exam 3

Question 1

explicit memory

Answer 1

consciously retrieved. (ex. you had pasta for lunch, you know salem is the capital of oregon)

Question 2

tip of the tongue phenomenon

Answer 2

a type of blocking in which an individual gets frustrated trying to recall a specific, obscure word. even with retrieval cues, can’t pull the word into working memory.

Question 3

proactive interference

Answer 3

old information inhibits the ability to learn new information.

Question 4

retroactive interference

Answer 4

new information inhibits the ability to learn old information.

Question 5

misattribution

Answer 5

misremembering a person, place, or circumstances involved with a memory.

Question 6

source amnesia

Answer 6

a form of misattribution that occurs when people have memory for an event but cannot remember where they encountered the information.

Question 7

cryptomnesia

Answer 7

a form of misattribution where people think they have come up with a new idea.

Question 8

procedural memory

Answer 8

skill and goal oriented behaviors that become automatic such as motor skills, cognitive skills, and habitual behaviors. (ex. driving)

Question 9

blocking

Answer 9

when a person is temporarily unable to remember something (ex. unable to remember the name of your favorite song)

Question 10

absentmindedness

Answer 10

results from the shallow encoding of events. major cause is failing to pay attention. (ex. forgetting where you put your keys)

Question 11

encoding specificity principle

Answer 11

any stimulus encoded along with an experience can later trigger a memory of the experience

Question 12

context dependent memory

Answer 12

when the recall situation is similar to the encoding situation. based on things like physical location, odors, and background music.

Question 13

state dependent memory

Answer 13

memory can be enhanced when a persons internal states match during encoding and recall.

Question 14

implicit memory

Answer 14

memories that you do not put into words. memories for past experiences that are expressed in your responses, actions, or reactions. unconscious or automatic memories.

Question 15

persistence

Answer 15

unwanted remembering. remembering embarrassing moments and reliving them no matter how much you want to forget. can be persistent and traumatic.

Question 16

prospective memory

Answer 16

involves remembering to do something at future times

Question 17

anterograde amnesia

Answer 17

lose the ability to form new memories

Question 18

retrograde amnesia

Answer 18

people lose past memories for events, facts, people, or even personal information

Question 19

non associative learning

Answer 19

learning to adjust responses to a repeated stimulus (after living near a train for a while, you no longer wake up to the sound of the train)

Question 20

associative

Answer 20

learning about the link between two stimuli or events that go together (your dog runs for the door when you pick up the leash because they have learned this action leads to a walk - conditioning)

Question 21

social

Answer 21

learning by instruction or observing how others behave (ex. seeing someone else wearing a mask during covid and deciding to wear one yourself)

Question 22

habituation

Answer 22

A type on non associative learning when our behavioral response to a stimulus decreases. After repeated exposure to a stimulus, we may no longer notice it. (ex. if you live in a big city, you may not react to sirens after a while)

Question 23

Sensitization

Answer 23

Increase in behavioral response after exposure to a stimuli. Heightened responsiveness of other stimuli. (ex. smelling smoke while studying and being even more aware, searching for other stimuli like flames or heat that might indicate a fire)

Question 24

Classical conditioning

Answer 24

When we learn that a stimulus predicts another stimulus. (ex. you learn that a needle and syringe at a doctors office are associated with getting a shot.)

Question 25

Operant conditioning

Answer 25

When we learn that a behavior leads to a consequence

Question 26

Acquisition

Answer 26

formation of an association between a conditioned stimulus and an unconditioned stimulus. (ex. the bell and the food in the Pavlov dog experiment)

Question 27

Extinction

Answer 27

The conditioned response is extinguished when the conditioned stimulus no longer predicts the unconditioned stimulus. (ex. the bell is rung many times and food doesn't appear, the dog learns that the bell isn't a good predictor of the food anymore)

Question 28

Spontaneous recovery

Answer 28

The extinguished conditioned stimulus produces a conditioned response again. (If starting the bell again produces salivation) This will fade quickly unless the conditioned stimulus is paired with the unconditioned stimulus.

Question 29

Prediction error

Answer 29

Difference between expected and actual outcomes.

Question 30

Positive prediction error

Answer 30

Presence of an unexpected event or a stronger version of the expected stimulus than anticipated. This strengthens the association between CS and US.

Question 31

Negative prediction error

Answer 31

An expected event doesn't happen. Weakens the CS-US association.

Question 32

Stimulus generalization

Answer 32

When a stimuli is similar but not identical to the CS produces the CR. (When a dog is fully conditioned to the tone of the bell, it will also salivate at other similar tones)

Question 33

Stimulus discrimination

Answer 33

When an animal learns to differentiate between two similar stimuli if one is consistently associated with the US and the other is not. (The dog learns that the bell results in food but a beep from the TV does not produce food)

Question 34

Second order conditioning

Answer 34

When a conditioned stimulus becomes associated with a different conditioned stimulus. CRs can be learned even without the learner ever associated the CS with the original US. (ex. The dog salivated to the sound of the bell because it was associated with receiving food. In a few trials, the dog was shown a block square along with the bell. Then when the black square was shown alone, the dog salivated to the black square without it ever being associated with the food.)

Question 35

Law of effect

Answer 35

Any behavior that leads to a satisfying state of affairs is likely to occur again. And behavior that leads to a negative state of affairs is less likely to occur again.

Question 36

Positive reinforcement

Answer 36

increases the probability that a behavior will be repeated. Positive means that something is added. So this is a reward to ensure a behavior is repeated.

Question 37

Negative reinforcement

Answer 37

increases behavior through the removal of an unpleasant stimulus.

Question 38

Positive punishment

Answer 38

Decreasing a behavior by adding a stimulus

Question 39

Negative punishment

Answer 39

Decreasing a behavior by removing a stimulus

Question 40

Key difference between classical and operant conditioning

Answer 40

In operant conditioning, the subject has to have already done the action before so it can be reinforced. Like your dog accidentally bringing you your slipper.

Question 41

Shaping

Answer 41

an operant conditioning technique consists of reinforcing behaviors that resemble the desired behavior.

Question 42

Continuous reinforcement

Answer 42

reinforcing a behavior each time it occurs

Question 43

Partial reinforcement

Answer 43

intermittent reinforcment of behavior

Question 44

Ratio schedule

Answer 44

based on the number of times a behavior occurs (a behavior is reinforced on every third and tenth time it occurs)

Question 45

Interval schedule

Answer 45

based on a specific unit of time (a behavior is reinforced when it is performed every minute or hour)

Question 46

Fixed interval schedule

Answer 46

occurs when reinforcement is provided after a certain amount of time has passed. (you feed your cat twice a day, the cat doesn't learn how to read the clock but it learns after a certain amount of time has passed it can expect food.)

Question 47

Variable interval schedule

Answer 47

reinforcement occurs after the passage of time but the time is not regular. (ex. getting texts from a friend)

Question 48

fixed ratio schedule

Answer 48

occurs when reinforcement is provided after a certain number of responses have been made (ex. factory workers getting paid after they have made a certain number of products.)

Question 49

variable ratio schedule

Answer 49

occurs when reinforcement is provided after an unpredictable amount of responses. (ex. slot machines)

Question 50

phobia

Answer 50

an acquired fear that is out of proportion to the real threat of an object of situation. fear conditioning is when animals are classically conditioned to fear neutral objects.

Question 51

observational learning

Answer 51

learning by observing how others behave

Question 52

modeling

Answer 52

imitating a behavior seen in others

Question 53

vicarious learning

Answer 53

learning to engage in a behavior or not, after seeing others being rewarded or punished for performing that action.

Question 54

instructed learning

Answer 54

humans can be verbally instructed about the associations between stimuli and other animals can't.

Question 55

extinction learning

Answer 55

It is a form of new learning that replaces the associative bond between the CS and US but does not eliminate it

Question 56

Episodic memory

Answer 56

consists of a persons past experiences that can be identified as occurring at a time or place

Question 57

Semantic memory

Answer 57

knowledge of concepts, categories, and facts independent of personal experience.

Question 58

Temporal lobe

Answer 58

acquisition of semantic memory

Question 59

stages of memory

Answer 59

encoding - storage - retrieval

Question 60

maintenance rehearsal

Answer 60

simply repeating the item over and over

Question 61

Elaborative rehearsal

Answer 61

encodes the information in more meaningful ways, such as thinking about the item conceptually.

Question 62

which level of processing results in greatest encoding

Answer 62

semantic (what the word means) is greatest, then acoustic (how the word sounds), then visual (what the word looks like).

Question 63

schemas

Answer 63

cognitive structures in semantic memory that help us perceive, organize, understand, and use information.

Question 64

Sensory memory

Answer 64

temporary memory system closely tied to sensory systems. this only lasts a fraction of a second.

Question 65

visual sensory memory

Answer 65

iconic memory

Question 66

auditory sensory memory

Answer 66

echoic memory

Question 67

working memory

Answer 67

represents what we are consciously focusing on at any point in time. actively retains and manipulates multiple pieces of temporary information from different sources.

Question 68

long term memory

Answer 68

lasts for minutes to forever and is limitless.

Question 69

serial position effect

Answer 69

items presented early or late on a list are remembered better.

Question 70

primacy effect

Answer 70

refers to the better memory that people have for items presented at the beginning of a list.

Question 71

recency effect

Answer 71

refers to the better memory that people have for the most recent items they were presented.

Question 72

long term potentiation (LTP)

Answer 72

strengthening of a synaptic connection, making the postsynaptic neurons more easily activated by presynaptic neurons.

Question 73

flashbulb memories

Answer 73

vivid memories of the circumstances in which people first learn of a surprising and consequential or emotionally arousing event.

Question 74

retrieval induced forgetting

Answer 74

when retrieving an item from long term memory impairs the ability to recall a related item in the future

Question 75

memory bias

Answer 75

changing of memories overtime so they become consistent w current beliefs, knowledge or attitudes.

Question 76

suggestibility

Answer 76

develop biased memories when provided with misleading information