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12 PSYCHOLOGY ATAR > CH 2 COGNITION > Flashcards

CH 2 COGNITION Flashcards

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1
Q

MEMORY

A
  • the internal record of some previous event or experience
  • memory sometimes is called mental representation, which refers to the fact that memory is a psychological version of the original sound, thought, object or concept.
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2
Q

what did Atkinson and Shiffrin (1968) do?

A

developed a model of memory, known as STAGE MODEL – three separate stages:

  • sensory memory
  • short-term memory
  • long-term memory

each memory stage categorised by three differences;

  • capacity
  • duration
  • encoding
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3
Q

multi-store model of memory

A
  • most information is lost quickly but information considered important is attended to and passed into short-term memory.
  • storage refers to the retention of information, the brain can be thought as a computer that stores information on its hard disk.

RETRIEVAL: the recovery of information stored in the brain.

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4
Q

what is sensory memory?

A
  • refers to memory retained for a very brief period of time when we pay attention to the stimuli
  • capacity: 3-7 units
  • duration: 0.25 - 0.5 seconds
  • encoding: through the senses
  • stores all incoming sensory information in memory
  • registers for the different senses but most research has been on visual and auditory
  • Iconic memory is visual. Eg Shape and colour. It works briefly by storing an icon or image for a brief period of time (less than a second)
  • Echoic is auditory. Held in sensory memory for 3 to 4 seconds – long enough to be encoded into storage.
  • It is thought that there are registers for the other senses of touch, taste and smell.
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5
Q

short term memory / working memory

A
  • Without processing, we will forget the information from the sensory register
  • STM refers to the information you are aware of, and is sometimes called working memory, which means that the thoughts, words and images are available for decision-making and problem solving
  • information is then encoded and transferred to the long-term memory
  • capacity: 7 plus or minus 2
  • encoding: mostly auditory
  • duration: 0–18 seconds or 0–30
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6
Q

rehearsal

A
  • Rehearsal enables information to be retained in STM longer than it would usually be
  • rehearsal is repeating the information to store it longer
  • Used to transfer material to LTM when you want to remember information
  • maintenance rehearsal is deliberately repeating information to keep it in the short-term memory
  • elaborative rehearsal is adding meaning to the information when deliberately rehearsing/repeating
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7
Q

chunking

A
  • material is combined into larger, meaningful groups. The larger groups are based on patterns or regularities.
  • E.g. mobile numbers we chunk them into 3 groups to remember them
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8
Q

‘working memory’

A
  • more modern and broad version of STM - preferred term
  • emphasises the active nature of processing memory rather than earlier notions of passive maintenance
  • limited capacity
  • original WM model proposed by Baddeley and Hitch (1974)
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9
Q

talk about the work of ivan pavlov

A
  • studied digestive systems of dogs
  • knew that dogs naturally salivated while being given food
  • this salivation (reflex action) could occur before food was given
  • wanted to know what triggered the anticipatory salivation that occurred to many stimuli associated with food eg. sight of bowl, footsteps of person coming to feed
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10
Q

pavlov’s experiment

A

Pavlov’s experiment
- hypothesis: dogs associated footsteps of lab tech who fed
dogs, with presence of food given to them
- sound of footsteps had been conditioned to cause reflex response of salivation
- originally, stimulus (food) produced the response (salivation)
- eventually, sight/sound of lab tech became stimulus which produced salivation
- salivation (reflex response) had been conditioned to a new stimulus (sight of sound of tech)
began experiment by associating various sounds with food
- findings: after few trials, dogs could be conditioned to respond to sound by salivating
- evidence that repetitive association of different stimuli led to learning or ‘conditioning’

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11
Q

Pavlov’s experiment (method)

A

Pavlov’s experiment (method)

  • food powder placed in mouth of dog
  • food was paired with sound of buzzer
  • amount of saliva was measured
  • after number of pairings of buzzer and food powder, buzzer was given alone
  • dog salivated at sound of buzzer (without powder!)
  • conditioned!!
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12
Q

neutral stimulus

A

stimulus that doesn’t naturally

elicit a response

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13
Q

unconditioned stimulus

A

specific stimulus that is innately capable of eliciting reflex response

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14
Q

unconditioned response

A

natural, automatic response to specific UCS

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15
Q

conditined stimulus

A

stimulus that evokes a specific response due to learning

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16
Q

conditioned response

A

reflex response to previously neutral stimulus that occurs due to learning

17
Q

Watson’s experiment

A
  • 9 year old
  • placid child selected on basis of never crying
  • placed on floor in Watsons lab, allowed to play with white
    rat
  • showed no fear (did not respond negatively to other animals and objects)
  • showed fear when steel bar was struck with hammer, making a loud noise
    2 months later
  • Watson paired rat with loud noise (struck iron bar with hammer when Albert touched the rat)
  • caused Albert to jump in fear, no tears
  • several pairing of rat and noise -> Albert cried
  • later, rat was presented but no noise sounded —> Albert cried and tried to crawl away
18
Q

learning that takes place during CC is subject to

A
  • extinction
  • spontaneous recovery
  • stimulus generalisation
  • stimulus discrimination
19
Q

extinction

A

gradual decrease in the strength or frequency of a response that has been conditioned when the UCS is no longer present

  • if the UCS never again follows the CS, CR will eventually extinguish
    • eg. if you ring the bell many times and don’t follow it with food, dog’s expectancy of getting food when hearing the bell will weaken
20
Q

spontaneous recovery

A

reappearance of a CR following a period of extinction

- ringing paused for hours; trying to ring the bell again caused small amount of saliva to be produced

21
Q

stimulus generalisation

A

stimuli similar to the CS trigger the CR

  • dog been conditioned to salivate in response to sound of bell; would also salivate when buzzer was sounded (never been paired)
  • explains why shops carry imitations of nationally known products
  • we feel comfortable to generalise from the real products!
22
Q

stimulus discrimination

A 
bility to respond differently to various stimuli that may be similar
- dog conditioned with bell as CS
- occasionally sound a horn instead of bell, but never follow
with UCS (food)
- dog will not salivate to the sound of the horn because it sees the horn as different because food does not follow
23
Q

what is operant conditioning?

A

learning process in which the likelihood of a behaviour being repeated is determined by the consequences of that behaviour
- form of learning that has origins in CC; early work conducted on animals and humans
- Thorndike
- proposed that animals learn responses through experiences
consequences
- repeat desired responses that are rewarded
- drop other responses that are punished
- Law of effect
Thorndike
- placed hungry cat in a ‘puzzle box’ with a plate of food
outside the box
- cat was keen to escape; only way was to pull a string that opened the door
- cat eventually pulled string; was rewarded with food

24
Q

Watson and skinner (operant conditioning)

A
  • interested in modification of human behaviour; called ‘behaviourists’
  • use of stimulus-response models
25
Q

B.F. Skinner

A
  • began experimenting with rats and pigeons in 1930’s
  • trained animals to perform certain behaviours; rewarded them with food if they performed the behaviour
  • theorised that animals and people learn to operate on their environment to produce desired consequences
26
Q

Skinner box

A
  • small, cage like chamber
  • walls are bare except for metal lever, one or more stimulating lights and a tray where food pellets can be dispensed
  • experiment
  • placed hungry rat inside box
  • aim: train the rat to make a response based on receiving reinforcement
  • hunger kept the rat motivated to seek out food
    after investigating cage, rat placed paw on the level
  • food pellet was dispensed
  • rat pressed lever again; same thing happened
  • rat saw the patter of pressing lever and receiving food
27
Q

conclusion of the Skinner box

A

food reward altered how frequently the rat pressed the lever

28
Q

renforcement

A

can either be positive or negative

  • used to obtain a desired response
  • REINFORCER = any stimulus (action or event) that strengthens or increases the likelihood of a response (behaviour)
29
Q

POSITIVE REINFORCEMENT

A

reward which strengthens a response by providing pleasant
consequence
- increases likelihood of that response occurring again
- eg. received a merit for completing a maths question; gotten an excellence award for topping a subject

30
Q

NEGATIVE REINFORCEMENT

A

unpleasant stimulus is removed, reduce or prevented to
create a positive consequence
- strengthens or increases frequency or likelihood of desired response
- eg. you have a headache; take pandadol to get rid of it. Panadol taking beh. will be negatively reinforced if headache stops; likelihood of you taking panda next time you have a headache increases

12 PSYCHOLOGY ATAR (10 decks)

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