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MCAT BEHAVIOURAL SCIENCES > CHAPTER 3 > Flashcards

CHAPTER 3 Flashcards

(94 cards)

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1
Q

Habituation

A

repeated exposure to the same stimulus can cause a decrease in repsonse

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2
Q

Dishabituation

A

recovery of a response to a stmiulus after habituation has occured

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3
Q

Associative learning

A

creation of a pairing or association either between two stimuli or a behaviour and a response

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4
Q

Two types of associative learning

A

classical and operant

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5
Q

Classical Conditioning

A

taking an unconditioned stimulus to turn a stimulus into a conditioned stimulus

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6
Q

unconditioned stimulus

A

any stimulus that brings about a reflexive response

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7
Q

neutral stimulus

A

stimulus that can not produce a reflexive response

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8
Q

Acquisition

A

taking an unconditioned stimulus to turn a stimulus into a conditioned stimulus

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9
Q

Extinction

A

When a conditioned stimulus is presented without the unconditioned stimulus enough times

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10
Q

Spontaneous recovery

A

if an extinct conditioned stimulus is presented again, a weak response can sometimes be exhibited

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11
Q

Generalization

A

stimulus similar enough to the conditioned stimulus can also produce the conditioned response

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12
Q

Discrimination

A

organism learns to distinguish between two similar stimuli

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13
Q

Operant condition

A

associated with BF. skinner

voluntary behaviours with consequences

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14
Q

Reinforcement

A

increasing the likelihood that an individual will perform a behaviour

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15
Q

Punishment

A

decreasing the likelihood that an individual will perform a behaviour

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16
Q

Positive Reinforcement

A

increase a behaviour by adding a positive consequence or incentive following the desired behaviour

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17
Q

Common positive reinforcer

A

money

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18
Q

Negative Reinforcement

A

increase the frequency of a behaviour by removing something unpleasant

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19
Q

Escape learning and Avoidance learning are examples of

A

Negative Reinforcers

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20
Q

Escape learning

A

the role of the behaviour is to reduce the unpleasantness of something that already exists

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21
Q

Avoidance learning

A

to prevent the unpleasantness of something that has yet to happen

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22
Q

discriminative stimulus

A

indicates that the reward is potentially available in an operant conditioning

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23
Q

Positive punishment

A

adds an unpleasant consequence in response to behaviour to reduce that behaviour

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24
Q

Negative punishment

A

reduction of a behaviour when a stimulus is removed

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25
Fixed Ratio Schedules
reinforce a behavior after a specific number of performances of that behavior
26
Variable Ratio Schedules
reinforce a behavior after a varying number of performances of that behavior
27
Fixed Interval Schedules
reinforce the first instance of a behavior after a specified time has elapsed
28
Variable Interval Schedules
reinforce the first instance of a behavior after a varuing time has elapsed
29
Which schedule works the fastest?
Variable ratio
30
Which schedule is the most resistant to extinction?
Variable ratio
31
Which schedule is the least resistant to extinction?
Fixed ratio
32
Which schedule has a brief moment of no responses after the behaviour?
Fixed schedules
33
Shaping
in operant conditioning where rewarding increasingly specific behaviours
34
Latent learning
leaning that occurs without a reward but that is spontaneously demonstrated once a reward is introduced
35
Instinctive drift
the difficulty in overcoming instinctual behaviors
36
Observational learning
process of learning a new behavior or gaining information by watching
37
Observational learning neurons
mirror neurons
38
mirror neurons
located in frontal and parietal lobes of the cerebal cortex and fire both when an inficual performs an action and when that individual observes someone doing that action
39
Modeling
determining a behaviour by observational learning
40
The formation of memories can be divided into three major processes
encoding, storage, retrieval
41
Encoding
processing of putting new information into memory
42
Autonomic processing
information gained without effort
43
controlled processing
active memorization
44
Visual encoding
visualize it
45
semantic encoding
put it into meanigful context
46
acoustic encoding
stored the way it sounds
47
Strongest and weakest encoding types
semantic encoding- strongest | Visual encoding- weakest
48
self-reference effect
tend to recall information the best when we can put it into context of our own lives
49
maintenance reheal
repitition of a piece of information to either keep it in working memory (to prevent forgetting) or in short-term and eventually long term memory
50
Mnemonics
common way to memorize information (lists)
51
method of loci
involves associating each item in a list with a location along a route through a building that has already been memorized
52
peg-words
associates numbers with items that rhyme with or resemble the numbers
53
chunking
known of clustering memory trick that involves taking individual elements of a large list and group them together in group of elements with related meaning
54
Sensory memory
only lasts a very short time | consists of both iconic and echoic memory
55
iconic memory
visual
56
echoic memory
auditory
57
short term memory
primarily in the hippocampus limited in capacity to 7 iyrmd memory fades quickly
58
working memory
closely related to short term memory in the hippocampus keep information in our consciousness simultaneously and to manipulate that information
59
Long term memory
the knowledge we are then able to recall on demand, sometimes for the rest of our lives
60
elaborative rehearsal
association of the information to knowledge already stored in long-term memory
61
where are the very long-term memories located? ie names birthdays
moved over time back to the cerebral cortex
62
Two types of long-term memory
implicit and explicit
63
explicit memory
also known as declarative consists of memories that require conscious recall
64
implicit memory
procedural and consists of our skills and conditioned responses
65
semantic memory
facts, concepts
66
episodic memory
events, experiences
67
Retrieval
process of demonstrating that something that has been learned has been retained
68
Recognition
the process of merely identifying a piece of information that was previously learned is far easier than recall
69
Spacing effect
finding that long-term memory is enhanced when learning events are spaced apart in time, rather than massed in immediate succession
70
semantic network
concepts are linked together based on similar meaning
71
spreading activation
other linked concepts around it are also unconsciously activated
72
Priming
spreading activation of a retrevial cue | recall is aided by first being presented with a word or phrase that is close to the desired semantic memory
73
Context effects
another retrival cue | memory is aided by being in a physical location where encoding took place
74
state-dependent memory (state-dependent effects)
a person's mental state can also affect recall
75
Serial position effect
retrieval cue that appears while leaning lists | - remembering early and late items
76
primacy effects
remembering early items
77
recency effects
remembering later items
78
Alzheimer's disease
degenerative brain disorder thought to be linked to a loss of AcH in neurons linked to the hippocampus
79
dementia
a loss of congnitive function
80
Microscopic findings of Alzheimer's
neurofibrillary tangles and B-amyloid plaques
81
Korsakoff's syndrome
memory loss cause by thiamine deficiency in the brain
82
Retrograde amneasia
the loss of previously formed memories
83
Anterograde amnesia
the inability to form new memories
84
Confabulation
process of creating vivid but fabricated memories
85
Agnosia
loss of ability to recognize objects, people, or sounds
86
Interference
retrical error cause by existance of other simi;lar information
87
proactive interference
old information interfering with new learning
88
retroactive interference
new information interfering with old information
89
Prospective memory
remembering to perform a task at some point in the future
90
misinformation effect
The misinformation effect occurs when the information or context of a memory drastically changes the perception of an event
91
Source-monitoring error
involves the confusion between semantic and episodic memory
92
Neuroplasticity
neural connections form rapidy in response to stimula
93
Synaptic pruning
weak neural connections are broken and stron ones are bolstered to increasing the efficency of our brain
94
Long-term potentiation
as a sitmulus is repeated, the stimulated neurons become more efficient at releasing their neurotransmitters and at the same time receptor sites on the other side of the synapse increase, increasing receptor density

MCAT BEHAVIOURAL SCIENCES (10 decks)

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