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85 Cards in this Set
- Front
- Back
- 3rd side (hint)
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The Concept of Learning |
How do organisms adapt to change? |
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Definition of learning |
Relatively permanent change in an organism's potential for responding that results from prior experience or practice. |
A.K.A. Conditioning |
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Different types of Learning |
Habituation, Classical Conditioning, Operant (instrumental) Conditioning, Observational Learning |
C.O.H.O |
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Habituation |
Decrease in Responding due to stimuli that have become familiar due to repeated exposure |
EX. Light in a room, Clothes you wear, Traffic noise outside home |
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Classical Conditioning |
Formation of association between two or more events |
Pavlov Salivation Experiment |
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Ivan Pavlov |
Russian physiologist; studied digestive system in dogs; Nobel Prize winner |
Dogs |
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Pavlov's experiment |
Observed that a neutral stimuli began to trigger salivation |
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Terminology:
A) US B) UR C) CS D) CR |
A) Unconditioned Stimulus
B) Unconditioned Response C) Conditioned Stimulus D) Conditioned Response |
US -> UR
CS+US -> UR CS -> CR |
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Factors affecting acquisition of classical conditioning |
1) number of CS - US pairings 2) CS and US intensity 3) CS - US interval 4) CS - US relationship |
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Generalization |
Response to stimuli similar to the original CS |
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Discrimination |
Differential responses to different stimuli |
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Extinction |
Method of eliminating CC |
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Uses of classical conditioning |
Flooding Advertising Systematic Desensitization
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Systematic Desensitization |
A form of counter conditioning. It is a phobia treatment with three basic steps... 1) Create fear hierarchy 2) teach relaxation 3) Move up hierarchy pairing events with relaxation |
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Operant conditioning |
Association formed between the occurrence of a behavior and the consequence of the behavior. |
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Edward Thorndike |
Studied cats in puzzle boxes; Discovered law of effect |
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Law of Effect |
Consequence of a response determines whether the response is repeated; pleasurable promote more of the behavior;aversive less |
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Burris F. Skinner |
A prolific researcher that elaborated on Thorndike; defined key concepts |
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Reinforcement |
Any stimulus that increases response rates |
Delivery of a desired stimulus |
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Escape |
Removal of aversive stimulus |
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Punishment |
Any stimulus that decreases response rates |
Delivery of aversive stimulus |
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Penalty |
removal of a desired stimulus |
time out |
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Primary Consequences |
Biologically significant |
food, water, etc. |
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Secondary Consequences |
Acquired via being paired with a primary reinforcer |
money, praise,etc. |
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The Functional Analysis of Behavior (ABC analysis) |
Antecedents Behavior Consequences |
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Discriminative Stimulus |
Stimulus that indicates the availability of reinforcement or punishment |
SD |
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Factors that influence the effectiveness of reinforcement |
Temporal Contiguity Consistancy of behavior-reinforcer relationship Size or quality of punisher Number of trials Reinforcement schedule |
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Factors that influence the effectiveness of punishment |
Temporal Contiguity Incompatibility of punisher with response Consistency of behavior- reinforcer Size or quality of punisher |
T.I.C.S. |
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Shaping |
Reinforcement of successive approximations to target response |
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Premack Principle |
A more preferred response can be used to reinforce a less preferred responses |
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Operant Conditioning Applications |
Applied Behavior analysis Behavior modification Clinical behavioral analysis
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Steps in the Memory process |
1) Encoding 2) Storage 3) Retrieval |
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Encoding |
Process by which information is placed into memory |
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Storage |
Representation of information in memory |
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Retrival |
Process by which information is located and used |
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Methods of Retrival |
1) Recognition: retrieval clues that include the answer 2) Recall: fewer retrieval clues and the answer not provided |
1) multiple choice
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Different types of memory |
Procedural Implicit Explict Declaritive |
P.I.E.D |
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Procedural |
Knowledge of how to do something |
ride a bike, write |
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Implicit |
Unintentional recall or recognition of memory |
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Explicit |
Deliberate attempt to encode, store, and later retrieve memory |
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Declarative |
Knowledge of information |
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Types of Declarative Memory |
1) Semantic: Knowledge of particular facts about the world 2) Epsiodic: knowledge of events in ones life (Autobiographical) |
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Two major theories of the encoding process |
1) Stage Theory 2) Levels of processing theory |
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Stage Theory |
Built on the notion we have two primary memory systems: short term memory and long term memory and rehearsal |
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Evidence of Stage Theory |
1) limited capacity 2) Serial position effect |
1) magic number 7 2) primacy and recency effects |
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Levels of processing theory |
Information is encoded according to different levels of significance |
EX; Physical, emotional, conceptual |
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Evidence of levels of processing theory |
1) Rehersal is not enough to explain how info gets into long term memory 2) Flashbulb memory requires little rehersal |
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Mnemonics |
methods to increase the likelihood off successful encoding |
EX: chunking, coding, acronyms, mental imagery |
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The storage process |
meaningful organization of information |
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Retrieval cues |
stimuli that trigger access to memory; encoding specificity |
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State dependent clues |
example of encoding specificity |
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Photographic retrieval |
not common in adults; 5% of children |
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Childhood Amnesia |
children encode information differently than adults |
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Two major theories about forgetting |
1) Decay Theory 2)Interference Theory |
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Decay Theory |
memories gradually fade over time (Ebbinghaus' theory)(Forgetting curve) |
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Interference Theory |
memories are misplaced among the huge number of memories we have, they do not decay |
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Types of Interference |
1) Retroactive: new learning interferes with recall of the old 2)Proactive: Old learning interferes with the recall of new learning |
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Biological basis of memory |
1) Hippocampus 2) Cerebral cortex 3)Actylcholine (Ach) |
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Hippocampus |
important for encoding |
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Cerebral Cortex |
Likely place for storage of long-term memories |
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Acetylcholine (Ach) |
Appears crucial for memory |
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Memory disorders |
1) Alzheimer's Dementia 2) Antergrade Amnesia 3) Retrograde Amnesia |
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Alzheimer's Dementia |
Decrease in Ach; degeneration of hippocampus |
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Antergrade Amnesia |
Loss of memories for events after damage |
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Retrograde Amnesia |
Loss of memories for events prior to the damage |
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Attachment |
by 6-7 months, infants show a strong attachment to one person |
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Freud's hypothesis |
Attachment is based on food starting in in the oral stage; this hypothesis was later refuted |
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The Ainsworth Strange Situation Test |
Used to measure attachment in humans |
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Attachment Styles |
1) secure 2) avoidant 3) resistant 4) disorganized |
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Secure |
some anxiety when she leaves, but warm welcome during reunions; 70% |
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Avoidant |
distant and aloof during entire event, including reunions; 20% |
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Resistant |
anxious when mom leaves, angry during reunions; 5% |
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Disorganized |
anxious when mom leaves, show fear during reunions; 5% |
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Socialization |
Process by which a child acquires the thoughts, behaviours, and values that are characteristic of the society in which he or she was born |
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Methods of learning Socialization |
Classical Operant Observational |
C.O.O |
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Parenting Styles |
Authoritarian Permissive Authoritative |
A.P.A |
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Authoritarian |
firm, punitive, cold, strict (dictatorship) |
the sound of music |
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Permissive |
loving/pals, but few demands/restrictions, no punish (laissez-faire) |
mean girls |
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Authoritative |
setting limits, negotiating, listening to understand child’s point of view, sets boundaries (democracy, but with a strong president when needed) |
Cliff Huxtable |
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Outcome of Parenting Styles |
1) Authoritarian – withdrawn, unhappy, dependent, more angry and defiant 2) Permissive – outgoing, sociable, immature, impatient, aggressive 3) Authoritative – friendly, cooperative, most independent and responsible, competent |
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Psychosocial Stage Theory of Personality Development |
An 8-stage progression spanning the lifespan, where each stage includes a signature challenge to be resolved, with both a relatively good or poor outcome at each step depending on how it is handled. Early stages help determine later ones. |
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Piaget's Four Stages |
1) Sensory- Motor Stage 2) Preoperational Stage 3) Concrete Operational Stage 4) Formal Operational Stage |
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Moral Development Theories |
1) Kohlberg's stage theory 2) Gilligan’s Theory of Moral Development |
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Kohlberg's Stage Theory |
3 levels, each with two stages; 1. Preconventional (childhood) 2. Conventional (adolescence; early adulthood) 3. Postconventional (20 and above, for those who make it at all) |
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Gilligan’s Theory of Moral Development |
Stage theory that is more relationship focused; demonstrates female morality is more relational in nature and emphasizes caring |
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