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Psychology > Cognition For Test 3 > Flashcards

Cognition For Test 3 Flashcards

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1
Q

Cognition

A

Psychological concepts and processes associated with memory and their relationship to behaviour. “higher” mental processes such as thinking, conceptualising, memory, reasoning etc

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2
Q

Memory

A

Structures and processes involved in the storage and subsequent retrieval of information. Means by which we draw on our past experiences to use this information in the present.

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3
Q

Multi Store Model (Atkinson and Shriffren) and LTM

A
  • Proposed that memory consisted of three stores: a sensory register, STM and LTM.
  • infinite, infinite, ”permanent” store of all knowledge/ mainly semantic but can be auditory and visual.
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4
Q

Two areas of LTM

A
  • Procedural memory

- declarative memory

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5
Q

Procedural memory/ implicit

A

the way you do things unconsciously/ automatically; the “how to” of memory ie riding bike

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6
Q

Declarative memory/explicit + 2 types

A
  • requires conscious effort, the “what of memory”
  • Episodic: memory of your own set of autobiographical events/personal experiences
  • Semantic: factual knowledge possessed about the outside world an encyclopaedia of memory.
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7
Q

What are the 3 R’s

A

Recall, Recognition and Relearning

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8
Q

Recall + 2 types

A

being able to access the information without being cued

1) Free recall: is memory without prompting ie types of atoms.
2) Cued recall: is when aided by relevant information, ie neutron electron and ___?

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9
Q

Recognition

A

involves identifying information after experiencing it again, e.g multiple choice questions

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10
Q

Relearning

A

involves relearning information that has been previously learned. Makes it easier to remember / recall info in the future and can improve the strength of our memories.
If not relearnt will make recall less free and automatic

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11
Q

Forgetting

A

a failure to access information that had previously been stored in memory

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12
Q

Retrieval Failure Theory + Cue dependant forgetting

A

forgetting occurs because of a failure to use the right, correct, or appropriate cues at a certain time. —> increased by rehearsal and cues.

Cue dependant forgetting “need cues to remember” —> actually in memory it just can’t be accessed.

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13
Q

Interference Theory

A
  • When two pieces of info are similar it leads to a situation called “interference” causing us to forget the difference
  • Old or new info produce confusion or competition and as a consequence blocks effective retrieval.
  • Proactive and Retroactive
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14
Q

Proactive Interference

A

interference of old memories on the retrieval of new info

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15
Q

Retroactive Interference

A

new info interferes with the ability to remember old information

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16
Q

Motivated Forgetting

A
  • self protection defence; strong desire to forget certain things because the memory is either too traumatic, disturbing, anxiety-provoking or upsetting
  • Repression and Suppression
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17
Q

What is Repression

A

keeping distressing (or unpleasant) thoughts buried in the unconscious (un)

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18
Q

What is Suppression

A

deliberate effort to keep distressing thoughts out of conscious awareness (con)

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19
Q

Decay Theory

A
  • Forgetting occurs because the memory trace (initially formed at learning) tends to gradually fade, or decay, over time
  • Loss of info in SM and STM via displacement
20
Q

Organic Theory

A
  • Forgetting (amnesia or memory loss) occurs due to some brain damage
  • damage to different areas leads to differing forms of memory loss
21
Q

Learning

A

a relatively permanent change, often of behaviour, that occurs as a result of experience.

22
Q

Conditioning

A

the association made by the learner between a stimulus and a response

23
Q

Classical Conditioning

A
  • stimulus-response theory
  • is an association forming between two stimuli, (not normally associated with the response) such that the appearance of that stimulus alone results in the response behaviour.
24
Q

Operant Conditioning

A
  • changing of behaviour by the use of reinforcement which is given after the desired response
25
Q

Difference between Classical and Operant Conditioning

A

Whilst classical focuses on changing voluntary behaviours through stimulus, operant conditioning is learning explained by consequences

26
Q

Reinforcement

A

a consequence that causes behaviour to occur more often.
Pos: behaviour increases when it is followed by a pleasant reward
Neg: behaviour increases when it is followed by the removal of an unpleasant reward

27
Q

Punishment

A

is a consequence that causes behaviour to occur less frequently
Pos: behaviour decreases if an negative consequence is given after the behaviour
Neg: behaviour decreases if a pleasant stimulus is removed after the unwanted behaviour

28
Q

Observational Learning

A

The environment causes behaviour and learning, and behaviour can change the environment

29
Q

Factors involved in Observational Learning

A
  • attention (Observers cannot learn unless they pay attention)
  • retention(Observers must be able to remember what was happening around them)
  • reproduction (must be capable (physically and psychologically) of reproducing act)
  • Motivation (only perform if hey have motivation to do so which is enhanced by reinforcement)
30
Q

Schedules of Reinforcement

A

Is basically a rule stating which instances of a behaviour will be reinforced ie behaviour might be reinforced every time it occurs or not at all. Can dramatically change the rate and strength.

31
Q

Continuous Reinforcement Schedules

A
  • the desired behaviour is reinforcedevery single timeit occurs
  • best used during the initial stages of learning in order to create a strong association between the behaviour and the response
    ie teaching dog to shake, give treat every time
  • once response attached can change to partial reinforcement
32
Q

Partial Reinforcement Schedules

A
  • response is reinforced only after a specified number of responses
  • a high, steady rate of responding
  • E.g giving a reward to a rat after it presses a bar five times.
33
Q

Variable Ratio Schedule

A
  • occur when a response is reinforced after an unpredictable number of responses
  • produces high steady rate of responding
  • giving reward to a rat after one bar press, again after four bar presses, and a third reward after two bar presses. (gambling)
34
Q

Fixed Interval Schedule:

A
  • first response is rewarded only after a specified amount of time has elapsed
  • causes high amounts of responding near the end of the interval, but slower responding immediately after the delivery of the reinforcer
  • E.g giving a rat a reward for the first bar press after a 30-second interval has elapsed.
35
Q

Variable Interval Schedule

A
  • occurs when a response is rewarded after an unpredictable amount of time has passed
  • produces a slow, steady rate of response
  • E.g giving reward to a rat after the first bar press following a one-minute interval, another for the first response following a five-minute interval, etc
36
Q

Bobo Doll Experiment

A

36 boys and 36 girls between 3 and 6 years old
The first experimental group 24 children exposed to aggressive behaviour, whilst the second experimental group of 24 was exposed to non-aggressive model behaviour
Then divided based on sex and shown opposite sex models

37
Q

Bandura’s Social Learning Theory

A
  • theory emphasises Observational Learning
  • believed Learning was a function of observing, retaining and replicating behaviour observed in others
  • Modelling: when one observes the behaviour and consequences of another to influence their own thoughts, actions and feelings
38
Q

Bobo Doll Experiment Findings

A

Children exposed to the aggressive model were more likely to act in a physically aggressive manner
Boys had more aggression when exposed to aggressive male models than female models

39
Q

Little Albert Stimulus and Responses

A 
Neutral Stimulus: Bunny
Unconditional Stimulus: Banging
Unconditional Response: Fear
Conditioned Stimulus: Bang
Conditioned Response: Fear of Bunny
40
Q

Pavlov’s Dog Stimulus and Responses Before, After and During Conditioning

A

Before Conditioning; Food (Unconditioned Stimulus) —> Salvation (Unconditioned Response)

During Conditioning: Food and Bell (Unconditioned Stimulus) —> Salvation (Unconditioned response)

After Conditioning: Bell (Conditioned Stimulus ) —> Salvation (Conditioned Response

41
Q

Behaviour Modification

A

is the application of classical + operant conditioning techniques
Used to treat psychological problems such as fears/phobias

42
Q

Techniques for Modifying Behaviour

A

Token economies
Systematic desensitisation
CBT
Positive/Negative Reinforcement (rewards and punishments)

43
Q

Token Economies

A

Artificial systems of reward and reinforcement where symbolic markers ( ie fake money) are used to reward behaviour
Criticism; it is effective long term after token is removed

44
Q

Systematic Desensitisation:

A
  • application of classical conditioning to fears/phobias
    Fear response is replaced with a more relaxed response in a step by step process
  • Graded exposure: least threatening to the most threatening situation is presented
  • e.g seeing a picture of a snake, then seeing a real snake then holding it. Relaxation techniques are used at each step
45
Q

CBT

A
  • type of psychotherapy that helps people to change unhelpful or unhealthy thinking habit, feelings or behaviour
  • Used to treat problems such as anxiety, depression, low self esteem, anger, substance abuse etc

Psychology (9 decks)

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