation |
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associative learning
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occurs when on a person forms association / memory between two events
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classical conditioning
operant (instrumental) conditioning |
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cognitive learning
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involves conception forming/ mental abstraction
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classical conditioning
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1. pavlov
2. unconditioned/conditioned stimulus 3. stimulus generalization 4. stimulus discrimination 5. higher order conditioning 6. extinction |
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unconditioned stimulus
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Naturally elicits a response from the organism, unconditioned response
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Conditioned Stimulus
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neural response that is paired with unconditioned response, after enough pairings, elicits conditioned response
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Pairing the CS and the UCS
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1. delayed
2. traced 3. simultaneous 4. backward conditioning |
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delayed conditioning
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CS starts off turned off, then is turned on - then eventually the UCS is turned on, then both are turned off.
The most effective of the four methods because the two stimuli overlap in time and it appears to the individual that the CS is predicting the onset of the UCS |
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trace conditioning
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CS is turned on then turned off, then later UCS is turned on then turned off
Second most effective, getting more effective the closer in time the two stimuli appear. However, because there is space between the CS and the UCS, other things can happen that can produce superstitious behavior. |
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backward conditioning
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UCS turned on then turned off, CS turned on and off
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simultaneous conditioning
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present both UCS and CS at the same time
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stimulus generalization
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once stimulus has taken hold similar stimulus may produce the conditioned response
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Generalization Gradient
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The more similar the other stimuli are, the more likely they are to produce the CR, or the stronger the
CR will be. |
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stimulus discrimination
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present USC with specific CS, other stimulus presented without USC
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higher order conditioning
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once stimulus conditioning occurs it can be used to condition second stimulus
CS1 - CS2 second order training |
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extinction
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getting rid of learned behavior
make it so that CS does not produce UCS spontaneous recovery |
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spontaneous recovery
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when CS doesnt produce USC one day, but the next day it does again
The strength of the recovered UCS is related to the strength of the initial associating. |
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applications of classical conditioning
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fetishes, phobias(hard to extinguish, counter conditioning, preparedness)
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counter conditioning
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pair CS with UCS that is incompatible with CS
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preparedness
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develop phobia because of biological reasons
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food aversion
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only take one trial to develop food aversion
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operant conditioning
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1. shaping
2. setting 3. extinction |
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cognitive perspective
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1. latent learning
2. observational learning |
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latent learning
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toleman's research
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rats in maze
reward control group- reward in gold box nonreward control group experimental group- for 11 days no reward, then reward dependent variable- number of errors. results- reward group made it pretty quickly, experimental group on 12th day made it relatively error free and pretty quickly as well cognitive map, shows learning is more related to performance then learning, not to say we dont learn thru classical and operant learning, but there are more kinds of learning that we do important relation to skinner, you couldn't measure learning without displayed behavior Highlights the difference between learning and performance Learning results in a change in performance |
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observational learning
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Learning how to do things by watching other people do it
albert bandura, bobo doll |
also modeled her ingenuity, coming up with new aggressive ways
to attack the Bobo doll. They were also more likely to play with other aggressive toys, such as a [toy] gun. |
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possible errors in bandura experiment
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attention- Can be influenced by the characteristics of the model/observer
retention motivation vicarious reinforcement |
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retention
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1. must store a good representation of the behavior
2. image- form a sensory image for retrieval 3. verbal- translating into words, writing instruction to yourself 4. best when image/verbal occurs together |
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reproduction
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1. once behavior is learned, learner has to reproduce behavior, mental representation into overt behavior
2. often requires practice, followed by consequences |
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motivation
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unlikely to reproduce behavior if not motivated to reproduce
encounter a situation in which you think the response is likely to pay off |
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vicarious reinforcement
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when you observe the model being reinforced
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shaping
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moving subject into a desired behavior
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setting
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1. stimulus discrimination
2. stimulus generalization |
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stimulus discrimination
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reward only on certain conditions
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stimulus generalization
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want to generalize behavior in different kinds of environment
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extinction
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1. stop reinforcing it
2. how fast it comes depends on the schedule of reinforcement(continuous, fixed, and variable schedule) 3. punishment |
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punishment
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1. may serve as a model for aggressive behavior
2. reinforce the punisher- negative reinforcement 3. can actually reinforce the subject 4. generalized inhibitory effect 5. doesnt teach desired behavior, has to work in accordance with rewards |
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encoding
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act of converting sensation into a form that can be stored as a memory
can be effortful most are encoded due to survival |
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storage
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maintaining information in memory for some period of time
makes changes to the connection/stducture of the brain |
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retrieval
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process of getting info out of memory
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types of retrieval
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recognition
recall |
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recognition
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ability to select previously learned information from an array of options
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recall
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ability to reproduce on your own the information you learned
free recall cue recall |
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free recall
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out of the blue, thinking about something that occurred before
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cue recall
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essay test, use info from memory to answer a question
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atkinson and shiffrin's transference-storage model of memory
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sensory memory
STM LTM LTM system serial position effects |
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sensory memory
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hold an exact copy of sensory experience retain that copy long enough for you to be able to locate and focus on the important bits of information
every sense has sensory memory, sensory register |
visual- iconic memory
auditory- echoic memory |
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STM
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if the memory goes deeper than sensory memory, goes to this
temporary storage, if not renewed goes away in 30 seconds rehearsal allows stm to go on can be stored in different ways, but we prefer sounds capacity limited, 5-7 info at a time displacement- Stm is the memory that we use when we're thinking, which is why it is often referred to as "Working Memory." Extra info appears to push out earlier info. The new info that's displacing the old info might come from internal interference or external interference chunking- inc amount of info you can store in stm, recodes info so that it comes in smaller, retainable chunks |
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LTM
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deepest stage of memory
unlimited capacity A different kind of memory than STM, not just a more durable version Retrieval cues dependent on how info encoded into LTM codes subjective organization In some cases, one kind of code can be substituted for another, but they usually don't translate well |
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LTM system
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explicit
implicit memory |
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serial position effect
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occurs in both LTM and STM
when we remember stuff better in the beginning and ending than info from the middle recency effect primary effect |
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iconic memory
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sperling's research
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matrix of letters shown, tone to tell which rows of letters to recite, they delayed tone 1/4 of a second, people could only guess 1 word
concluded that iconic memory lasts 1/4 second later research it can last till 2 seconds |
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echoic memory
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retains echo of a sound up to 4 seconds
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verbal code
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sensory to arbitrary symbols/words, critical to abstract thinking
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imaginal code
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LTM as a form of sensory image
limited to physical things includes musical codes |
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motor code
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physical movements required to do task
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subjective orgnization
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info needs to be organized to be stored well, critical
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explicit memory
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knowledge can be brought to the conscious mind and verbalized
conscious effort two kinds: sematic memory, episodic memory both kinds can be verbalized |
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sematic memory
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memory for general knowledge and facts
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episodic memory
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memory for events that you have experienced
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implicit memory
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two kinds: result of conditioning, procedural memory
both can be demonstrated without awareness of doing so cant be verbalized but express thru behavior doesnt require intentional remembering |
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procedural memory
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memory for how you do things
stored in motor code |
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recency effect
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tend to remember things in the end
strong immediately aft info, but weakens as the time passes |
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primacy effect
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Information presented early in the list tends to be more likely to be recalled later than subsequent
information powerful and long lasting, first impressions hard to change |
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craik and lockheart's levels of processing model
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theres only one kind of memory, no stm or ltm, how long we remember shit depends on how deeply we process info
demonstration Repeat / Image word-pairs class exercise Argue that the reason you remember the imagery pairs more than the repeated pairs is not because of a difference in "short term" and "long term" memory, but is because the information is processed differently different processing Argue that memory is a continuum, that we can process information on shallow levels, and on deeper levels of processing Deeper levels of processing require greater elaboration Personal and Important information is more easily remembered elaboration |
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elaboration
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creating association btw new info and existing memories
More elaboration results in deeper processing and better memory of information visualizing- effective, have to think creatively, use info to come up with an image |
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memory retrieval
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encoding specificity hypothesis
spreading activation |
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encoding specificity hypothesis
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when you experience/learn something you encode it in multiple ways
both content and context retrieval of information will be best when retrieval cues happen to all that encoded information - including that contextual information |
state dependent memory
mode congruent memory |
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state dependent memory
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we dont really remember what we dream about or we cant remember what we did when we were drunk
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mode congruent memory
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better for info that is consistent with ur current mood
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spreading activation
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when retrieving episodic/sematic memories
reason for fast LTM retrieval schema associative network priming |
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schema
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mental structure for organizing shit
organized in associated networks |
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associated networks
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hierarchical, verbal, and width and depth kind of space
highly related schemas are linked together in AN strongly |
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priming
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mentioning one schema makes it easier to recall closely related schema
activate one section, activation spreads to closely related section |
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schema
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mental structure for organizing info
connected in complicated ways |
features-a specific piece of info that represents a typical element of a thing
typical attributes values default values- ur best guess, assigned to features that are not specified/ info that wasnt provided |
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schema plays a big role in memory
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makes it easier to store in memory/easier to understand
provide organization errors intrusions reconstruction theory of memory |
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