Chapter 11 Flashcards
darwin suggested evolution of both ______ and _______ traits
physical; mental
“the ability to make adjustments, or to modify old ones, in accordance with the results of its own individual experience” is the definition of what?
intelligence
cognition is latin for …
knowledge/thinking
cognition is often a casual discourse that is …
voluntary, deliberate and conscious
ex. did I leave the coffee pot on?
Cognition may lead to actions not clearly explained by ________ stimuli
external
cognitive ethology
the study of the ability of animals to express conscious thought and intention
what was the Clever Hans really doing instead of math/answering questiions?
responding until he got a reaction from someone
animal cognition
models and constructs used to explain behaviors not characterized by simple S-R associations
The Mark test
mark a subject and show them a mirror, if they reach for the mark on their OWN head they have some sort of self awareness
2 ways learning and cognition are said to be “not opposites”
- CS evokes a “mental representation” of the US (aka S-S learning)
- R-O and S-O associations are often “internal”
memory definition
ability to respond to or recount information that was experienced earlier
3 components of learning and memory
acquisition
retention
retrieval
3 components of learning and memory: acquisition
exposure to stimuli or information (majority of what we learned in this class falls under this)
3 components of learning and memory: retention
time period in which information is retained
3 components of learning and memory: retrieval
tests of memory for the original experience
t/f: the 3 components of learning and memory don’t all happen in the brain
false! they do all happen in the brain
a lot of what you learn is in there but won’t be able to be ________
retrieved
2 ways on how we distinguish between learning and memory
- studies of learning manipulate acquisition parameters
- studies of memory focus on retention and retrieval
in the retention phase, is there manipulation in the learning condition?
no! only in memory condition
what were the results/main takeaways of the Hunter (1913) study
reflect working AND reference memory
Dog could have a delay of the longest (5 min), then raccoon (25s), then rodent (10s)
working memory
operates when information needs to be maintained long enough to complete a task
happens in the test trial
(going back a unit, is classified as a discrete test trial)
t/f: working memory of past trials don’t help with later trials
true
reference memory
long-term retrieval of rules necessary for the use of incoming and acquired information
happens in the training phase
think reference = rule
remembering items you just put in a drink is … while remembering the items needed to make the drink is …
working memory; reference memory
delayed-matching-to-sample (DMS)
the SAMPLE identifies the correct response on the trial. The SAMPLE is removed before the subject is allowed to respond (DELAY). The subject then is asked to identify the MATCHING SAMPLE for reinforcement
(going back a unit, this is considered free operant)
4 stages of DMS
trial signal (signaling start)
sample presentation
delay
choice
what % shows a guess of chance?
50%
what % shows that a choice isn’t by chance?
80%
results/main takeaways from Grant (1976) study?
accuracy increases as sample duration increases
accuracy decreases as sample-trial decay increases
how do stimuli determine accuracy?
with the trace decay hypothesis
trace decay hypothesis
presentation of a stimulus produces changes in the CNS that decay after stimulus is removed
a weak stimuli will decay … while a strong stimuli will be …
quickly; maintained in memory
ex. what did you eat for lunch last Wednesday vs. what did you eat when you got food poisoning
main takeaway for Sargisson and White (2001) study
overall performance is best when tested with training delay
can be characterized as stimulus control
general rule with the DMS task
“choose the stimulus that is the same as the sample”
specific rule with the DMS task
“select green after green”
2 was to test what is learned on the DMS task
tests of transfer
trials-unique procedure
2 was to test what is learned on the DMS task: tests of transfer
once DMS is learned with 2 samples, a new pair is employed
does the subject transfer (generalize) the rule to new stimuli?
2 was to test what is learned on the DMS task: trials-unique procedure
on each trial, different stimuli serve as matching and non-matching samples
do they learn DMS?
