Ch. 10 & Ch.11 Flashcards
Thorndike
Law of effect
Operant conditioning
A kind of learning in which an animal or human performs some behavior and the following consequence (reward or punishment) increases or decreases the chance that an animal or human will again perform that same behavior
Law of effect
States that behaviors followed by positive consequences are strengthened, while behaviors followed by negative consequences are weakened
BF Skinner
Operant conditioning
Operant response
A response that can be modified by its consequences and is a meaningful unit of ongoing behavior that can be easily measured
Shaping
A procedure in which an experimenter successively reinforces behaviors that lead up to or approximate the desired behavior
Superstitious behavior
A behavior that increases in frequency because it’s occurrence is accidentally paired with the delivery of a reinforcer
Primary reinforcer
A stimulus, such as food, water or sex, that is innately satisfying and requires no learning on the part of the subjects to become pleasurable
Secondary reinforcer
Any stimulus that has acquired it’s reinforcing power through experience
Schedule of reinforcement
Refers to a program or rule that determines how and when the occurrence of a response will be followed by a reinforcer
Continuous reinforcement
Means that every occurrence of the operant response results in delivery of the reinforcer
Partial reinforcement
Refers to a situation in which responding is reinforced only some of the time
Fixed-ratio schedule
Means that a reinforcer occurs only after a fixed number of responses are made by the subject
Fixed-interval schedule
Means that a reinforcer occurs following the first response that occurs after a fixed interval of time
Variable-ratio schedule
Means that a reinforcer is delivered after an average hunger of correct responses has occurred
Variable-interval schedule
Means that a reinforcer occurs following the first correct response after an average amount of time has passed
Edward tolman
Says that we make cognitive maps which are mental representation in the brain of the layout of an environment and it’s features
Social cognitive learning
Results from watching, imitating, and modeling and does not require the observer to preform any observable behavior or receive any observable reward
Learning-performance distinction
Means that learning may occur but may not always be measured by, or immediately evident in, performance
Köhler
Insight in animals
Insight
A mental process marked by sudden and unexpected solution to a problem: a phenomenon often called the ah-ha experience
Biological factors
Refer to innate tendencies or predispositions that may either facilitate or inhibit certain kinds of learning
Encoding
Refers to making mental representation of information so that it can be placed into our memories
Storing
The process of placing encoded information into relatively permanent mental storage
Sensory memory
Refers to an I thank process that receives and holds environmental information in it’s raw form for a brief period of time, from an instant to several seconds
-held in memory for a second or two
Short term memory
Also called working memory
Refers to another process that can hold only a limited amount of information
7 items of information
2-30 seconds
Long term memory
Refers to the process of storing almost unlimited amounts of information over long periods of time
Iconic memory
A form of sensory memory that automatically holds visual information for about a quarter of a second or more
Icon=image
Echoic memory
A form of sensory memory that holds auditory information for 1 or 2 seconds
Maintenance rehearsal
Refers to the practice of intentionally repeating or rehearsing information so that it remains longer in short term memory
Interference
Results when new information enters short term memory and over writes or pushes out information that is already there
Chunking
Combining separate items of information into a larger unit or chunk and then remembering chunks of information rather than individual items
Primacy effect
Refers to better recall, or improvement in retention, of information presented at the beginning of a task
Recency effect
Refers to better recall, or improvement in retention, of information presented at the end of a task
Primacy-recency effect
Refers to better recall of information presented at the beginning and end of a task
Declarative memory
Involves memories for facts or events, such as scenes, stories, words, conversations, faces or daily events
Semantic memory
A type of declarative memory and involved knowledge of facts, concepts, words, definitions, and language rules
Episodic memory
A type of declarative memory and involves knowledge of specific events, personal experiences, or activities, such as naming or describing favorite restaurants, movies, songs, habits, or hobbies
Procedural memory
Non declarative memory
Memories for motor skills, some cognitive skills, and emotional behaviors learned through classical conditioning
Automatic encoding
The transfer of information from short term into long term memory without any effort and usually without any awareness
Effortful encoding
Involves the transfer of information from short term into long term memory either by working hard to repeat or rehearse the information or especially by making associations between new and old information
Levels of processing theory
Remembering depends on how information is encoded. If you encode by paying attention only to basic features, info is encoded at a shallow level and results in poor recall. If you encode by making new associations, this info will be encoded at a deeper level, which results in better recall
Flashbulb memories
Vivid recollections, usually in great detail, of dramatic or emotionally charged incidents that are of interest to the person.
Eidetic imagery
Form of photographic memory that occurs in children, is the ability to examine a picture or page for 10-30 seconds and then for several minutes hold in one’s mind a detailed visual image of the material
