Psychology Ch. 5 And Ch. 6

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behaviorist perspective

Back 1

relatively permanent changes in behavior that result from practice or experience

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cognitive perspective

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relatively permanent changes in the way one represents the environment due to experience

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classical conditioning

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form of learning in which a neutral stimulus envokes a response

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reflex

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unlearned response, but can be learned through conditioning

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stimulus

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environmental condition that envokes response

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Ivan Pavlov

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Had meat powder experiment with dog

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unconditioned stimulus (UCS)

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a stimulus that elicits a response from an organism prior to conditioning

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unconditioned response (UCR)

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an unlearned response to an unconditioned stimulus

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orienting reflex

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an unlearned response in which an organism attends to stimulus

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conditioned stimulus (CS)

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previously neutral stimulus that elicits a conditioned response because it has been paired repeatedly with a stimulus that already elicited that response

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conditioned response (CR)

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a learned response to a conditioned stimulus

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extinction

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conditioned stimulus no longer elicits the conditioned response.

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spontaneous recovery

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time passes, CS again elicits the CR, helps organisms adapt to situations that reoccur from time to time

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generalization

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tendency for CR to be evoked by stimuli similar to the stimulus to which the response was conditioned

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taste aversion

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adaptive, motivates organisms to avoid harmful foods

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research on taste aversion

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challenges view that organisms learn to associate any stimuli that are linked in time

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evolutionary perspective

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animals are prepared to develop aversions that are adaptive in their environments

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Little Albert Experiment

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baby conditioned to fear rat

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counter conditioning

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a fear reduction technique, a pleasant stimuli is associated with fear evoking stimuli

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flooding

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fear evoking stimuli are presented continously in the absense of actual harm so fear responses are extinguished

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systematic desensitization

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a behavioral fear reduction technique. fear stimuli presented while person stays relaxed

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Edward Thorndike's Law of Effect

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Response is strengthened by a reward and stamped out by punishment

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B.F. Skinner

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taught pigeons to engage in operant behavior

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operant behavior

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behavior that operates on or manipulates the environment

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operant conditioning

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organisms learn to engage in behavior that is reinforced

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voluntary responses

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acquired or conditioned

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skinner box

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animal cage, permits intro and removal or experimental conditions, provide observable effects on lab animals

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positive reinforcers

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increase the probability of a behavior to occur when applied

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negative reinforcers

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increase the probability of a behavior to occur when removed

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immediate reinforcers

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short term consequences of a behavior provide more of an incentive than the long term consequences

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primary reinforcers

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effective due to the biolocgical make up

(warmth, food, water, pain)

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secondary reinforcers (conditioned)

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acquire value due to association with established reinforcers (example: money)

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extinction

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results from repeated performance of behavior without reinforcement

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reinforcers

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know by the effects and how they feel, increased the frequency of the behavior followed

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punishments

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decreases the frequency of the behavior and supress undesirable behavior

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positive punishment

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apply stimulus

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negative punishment

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remove stimulus

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discriminative stimuli

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stimuli that indicate whether a behavior will be reinforced

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continuous reinforcement

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reinforcement of every correct response

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partial reinforcement

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not every correct response is reinforced, more resistant to extinction

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fixed

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interval schedule, fixed amount of time

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variable

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interval schedule, variable amount of time

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fixed-ratio schedule

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reinforcement is provided after a fixed number of correct responses

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variable ratio schedule

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reinforcement is provided after an indefinite number of correct responses

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applications of operant conditioning

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biofeedback training

shaping

behavior modifications

programmed learning

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shaping

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progressive steps toward a behavioral goal

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successive approximation

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behaviors that are progressively closer to a target behavior

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latent learning

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learning is hidden or concealed

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E.C. Tolman

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found that rats build a cognitive map of a maze

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cognitive map

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mental representation of the layout of one's environment

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observational learning

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aquring skills by observing others

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risk factors of violence and aggression in media

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video games

television

music

music videos

movies

advertisements

comic books

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Albert Bandura's Study of imitation of aggressive models

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Questioned whether viewing aggressive behavior in the media would stimulate children to behave aggressively

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explicit (declarative) memory

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memory for specific information

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episodic (autobiographical) Memory

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memories of thing that happen to a person or takes place in their presence

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semantic memory

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general knowledge

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implicit (nondeclarative) memory

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memory of how to perform a task, procedural or skill memory

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priming

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memory as a result of frequent repetition

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retrospective memory

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recalling previously learned information

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prospective memory

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remembering to do things in the future

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habit tasks

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easier to remember then occasional tasks

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event- based tasks

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triggered by events

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time- based tasks

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performed at a certain time or after a certain time has elapsed

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age-related decline

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related to speed of cognitive processing rather than loss of information

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prospective memory

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affected by moods and attitudes

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encoding

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1st stage of information processing

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visual code

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stimuli represented as pictures

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acoustic code

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stimuli represented as sound

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semantic code

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stimuli represented in terms of their meaning

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storage

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2nd stage of information processing, maintaining info over time

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maintenance rehearsal

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mental repetition

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elaborative rehearsal

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relating info to something that is already known

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retrieval

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3rd stage of information processing, locating info and returning it to consciousness

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memory

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process in which info is encoded, stored and retrieved

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stages of memory

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sensory memory

short-term memory

long-term memory

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stages of info processing

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encoding

storage

retrieval

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sensory memory

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1st stage of memory encountered by a stimulus

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memory trace

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lasts for a fraction of a second, held in a visual sensory register

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iconic memory

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sensory register that holds icons

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icons

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mental representations of visual stimuli

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saccadic eye movements

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occur about 4 times a second

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echoic memory

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sensory register that holds echoes

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echoes

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mental representations of sound, lasts longer then icons

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short-term memory

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working memory

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serial-position effects

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tendency to recall the first and last items in a series

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chunking

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grouping of stimuli

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interference in short- term memory

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prevention of rehearsal can hinder accurate recollection of info

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long-term memory

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vast store house of information

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schemas

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mental representation of the world

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memories endure when info is processed deeply

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attend to info

encode info

ponder over encoded info

relate info to things already known

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flashbulb memories

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remembering events that are surprising, important, and emotionally stirring

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flashbulb memories are enabled by

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distinctness of memories

formation of network associations

elaborate rehearsal

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organization in long term memory

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information is categorized

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tip-of-the-tongue (TOT) phenomenon

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know as feeling of knowing experience, acoustic and semantic codes provide useful retrieval cues

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context dependent memory

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information is better retrieved in the context in which it was encoded and stored

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state dependent memory

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info is better retrieved in the physiological or emotional state in which it was encoded and stored

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nonsense syllables

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meaningless sets of 2 consonants that have a vowel between them

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recognition

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recognize a syllable that was read before

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forgetting

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failure to recognize a syllable that was read before

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recall

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measured using paired associates

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relearning

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studied by using the method of savings

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interference thoery

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view that one forget material in short term and long term memory due to interference of newly learned material

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interference theory types

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retroactive interference

proactive interference

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retroactive interference

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new learning interferes with old learning

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proactive interference

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old learning interferes with recently learned information

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repression

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freudian concept of motivated forgetting, automatic ejection of painful memories from conscious awareness

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infantile (childhood) amnesia

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inability to recall childhood events

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infantile amnesia caused by

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immaturityof hippocampus, incomplete myelination of brain pathways for the first few years.

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infants

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have no interest in remembering the past

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anterograde amnesia

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memory lapse occurs after physical trauma

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retrograde amnesia

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no memory prior to trauma

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hippocampus

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stores new memories, relays sensory information to parts of the cortex

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sensory cortex areas

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store sensory information

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prefrontal cortex

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enables the ability to represent and be aware of past, present, and future events. executive center in memory

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thalamus

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involved in the formation of verbal memories