Psychology #2

Front 1

Learning

Back 1

change in behavior

In response to experience.

Front 2

Four types of Learning

Back 2

1. Habituation

2. Classical Conditioning

3. Operant Conditioning

4. Cognitive Social Learning

Front 3

Habituation

Back 3

decrease in response

to a stimulus after

repeated present-

ations.

Front 4

Examples of Habituation

Back 4

Bad smells, Ineffective study habits, Partner’s snoring, Exposure therapy for

anxiety disorders

Front 5

Learning is caused by...

Back 5

experience

Front 6

Conditioning

Back 6

Process of learning associationsbetweenstimuli and behavioral responses

Front 7

ClassicalConditioning

Back 7

Individuals come to respond to apreviously neutral stimulus

that had been paired with another stimulusthat elicits an

automatic response

Front 8

Pavlov

Back 8

Russian physiologist

Interested in dog digestion,

starting with salivation

Front 9

UnconditionedStimulus

Back 9

thatwhich automatically elicits a response without any learning

Front 10

Conditionedstimulus

Back 10

beginsas a neutral stimulus but through repeated pairings with the unconditionedstimulus comes to evoke the conditioned response

Front 11

Unconditionedresponse

Back 11

responseelicited by the unconditioned stimulus

Front 12

Conditionedresponse

Back 12

Similar(but not identical to the unconditioned response) evoked by the conditionedstimulus

Front 13

ClassicalConditioning works best when… (4)

Back 13

CS must always be presented before theUCS

CS and UCS should be presented very closein time

Neutral stimulus must be paired with UCSseveral times beforeconditioning can take place

CS should be distinctive

Front 14

Acquisition

Back 14

Period when Neutral Stimulus precedes the Unconditioned stimulus

Front 15

Example of Stimulus generalization

Back 15

When you ring a bell that makes a similar sound, it is so close that you don't know the difference

Front 16

Stimulus Discrimination

Back 16

Only theconditioned stimulus (CS) elicits the conditioned response (CR)

Front 17

Example of Stimulus Discrimination

Back 17

You are not afraid to go into the physicians office because you have learned to differentiate it from the dentist

Front 18

Extinction

Back 18

CS is presented without the US, eventually the CS no longer elicits the CR

Front 19

Example of Extinction

Back 19

If you ring the bell but don't give the dog food, he may not associate the bell with the food

Front 20

Spontaneous Recovery

Back 20

Sudden appearence of the CR

Front 21

Example of Spontaneous Recovery

Back 21

Dog will ring the bell in hopes that he will get food

Front 22

StimulusGeneralization

Back 22

Stimuli similar tothe original conditioned stimulus (CS) elicit a conditioned response (CR)

Front 23

ConditionedTaste Aversion

Back 23

Classical conditioning

can lead us to develop

avoidance reactions to

previously enjoyed

food or drink

Front 24

Example of ConditionedTasteAversion

Back 24

Laced sheep meat with lithium chloride Coyotes got sickon sheep meat and never wanted it again.

(Garcia 1976)

Front 25

Lawif effect

Back 25

Responses

followed by pleasurable

responses will be repeated

Front 26

Operant Conditioning experiment

Back 26

Thorndike 1874-1949

Cats

Puzzle boxes

Front 27

What did BF Skinner think about learning?

Back 27

Learning depends on consequences

Introduced the variable response rate

We are but the sum total of our learning histories—no free will

Front 28

Consequences that increase behavior (2)

Back 28

Positive/negative reinforcement

Front 29

Consequences that decrease behavior (2)

Back 29

Punishment, penalty

Front 30

Example of Fixed Ratio

Back 30

Free flight with a frequent flyer miles program

Front 31

Example of Variable Ratio

Back 31

Slot machines are designed to pay out an average number of responses

Front 32

Example of Fixed interval

Back 32

You receive a monthly check

Front 33

Examples of Variable Interval

Back 33

Your professor gives you pop quizzes

Front 34

Positive reinforcement

Back 34

The adding of a stimulus, thereby strengthening a response and making it less likely to occur

Front 35

Negative reinforcement

Back 35

The removal of a stimulus, thereby weakening a response and making it more likely to occur

Front 36

Operant Conditioning

Back 36

Learning through voluntary behavior and its consequences; reinforcement increases behavioral tendencies , whereas punishment decreases them

Front 37

InsightLearning

Back 37

The sudden understanding or realizationof how a problem can be solved (No one told him to do it, he just did)

Front 38

LatentLearning

Back 38

Hidden learning that exists withoutbehavioral signs (you can learn without reinforcement)

Front 39

AlbertBandura

Back 39

Social Learning,

and his Bobodoll.

Front 40

Behavioris most likely to be imitated if….

Back 40

The learner observes the

model’s behavior being

reinforced.

Front 41

Two primary models of memory

Back 41

1.Encoding,Storage, Retrieval (ESR)

2.Three-StageModel

Front 42

Memory Model

Back 42

Process -> storage ->retrieval

Front 43

Three-StageModel

Back 43

Sensory memory storage=>STM=>LTM

Front 44

SensoryMemory

Back 44

•Information enters through fivesenses

Front 45

Another name for STM

Back 45

Working memory

Front 46

Encoding/ElaborativeRehearsal

Back 46

Connect new info to new info Concept Map

Connect info to stuff you already know

Method of Loci (mnemonics)

Front 47

Explicit/ declarative memory

Back 47

memory with conscious recall

Front 48

Implicit/nondeclarative Memory

Back 48

memory without conscious recall

Front 49

Semantic Memory

Back 49

Facts and general knowlege (bananas are yellow, 12 months in the year, spiders have 8 legs)

Front 50

Episodic Memory

Back 50

Personal Experiences and events (high school graduation, the birth of your first child)

Front 51

Procedural memory

Back 51

Motor skills and habits (how to drive a car, brush your teeth, ride a bike)

Front 52

Classically conditioned memory

Back 52

conditioned responses to conditioned responses to conditioned stimuli (phobias)

Front 53

Priming

Back 53

earlier exposure facilitates retrieval (heightened fears after reading a horror novel)

Front 54

Ways to improve long term memory (7)

Back 54

organization

encoding

rehearsal

retrieval

Encoding Specificity

Mood congruence

State-dependent retrieval

Front 55

specific cues

Back 55

require you to recognize the correct response

Front 56

general cues

Back 56

require you to recall learned material by searching all possible matches in LTM

Front 57

EncodingSpecificity:

Back 57

better recall when we use memory in the same context it was learned. Matching location acts as retrieval cue.

Front 58

Moodcongruence:

Back 58

better memory when mood during learning matches retrieval. When sad, you tend to remember other sad circumstances.

Front 59

State-dependentretrieval:

Back 59

taking a drug like caffeine during retrieval leads to better recall if drug was used during encoding.

Front 60

Ebbinghausforgetting
curve (1885)

Back 60

•Meaningful material
is easier to remember

•Relearning takes
less time than initial learning

•The best time to practice is whenyou are about to forget (not too soon and not too late)

Front 61

Five theories of why forgetting occurs

Back 61

–Decay

–Interference

–Motivatedforgetting

–Encodingfailure

–Retrievalfailure

Front 62

Decay

Back 62

•“use it or lose it”

•Connections deteriorate over time,especially without use

Front 63

Memory is stored in the form of

Back 63

connections between neurons (physical)

Front 64

Interference

Back 64

competing memories

Front 65

Retroactive interference:

Back 65

new information makes you forget old information

Front 66

Proactive interference:

Back 66

old information interferes with ability to remember new information

Front 67

Motivated forgetting

Back 67

•Freud said people forget unpleasantor anxiety-producing information either consciously or unconsciously

Front 68

Encoding failure

Back 68

•Sensory information traveled intoSTM but didn’t get encoded into LTM

•Failure to attend to details mayresult in partial encoding

Front 69

Retrievaltheory

Back 69

it’s there, but not available

Problems caused by interference,faulty cues, emotional arousal

Front 70

Tip-of-the-tonguephenomenon:

Back 70

the information has been encoded but temporarily can’t be retrieved

Front 71

Factorsthat influence forgetting

Back 71

•Serial-position effect

•Source amnesia

•Sleeper effect

•Spacing of practice

•Culture

Front 72

SerialPosition Effect

Back 72

The order in which the informationis encountered effects memory

Front 73

Primacyeffect:

Back 73

information at the beginning of a list is easier to recall

Front 74

Recencyeffect:

Back 74

information at the end of the list is easier to recall

Front 75

Sourceamnesia:

Back 75

forgetting the true source of the information

Front 76

Sleeper effect:

Back 76

At first we discount information from an unreliable source as bad information, but through source amnesia we forget who said it and then the unreliable information is no longer discounted

Front 77

Learning changes the brain and results in...

Back 77

Synaptic changes

Front 78

Amnesia

Back 78

memory loss due to brain trauma

Front 79

Retrograde amnesia

Back 79

The person loses memories of events that occurred before the accident, yet has no trouble remembering things that happened afterward (old, “retro” memories are lost).

Front 80

Anterogradeamnesia

Back 80

The person cannot form new memories for events that occur after the accident. Anterograde amnesia also may result from a surgical injury or from diseases such as chronic alcoholism.

Front 81

Alzheimer’s disease

Back 81

•Extreme decrease in explicit/declarative memory

•Still retain implicit/nondeclarativememory, such as habits and procedures

Front 82

WhyWeMisremember

Back 82

we summarize and connect new informationwith old memories, leaving out some details

Front 83

Falsememories

Back 83

the creation of memories of an event that never happened

Front 84

Repression

Back 84

the purposeful forgetting of actual, especially anxiety-producing, events