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66 Cards in this Set
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Is any relatively permanent change in Behavior brought about by experience or practice. |
What is learning? |
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Scientist who would accurately measure the amount of saliva produced by the dogs when they were fed a measured amount of food |
Ivan Pavlov |
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Normally when food is placed in the mouth of any animal the salivary glands automatically start releasing saliva to help with chewing and digestion |
Normal reflex- unlearned involuntary response |
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Response that is NOTunder personal control or choice one of many that occur in both animals and humans Unlearned and genetic wiring |
Unconditioned response |
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Learning to elicit an involuntary reflex response to a stimulus other than the original natural stimulus that normally produces it |
Classical conditioning |
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"Unlearn or naturally occurring" The original naturally occurring stimulus. Leads to the involuntary response. In the case of Pavlov's dogs the food was what? |
Unconditioned stimulus |
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Learned The dish in Pavlov's experiment is called this because it had NO effect on salvation But the neutral stimulus soon became this |
Conditioned stimulus |
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Response to the conditioned stimulus |
Conditioned response |
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The tendency to respond to a stimulus that is only similar to the original conditioned stimulus is called this.
For example prison who reacts with anxiety to the sound of it is his real not react with some side anxiety to a similar sounding machine such as an electric coffee grinder |
Stimulus generalization |
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Occurs when an organism learns to respond to different stimuli in different ways Forr example all of the sound of the coffee grinder might produce a little anxiety in the dental drill hating person after if he uses that's not with no longer produce anxiety because it isn't associated with dental pain |
Stimulus discrimination |
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When metronomes tickling which is a conditioned stimulus was repeatedly presented in the absence of the unconditioned stimulus or food in this case the salvation which is the conditioned response died out |
Extinction |
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Is one situation where classical conditioning can occur quickly without repeated pairings .Found that rats that were given a sweet and liquid and then injected with a drug or exposed to radiation that cause nausea when not touch liquid again. A similar manner alcoholics were given a drug to make them believe in Asia did when they drink alcohol they learn to avoid drinking any alcoholic beverage. |
Conditioned taste aversion |
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Emotional responses that have become classically conditioned to occur in response to learn to stimuli based on work of John B Watson helps explain the developments of phobias. Easiest form of classical conditioning. A child's fear of the dentist chair a puppy fear of a rolled-up newspaper or the fear of dog that is often shown by a person who has been attacked by a dog in the past but other emotions can be conditioned to |
Conditioned emotional response |
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Was a behaviorist Found in the work of Thorndike a way to explain all Behavior as a product of learning he even gave you learning of voluntary Behavior a special name operant conditioning. |
BF Skinner |
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Voluntary behavior is what people and animals do to operate in the world the people perform a voluntary action is to for Skinner is this and the learning of such behavior is what. Effect of consequences " if I do this what is in it for me" |
Operant conditioning |
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"What's in it for me?" To strengthen A consequence that is in some way pleasurable to the organism which relates back to Thorndike law of effect. The "pleasurable consequence" might be something like getting food or money when you need it but it might also mean avoiding a tiresome chore like doing the dishes or taking out the garbage. |
Reinforcement |
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If an action is followed by a pleasurable consequence it will lead to be repeated if an action is Fall by 9 plus a consequence it will tend not to be repeated this is the basic principle behind learning voluntary Behavior.
For example in the case of The Cat In The Box pushing the lever was followed by a pleasurable consequence getting out and getting fed so pushing the lever became repeated response |
Law of effect |
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The reinforcement of a response by the addition or experience of a pleasurable consequence.
Increase in the likelihood of that response being repeated |
Positive reinforcement |
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Following your response with the removal or escape from something unpleasant Falls increase the likelihood of that response being repeated a process called?
Remember the idea that pain can be a reinforcement if it is remove of a person's Behavior gets pain. The person is much more likely to do the same thing again which is part of the reason people can get addicted to pain medication |
Negative reinforcement |
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Alien forces such as a candy bar that satisfy basic need like hunger is called this. Satisfy basic biological needs with Hunger, thirst, or touch |
Primary reinforcement |
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Gain reinforcing properties through previous Association in primary reinforces. Such as money however used to be enforcing properties from being associated with primary force in the past a child who is giving money to spend soon realize that the ugly green paper can be traded for candy and treats. |
Secondary reinforcers |
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Provision of reinforcer from each and every correct response is easier to establish new responses but more sensitive to Extinction |
Continuous reinforcement |
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Enforcing Behavior after some but not all correct responses need to response it is resistant to Extinction schedule can be specific by the pattern and ratio a response or by time or intervals but the ratio interval schedules can be either fixed or variables |
Partial reinforcement |
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The kind of reinforcement schedule most people are most familiar with in which reinforcer is received after a certain fixed interval of time has passed Paycheck every 2 weeks Not produce a fast rate of responding |
Fixed interval schedule of reinforcement |
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The interval of time after which the organism must respond in order to receive a reinforcer changes from one time to the next.
Dialing a busy phone number is also kind of schedule, as people dont know when the call will go through, so they keep dialing and dialing |
Variable interval schedule of reinforcement |
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The number of response required to receive each reinforcer will always be the same number. The number of responses that counts.
Consists of breaks.
Rate if program is really fast
The Raider responding is very fast but she when compared to the fixed interval schedule and they are a little brakes and their response pattern immediately after reinforcer is given that response rate occurs because the rat wants to get to the next reinforcer |
Fixed ratio schedule of reinforcement |
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Is one in which the number of responses changes from one trial to the next. Number of responses still matter No rest breaks Graph is smoother Doesn't know how many times it may have yo push to get food next time. Giving child reward they didn't work for |
Variable ratio schedule of reinforcement |
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Is any event or stimulus that when following a response decreases the probability that the response will occur again. Opposite of reinforcement which increase the probability that the response will occur again Punishment by application something unpleasant is added to the situation Punishment by removal something pleasurable is removed To work must be immediate consistent and paired with reinforcement of actual Behavior desired |
Punishment |
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The more complex tricks are a process in operant condition is called this and which small steps towards some ultimate goal are reinforced into the goal itself is reached |
Shaping |
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Tendecy to fail to act to escape from a situation because of a past history of repeated failure or according to recent work by possibly do to not learning how to relax and take control accompanied by activation of key brain and structures |
Learned helplessness |
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Learning through watching others peeform or model certain actions |
Observational learning |
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Three processes of memory |
Encoding storage retrieval |
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First stage in the memory system is to get sensory information ( sight, sound etc. )into a form that the brain can use in a process called this. It is the set of mental operations that people perform on sensory information to convert that information into a form that is usable in the Brain Store system |
Encoding |
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The next step in memory is to hold on to the information for some. Of time in a process called. This period of t time will vary depending on the system being used.The one system people hold onto it formation just as long enough to work with it about 20 seconds or so and other system people hold onto information more or less permanently The one system people hold onto it formation just as long enough to work with it about 20 seconds or so and other system people hold onto information more or less permanently The one system people hold onto it formation just as long enough to work with it about 20 seconds or so and other system people hold onto information more or less permanently |
Storage |
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The biggest problem many people have is this getting information they know they have out of storage. |
Retrieval |
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Focuses on the depth of processing associated with specific location and deeper processing associated with longer retention |
Levels of processing model |
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Focuses on the way information is processed to different stages of memory. This approach focuses on the way information is handled or process to these three different systems of memory the process of encoding storage and retrieval are seen as part of this model. |
Information processing model |
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Ability to focus on only one stimulus from among all sensory input |
Selective attention |
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George Miller wanted to know how much information humans can hold in the short-term memory at any one time or how many files will fit on the desk.
He review several memories studies including some using memory test called the digit span test.Digits span refers to the number of items usually letter or digits that a person can hold in working memory Digits span refers to the number of items usually letter or digits that a person can hold in working memory Digits span refers to the number of items usually letter or digits that a person can hold in working memory |
Miller's magic number |
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Is a way of transferring information from STM it to LTM by making that information meaningful in some way. The easiest way to do this is to connect new information with something that is already known. |
Elaborator rehearsal |
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Motor skills, habits, condition reflexes.A series of steps or procedures |
Procedural memory implicit / non-declarative |
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General knowledge that anyone has the ability to know and that is often learned in school or by reading is called this. Facts, General
Facts, General knowledge |
Semantic memory - explicit / declarative |
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Events experienced by a person |
Episodic memory |
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Tendency for memory of any kind of information to be improved by retrieval conditions are similar to the conditions under which information was encoded |
Encoding specificity |
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The first is physical surroundings a person is in when they are learning specific information |
Context-dependent learning |
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Memory improve for items at beginning primary and end recency of a list |
Serial position effect |
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Does the very beginning of the list tend to be remembered better than those in the middle of the list |
Primary effect |
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At the end of the paragraph there is another increase in recall |
Recency effect |
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A "special" kind of automatic encoding takes place when an unexpected event or episode in person's life has strong emotional associations such as fear, horror, or joy. Memories of highly emotional events can often seem Vivid and detailed as if a person's mine took a"FLASH picture" of the moment in time. |
Flashbulb memory |
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Information that is not excess decays from the storage system overtime |
Decay or disuse |
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Order information already in memory interfaces with the learning of newer information |
Proactiv interference |
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Newer information interferes with the retrieval of older information |
Retroactive interference |
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Part of Steinberg Theory when it brake problems down into component parts or analysis for problem solving |
Analytic |
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Part of Steinberg Theory that the ability to deal with new and different concepts and to come up with new ways of solving problems |
Creative |
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Part of Steinberg Theory when the use of info to get along in life become successful which means Street smarts |
Practical |
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Part of the Spearman theory that the ability to reason and solve problems and general information naturally occurring |
G Factor |
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Part of the Spearman's Theory which means ability to excel in certain areas and specefic intelligence |
S factor |
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How many dimensions is the Gardner theory of intelligence have |
9 |
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The first to design a mental intelligence test. To help identify children who are unable to learn as quickly or as well as others so that they could be given remedial education. |
Alfred Binet |
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How is the IQ calculated and what does it stand for |
Intelligence quotient Mental age / chronological age x 100 |
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Test producing consistent results each time it is given the same individual or group of people. |
Reliability |
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Is the degree to which a test actually measures what it's supposed to measure. |
Validity |
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The first of the process of giving the test to a large group of people who represents the kind of people for womb the test is designed |
Standardization |
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The scores from the standardization group would it be called This is standard against which all others who take the test would be compared most test of intelligence follow this certain her orders should you be Russian in which the scores of the most frequent around the mean or average and become less and less frequent the further from the mean the occur |
Norms |
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Proportion of change in IQ within a population that is caused by hereditary factors |
Heritability |
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The accurate awareness of anybody to manage one's own emotions to facilitate thinking and attain specific goals and ability to understand what others feel |
Emotional intelligence |
