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MCAT BEHAVIOURAL SCIENCES > CHAPTER 3 > Flashcards

CHAPTER 3 Flashcards

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MCAT flashcards
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
Q

Fixed Ratio Schedules

A

reinforce a behavior after a specific number of performances of that behavior

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26
Q

Variable Ratio Schedules

A

reinforce a behavior after a varying number of performances of that behavior

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27
Q

Fixed Interval Schedules

A

reinforce the first instance of a behavior after a specified time has elapsed

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28
Q

Variable Interval Schedules

A

reinforce the first instance of a behavior after a varuing time has elapsed

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29
Q

Which schedule works the fastest?

A

Variable ratio

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30
Q

Which schedule is the most resistant to extinction?

A

Variable ratio

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31
Q

Which schedule is the least resistant to extinction?

A

Fixed ratio

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32
Q

Which schedule has a brief moment of no responses after the behaviour?

A

Fixed schedules

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33
Q

Shaping

A

in operant conditioning where rewarding increasingly specific behaviours

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34
Q

Latent learning

A

leaning that occurs without a reward but that is spontaneously demonstrated once a reward is introduced

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35
Q

Instinctive drift

A

the difficulty in overcoming instinctual behaviors

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36
Q

Observational learning

A

process of learning a new behavior or gaining information by watching

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37
Q

Observational learning neurons

A

mirror neurons

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38
Q

mirror neurons

A

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
Q

Modeling

A

determining a behaviour by observational learning

40
Q

The formation of memories can be divided into three major processes

A

encoding, storage, retrieval

41
Q

Encoding

A

processing of putting new information into memory

42
Q

Autonomic processing

A

information gained without effort

43
Q

controlled processing

A

active memorization

44
Q

Visual encoding

A

visualize it

45
Q

semantic encoding

A

put it into meanigful context

46
Q

acoustic encoding

A

stored the way it sounds

47
Q

Strongest and weakest encoding types

A

semantic encoding- strongest

Visual encoding- weakest

48
Q

self-reference effect

A

tend to recall information the best when we can put it into context of our own lives

49
Q

maintenance reheal

A

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
Q

Mnemonics

A

common way to memorize information (lists)

51
Q

method of loci

A

involves associating each item in a list with a location along a route through a building that has already been memorized

52
Q

peg-words

A

associates numbers with items that rhyme with or resemble the numbers

53
Q

chunking

A

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
Q

Sensory memory

A

only lasts a very short time

consists of both iconic and echoic memory

55
Q

iconic memory

A

visual

56
Q

echoic memory

A

auditory

57
Q

short term memory

A

primarily in the hippocampus
limited in capacity to 7 iyrmd
memory fades quickly

58
Q

working memory

A

closely related to short term memory

in the hippocampus
keep information in our consciousness simultaneously and to manipulate that information

59
Q

Long term memory

A

the knowledge we are then able to recall on demand, sometimes for the rest of our lives

60
Q

elaborative rehearsal

A

association of the information to knowledge already stored in long-term memory

61
Q

where are the very long-term memories located? ie names birthdays

A

moved over time back to the cerebral cortex

62
Q

Two types of long-term memory

A

implicit and explicit

63
Q

explicit memory

A

also known as declarative consists of memories that require conscious recall

64
Q

implicit memory

A

procedural and consists of our skills and conditioned responses

65
Q

semantic memory

A

facts, concepts

66
Q

episodic memory

A

events, experiences

67
Q

Retrieval

A

process of demonstrating that something that has been learned has been retained

68
Q

Recognition

A

the process of merely identifying a piece of information that was previously learned is far easier than recall

69
Q

Spacing effect

A

finding that long-term memory is enhanced when learning events are spaced apart in time, rather than massed in immediate succession

70
Q

semantic network

A

concepts are linked together based on similar meaning

71
Q

spreading activation

A

other linked concepts around it are also unconsciously activated

72
Q

Priming

A

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
Q

Context effects

A

another retrival cue

memory is aided by being in a physical location where encoding took place

74
Q

state-dependent memory (state-dependent effects)

A

a person’s mental state can also affect recall

75
Q

Serial position effect

A

retrieval cue that appears while leaning lists

- remembering early and late items

76
Q

primacy effects

A

remembering early items

77
Q

recency effects

A

remembering later items

78
Q

Alzheimer’s disease

A

degenerative brain disorder thought to be linked to a loss of AcH in neurons linked to the hippocampus

79
Q

dementia

A

a loss of congnitive function

80
Q

Microscopic findings of Alzheimer’s

A

neurofibrillary tangles and B-amyloid plaques

81
Q

Korsakoff’s syndrome

A

memory loss cause by thiamine deficiency in the brain

82
Q

Retrograde amneasia

A

the loss of previously formed memories

83
Q

Anterograde amnesia

A

the inability to form new memories

84
Q

Confabulation

A

process of creating vivid but fabricated memories

85
Q

Agnosia

A

loss of ability to recognize objects, people, or sounds

86
Q

Interference

A

retrical error cause by existance of other simi;lar information

87
Q

proactive interference

A

old information interfering with new learning

88
Q

retroactive interference

A

new information interfering with old information

89
Q

Prospective memory

A

remembering to perform a task at some point in the future

90
Q

misinformation effect

A

The misinformation effect occurs when the information or context of a memory drastically changes the perception of an event

91
Q

Source-monitoring error

A

involves the confusion between semantic and episodic memory

92
Q

Neuroplasticity

A

neural connections form rapidy in response to stimula

93
Q

Synaptic pruning

A

weak neural connections are broken and stron ones are bolstered to increasing the efficency of our brain

94
Q

Long-term potentiation

A

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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