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119 Cards in this Set
- Front
- Back
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Learning |
a change in an organisms behaviour or thought as a result of experience |
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Habituation |
we respond less strongly over time to a repeated stimulus |
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Classical Conditioning |
A form of learning in which an association is made from a repeated stimulus |
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Unconditioned stimulus |
at that moment in time, no learning is required |
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Unconditioned response |
the reacted to unexpected (not learned) stimuli -no association yet |
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Conditioned Stimulus |
Prior knowledge is required Beginning to make associations |
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Conditioned Response |
association that is made with the conditioned stimulus |
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Aquisition |
Gradual learning of the conditioned response |
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Extinction |
Gradual reduction or elimination of conditioned response |
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Spontaneous Recovery |
an extinct conditioned response returning after a delay |
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Generalization |
learning the condition response to not just a specific stimulus but stimuli that are similar |
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Discrimination |
Learning to inhibit the conditioned response to a similar stimuli |
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Renewal Effect |
sudden reemergence of a conditioned response following extinction when an animal is returned to the environment in which the conditioned response was acquired |
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High-Order Conditioning |
the process by which organisms develop classically conditioned responses to the conditioned stimulus' associated with the original conditioned stimulus |
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Acquisition of Fears |
a scary stimulus paired with a neutral stimulus can cause us to experience fear previously neutral stimuli |
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Conditioned Compensatory Response |
-Drug example: first time you use drugs you have an extreme reaction, although the second time you do you don't have such a response so you do more etc. |
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Fetishism |
sexual attraction to non-living things |
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Operant Conditioning |
"Learning controlled by the consequences of the organisms behaviour" |
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The Law of Effect |
If a response, in the presence of a stimulus, is followed by a satisfying state of affairs, the bond between stimulus and response will be strengthed" |
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Insight |
grasping the underlying nature of a problem |
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Reinforcement |
outcome or consequence of a behaviour that strengthens the probability of the behaviour |
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Positive Reinforcement |
anything you do to increase the odds of something happening by adding something |
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Negative Reinforcement |
Increasing the probability of something happening by taking something away |
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Punishment |
outcome or consequence of a behaviour that weakens the probability of the behaviour |
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Cons of Punishment |
- Does not inform what to do - Causes anxiety - Increases sneaky behaviour - Creates bad behaviour template |
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Positive Punishment |
decrease odds of behaviour by adding something bad |
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Negative Punishment |
Decrease offs of behaviour by taking something away |
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Discriminative Stimulus |
stimulus associated with the presence of reinforcement (any stimulus that signals he availability of reinforcement) - snapping fingers at dog |
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Schedule of Reinforcement |
pattern of reinforcing a behaviour |
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Continuous Reinforcement |
reinforcing a behaviour every time it occurs, resulting in faster learning but also faster extinction than only occasional reinforcement |
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Partial Reinforcement |
only occasional reinforcement of a behaviour, resulting in slower extinction that if behaviour had been reinforced continually |
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Fixed Ratio |
- Predictable - Product of own behaviour - Easy to learn but easier to forget |
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Fixed Interval |
- Predictable - Product of time |
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Variable Ratio |
- You don't know how many times you have to act to get it, but you know you have to act in order to get it - Unpredictable |
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Example of Variable Ratio |
Casino Gambling |
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Variable Interval |
-Unpredictable product of time - you don't know how much time has to pass and you don't know when the reinforcement will show up - Checking cellphone |
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Shaping |
conditioning a target behaviour by progressively reinforcing behaviours that come closer and closer to the target |
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Secondary Reinforcer |
Neutral object that becomes associated with a primary reinforcer |
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Primary Reinforcer |
item or outcome that naturally increases target behaviour |
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Premack Principle |
reward behaviour by allowing for more preferable behaviour |
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Two Process Theory |
application to phobias and anxiety disorders |
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Latent Learning |
learning that is not directly observable |
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Cognitive Maps |
Mental representation of how a physical space is organized |
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Observable Learning |
Learning by watching others |
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Insight Learning |
- No trial and error - No experience - No observation |
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Preparedness |
evolutionary predisposition to learn some pairings of feared stimuli over others owing to their survival value |
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Instinctive Drift |
When animals resort to instinctive behaviour following repeated reinforcement -ie. racoons and rinsing |
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3 Popular Techniques of Learning |
- Sleep assisted Learning - Accelerated Learning - Discovery Learning |
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Learning Style |
An individuals preferred or optimal method of acquiring new information |
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Mirror Neuron |
cells in the prefrontal cortex that become activated by specific motions when an animal performs or observes an action |
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Memory |
Retention of information over time |
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Field Memories |
Memories you have from your own perspective |
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Observer Memories |
Memories from a perspective other than your own
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Memory Illusion |
False but subjectively compelling memory |
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Sensory Memory |
brief storage of perceptual information before it is passed to short-term memory |
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Iconic Memory |
visual sensory memory |
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Echoic Memory |
Auditory Sensory Memory |
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Short-term Memory |
memory system that retains information for limited durations |
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Decay |
fading of information from memory over time |
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Interference |
loss of information from memory because of competition from additional information |
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Retroactive Interference |
interference with retention of old information due to acquisition of new information |
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Proactive Interference |
interference with acquisition of new information due to previously learning of information |
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Magic Number |
George Miller states that on average people can retain about seven pieces of information in their short term memory, whether that be numbers, words or even symbols |
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Chunking |
organizing information into meaningful groupings, allowing us to extend the span of short-term memory |
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Rehearsal |
repeating information to extend the duration of retention in short-term memory and promote the likelihood of transfer to long-term memory. |
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Maintenance Rehearsal |
Repeating stimuli in its original form to retain them in short-term memory |
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Elaborative Rehearsal |
linking stimuli to each other in a meaningful way to improve retention of information in short-term memory |
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levels of Processing |
depth of transforming information, which influences how well we remember it. |
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Long-term Memory |
relatively enduring (minutes to years) retention of information stored regarding our facts, experiences, and skills |
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Permastore |
type of long-term memory that appears to be permanent |
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Primacy Effect |
tendency to remember words at the beginning of the list |
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Recency Effect |
Tendency to remember words at the end of a list well |
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Semantic Memory |
our knowledge of facts about the world |
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Episodic Memory |
recollection of events in our lives |
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Explicit Memory |
memories we recall intentionally and of which we have conscious awareness |
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Implicit Memory |
memories we don't deliberately remember or reflect on consciously |
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Procedural Memory |
memory for how to do things, including motor skills and habits |
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Priming |
Our ability to identify a stimulus more easily or move more quickly after we've encountered similar stimuli |
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Encoding |
process of getting information into our memory banks |
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Mnemonic |
a learning aid, or device that enhances recall |
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Method of Loci |
relies on imagery of places |
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Storage |
processes of keeping information in memory |
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Schema |
organized knowledge structure or mental model that we've stored in memory |
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Retrieval |
reactivation or reconstuction of experiences from our memory stores |
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Retrieval Cues |
hints that make it easier for us to recall information |
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Recognition |
selecting previously remembered information from an array of options |
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Recall |
generating previously remembered information |
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Context-Dependent Learning |
superior retrieval of memories when the external context of the original memories matches the retrieval context |
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Long-term Potentiation (LTP) |
Gradual strengthening of the connections among neurons from repetitive stimulation |
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Meta-Memory |
knowledge about our own memory abilities and limitations |
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infantile amnesia |
inability of adults to remember personal experiences that took place before an early age |
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Why does infantile amnesia happen? |
Hippocampus is undeveloped in infancy |
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Hippocampus |
responsible for formation of long term memories |
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flashbulb memory |
emotional memory that is extraordinarily vivid and detailed |
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Souce Monitoring Confustion |
lack of clarity about the origin of a memory |
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Cryptomnesia |
failure to recognize that our ideas originated with someone else |
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Misinformation effect |
creation of fictitious memories by providing misleading information about an event after it takes place |
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Suggestibility |
can increase the chances of our believing that fictitious events occurred |
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Misattribution |
lead us to link memories to incorrect sources |
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Bias |
schema's can bias our memories |
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Transience |
ability to access memories can we impaired imformation that conveys stereotypes can influence our memories |
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Persistence |
events can linger in our minds for day, or weeks, or even disrupt our sleep |
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Blocking |
temporary inability to access information |
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Absentmindedness |
stem from failure to encode memories because we are not paying attention or to retrieve memories we've already stored |
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Communication |
the imparting or exchanging of information or news.
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Language |
the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way
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Phonemes |
the sounds that a language allows |
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Morphemes |
Smallest unit of language |
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Syntax |
The rules by which you get to string morphemes together |
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How many Phonemes does English have? |
40 |
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Morphological Markers |
Things that let you know the role it is taking place in sentence ex. -ley makes it an adverb |
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Facial Expressions |
eyes wide, panicked, tight lips, teeth bearing, etc. that help you interpret whats being said |
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Posture |
How someone approaches you conveys a message |
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Tone |
How someone says something |
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Gestures |
direct the flow of communication |
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Nature VS Nurture |
We learn the language that we are surrounded in. |
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Babbling |
phonemes from their own language |
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Under-generalization Errors |
Doesn't have the understanding of why their is a certain member in that category ie. first time seeing a fish |
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Over-Generalization Errors |
When members are added to a category that shouldn't be there ie. calls every man daddy |
