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Psych100 > Chapter 6 Learning & Memory > Flashcards

Chapter 6 Learning & Memory Flashcards

1
Q

Any relatively permanent change in behavior brought about by experience or practice.

A

Learning

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2
Q

When people learn anything, some part of their brain is physically _______ to record what they have learned.

A

Changed

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3
Q

Any kind of change in the way an organism behaves is ________.

A

learning

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4
Q

Russian physiologist who discovered classical conditioning through his work on digestion in dogs.

A

Ivan Pavlov

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5
Q

Learning to make a reflex response to a stimulus other than the original, natural stimulus that normally produces the reflex.

A

Classical conditioning

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6
Q

A naturally occurring stimulus that leads to an involuntary response.

A

Unconditioned stimulus (UCS)

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7
Q

An involuntary response to a naturally occurring unconditioned stimulus.

A

Unconditioned response (UCR)

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8
Q

Stimulus that becomes able to produce a learned reflex response by being paired with the original unconditioned stimulus.

A

Conditioned stimulus (CS)

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9
Q

Can become a conditioned stimulus when paired with an unconditioned stimulus.

A

Neutral stimulus (NS)

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10
Q

Learned reflex response to a conditioned stimulus. Sometimes called conditioned reflex.

A

Conditioned response (CR)

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11
Q

(classical conditioning concept)
Ice cream truck

A

Conditioned stimulus (CS)

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12
Q

(classical conditioning concept)
Salivation when one hears ice cream truck bell

A

Conditioned response (CR)

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13
Q

Repeated pairing of the NS and the UCS; the organism is in the process of acquiring learning.

A

Acquisition

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14
Q

Basic principles of classical conditioning

A

• CS must be come before UCS
• CS and UCS must come very close together in time—ideally, only several seconds apart
• neutral stimulus must be paired with the UCS several times, often many times, before conditioning can take place.

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15
Q

Tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response.

A

Stimulus generalization

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16
Q

Tendency to stop making a generalized response to a stimulus that is similar to the original conditioned stimulus because the similar stimulus is never paired with the unconditioned stimulus.

A

Stimulus discrimination

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17
Q

disappearance or weakening of a learned response following the removal or absence of the unconditioned stimulus (in classical conditioning) or the removal of a reinforcer (in operant conditioning)

A

Extinction

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18
Q

Reappearance of a learned response after extinction has occurred.

A

Spontaneous recovery

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19
Q
  1. Strong conditioned stimulus is paired with a neutral stimulus
  2. Neutral stimulus becomes a second conditioned stimulus
A

Higher-order conditioning

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20
Q

Emotional response that has become classically conditioned to occur to learned stimuli

A

Conditioned emotional response (CER)

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21
Q

____ may lead to phobias—irrational fear responses

A

CERs

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22
Q

Classical conditioning of a reflex response or emotion by watching the reaction of another person

A

Vicarious conditioning

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23
Q

Development of a nausea or aversive response to a particular taste because that taste was followed by a nausea reaction

A

Conditioned taste aversion

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24
Q

The tendency of animals to learn certain associations such as taste and nausea, with only one or few pairings due to the survival value of the learning.

A

Biological preparedness

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25
Q

original theory in which Pavlov stated that classical conditioning occurred because the conditioned stimulus became a substitute for the un conditioned stimulus by being paired closely together

A

Stimulus substitution

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26
Q

Modern theory in which classical conditioning is seen to occur because the conditioned stimulus provides information or an expectancy about the coming of the unconditioned stimulus

A

Cognitive perspective

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27
Q

The learning of voluntary behavior through the effects of pleasant and unpleasant consequences to responses

A

Operant conditioning

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28
Q

Law stating that if a response is followed by a pleasurable consequence, it will tend to be repeated, and if a response is followed by an unpleasant consequence, it will tend not to be repeated

A

Thorndike’s law of effect

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29
Q

Was a behaviorist; he wanted to study only observable, measurable behavior. Gave “operant conditioning” its name.

A

B.F. Skinner

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30
Q

Any behavior that is voluntary

A

Operant

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31
Q

Any event or stimulus, that when following a response, increases the probability that the response will occur again.

A

Reinforcement

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32
Q

Any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch

A

Primary reinforcer

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33
Q

Any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars

A

Secondary reinforcer

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34
Q

The reinforcement of a response by the addition or experience of a pleasurable stimulus

A

Positive reinforcement

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35
Q

The reinforcement of a response bythe removal, escape from, or avoidance of an unpleasant stimulus

A

Negative reinforcement

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36
Q

A response that is reinforced after some—but not at all—correct responses tends to be very resistant to extinction

A

Partial reinforcement effect

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37
Q

Reinforcement of each and every correct response

A

Continuous reinforcement

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38
Q

Interval of time that must pass before reinforcement becomes possible is always the same

A

Fixed Interval

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39
Q

The interval of time that must pass before reinforcement becomes possible is different for each trial or event.

A

Variable interval

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40
Q

Number of responses required for reinforcement is always the same

A

Fixed ratio

41
Q

Schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event.

A

Variable ratio

42
Q

Any event or object that, when following a response, makes that response less likely to happen again

A

Punishment

43
Q

The punishment of a response by the addition or experiencing of an unpleasant stimulus

A

Punishment by application

44
Q

The punishment of a response by the removal of a pleasurable stimulus

A

Punishment by removal

45
Q

• may cause avoidance of the punisher instead of the behavior being punished
• may encourage lying to avoid punishment
• creates fear and anxiety

A

Severe punishment

46
Q

Any stimulus, such as a stop sign or a doorknob, that provides the organism with a cue for making a certain response in order to obtain reinforcement

A

Discriminative stimulus

47
Q

Reinforcement of simple steps, leading to a desired complex behavior

A

Shaping

48
Q

Small steps, one after another, that lead to a particular goal behavior

A

Successive approximation

49
Q

Occurs if the behavior (response) is not reinforced.

A

Extinction

50
Q

Reoccurance of a once-extinguished response

A

Spontaneous recovery

51
Q

Tendency for an animal’s behavior to revert to genetically controlled patterns

A

Instinctive drift

52
Q

Use of operant conditioning techniques to bring about desired changes in behavior

A

Behavior modification

53
Q

Type of behavior modification in which desired behavior is rewarded with tokens

A

Token economy

54
Q

Form of mild punishment by removal in which a misbehaving animal, child, or adult is placed in a special area away from the attention of others

A

Time-out

55
Q

Modern term for a form of behavior modification that uses shaping techniques to mold a desired behavior or response

A

Applied behavior analysis (ABA)

56
Q

Use of biofeedback about biological conditions to bring involuntary responses such as blood pressure and relaxation under voluntary control

A

Biofeedback

57
Q

Form of biofeedback using devices (EEG, fMRI) to provide feedback about brain activity in an effort to modify behavior

A

Neurofeedback

58
Q

Early cognitive scientist. Best-known experiments in learning involved teaching three groups of rats the same maze, one at a time

A

Edward Tolman

59
Q

Learning that remains hidden until its application becomes useful

A

Latent learning

60
Q

The sudden perception of relationships among various parts of a problem, allowing the solution to the problem to come quickly. “Aha” moment

A

Insight

61
Q

Tendency to fail to act to escape from a situation because of a history of repeated failures in the past

A

Learned helplessness

62
Q

New way of looking at the entire concept of mental health and therapy that focuses on the adaptive, creative, and psychologically more fulfilling aspects of human experience rather than on mental disorders.

A

Positive psychology

63
Q

Learning new behavior by watching a model perform that behavior

A

Observational learning

64
Q

Learning can take place without actual performance of the learned behavior

A

Learning/performance distinction

65
Q

Four Elements of Observational Learning

A

• Attention
• Memory
• Imitation
• Motivation

66
Q

To learn anything through observation, the learner must first pay attention to the model

A

Attention

67
Q

The learner must also be able to retain the memory of what was done, such as remembering the steps in preparing a dish that were first seen on a cooking show.

A

Memory

68
Q

The learner must be capable of reproducing, or imitating, the actions of the model

A

Imitation

69
Q

The learner must have the desire to perform the action

A

Motivation

70
Q

The process which makes abailable to the individual something he has learned previously

A

Memory

71
Q

Three processes of memory

A

• encoding
• storage
• retrieval

72
Q

The process by which information (new knowledge) is initially recorded in a form usable to memory.

A

Encoding (Fixation)

73
Q

Information with an _________ significance will be encoded more effectively

A

Emotional

74
Q

Enhanced memory performance for those items in the beginning of the sequence

A

Primacy effect

75
Q

Enhanced memory performance for those items at the end of the sequence

A

Recency effect

76
Q

It is the “storing process” of what was required.

A

Retention (storage)

77
Q

New learning interferes with the recall of information learned earlier

A

Retroactive interference

78
Q

Information learned earlier interferes with the recall of material learned later

A

Proactive interference

79
Q

Meaningful units of information that may vary depending on the circumstances

A

Chunks

80
Q

A learning technique that involves breaking down large pieces of content into smaller chunks that are easier to process and remember.

A

Chunking

81
Q

The process by which material in memory storage is located, brought into awareness, and used.

A

Retrieval (remembering)

82
Q

The process of drawing from memory a specific piece of information for a specific purpose.

A

Recall

83
Q

The process of acknowledging prior exposure to a given stimulus

A

Recognition

84
Q

The process wherein one remembers not only a specific event, but also all the details and circumstances of this event with its setting in time and place.

A

redintegration

85
Q

Types of memory

A

Short-term memory (STM)
Long-term memory (LTM)

86
Q

Information is held while it is conscious and being used. It holds about three to five items of information and lasts about 30 seconds without rehearsal.

A

Short-term memory

87
Q

The system in which memories that are to be kept more or less permanently are stored is unlimited in capacity and relatively permanent in duration.

A

Long-term memory

88
Q

Are memories for skills, habits, and conditioned responses

A

Nondeclarative, or implicit memories

89
Q

Are memories for general facts and personal experiences and include both semantic memories and episodic memories

A

Declarative, or explicit memories

90
Q

are difficult to bring into conscious awareness

A

Implicit memories

91
Q

are those that a person is aware of possessing

A

Explicit memories

92
Q

incorporation of inaccurate information into actual memory

A

misinformation effect

93
Q

the general term for loss of memory when it is unaccompanied by other mental difficulties.

A

amnesia

94
Q

memory loss of occurrences prior to some event

A

retrograde amnesia

95
Q

memory loss of events following an injury

A

anterograde amnesia

96
Q

a loss of memory due to a psychological repression mechanism: we tend to forget things we want to forget.

A

psychogenic amnesia

97
Q

Illness associated with aging that includes physical deterioration, loss of language abilities, and severe amnesia.

A

Alzheimer’s disease

98
Q

affected by serious memory impairment. although their intellectual abilities may be intact, they display a strange array of symptoms including repeating questions, even after being told the answer, and repeating the same story over and over again.

A

Long-term alcoholics

Psych100 (5 decks)

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