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PSY-10000 > exam 3 > Flashcards

exam 3 Flashcards

1
Q

Behaviorists

A

stimulus-response association focus. large use of animals in studies.

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2
Q

non-associative learning

A

habituation
sensitization

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3
Q

habituation

A

reduced responding to stimulus (ex. living in a house by train tracks, you stop waking up to the train eventually)

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4
Q

sensitization

A

increased responding to a stimulus (opposite of habituation)

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5
Q

Classical conditioning

A
  1. unconditioned stimulus ––> unconditioned response
  2. neutral stimulus ––> U.S. ––> U.R.
  3. conditioned stimulus ––> conditioned response
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6
Q

pavlov

A

identified classical conditioning: dog

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7
Q

cellular changes in learning

A

neurotransmitters are binding to receptors and trigger action potential and this created more receptors

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8
Q

long term potentiation (LTP)

A

strengthening of neural connections. temporary, could last for several weeks.

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8
Q

AMPA receptors

A

responsible for action potential

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9
Q

standard pairing

A

CS paired with US and then they overlap = learning

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10
Q

simultaneous conditioning

A

CS and US are given at the same time = no learning

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11
Q

backward conditioning

A

US then CS = no learning

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12
Q

delay conditioning

A

CS precedes US then US happens (no overlap) = learning, not as strong as standard

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13
Q

trace conditioning

A

CS, wait, then US = learning but not as strongly and takes longer

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14
Q

temporal conditioning

A

no CS but regular intervals of US = learning

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15
Q

continuity

A

CS and US close in time (Not needed for learning, but can make learning faster)

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16
Q

contingency

A

CS is predictive, apart from constant or intermittent events (Needed for learning!)

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17
Q

stimulus-response association

A

US/CS––> response

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18
Q

stimulus-stimulus associations

A

CS––>mental representation of US––>response

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19
Q

acquisition (classical conditioning)

A

learning curve. takes time for learning to occur –– CR increases with CS-US pairings

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20
Q

extinction (classical conditioning)

A

once US stops being presented, CR goes away –– CR decreases as CS and US aren’t paired

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21
Q

spontaneous recovery (classical conditioning)

A

after extinction, bring back CS and CR will occur –– after extinction CS spontaneously prompts CR

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22
Q

savings (classical conditioning)

A

after extinction if you retrain learning is faster –– CS-US pairings begin again and CR returns

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23
Q

generalization (classical conditioning)

A

behavior will be generalized to over similar stimuli

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24
Q

discrimination (classical conditioning)

A

only responding to exact stimuli

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25
Q

high order conditioning (classical conditioning)

A

(aka second order conditioning) stack up things with conditioned stimuli and the further from original the weaker response gets

CS1––> US ––> UR
CS1––> CR
CS2––>CS1––CR
CS2––CR

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26
Q

blocking (classical conditioning)

A

after association is learned, present another CS at the same time as original and learning won’t occur with the new stimulus

CS1––> US ––> UR
CS1––> CR
CS2 + CS1 ––> CR
CS2 ––> ……

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27
Q

Phases of classical conditioning

A

acquisition, extinction, spontaneous recovery, savings

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28
Q

Little Albert

A

John Watson and Rosalie. Albert was scared of loud noises. Associated the noises w/ outside things and associated fear with them. white bunny all white fluffy things lalalala etc etc etc
shows us where some of our fears come from, provides evidence suggesting fears can be learned + unlearned

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29
Q

systematic desensitization

A

slowly introducing phobia until they’re no longer afraid (ex. pics of spiders, toy spider, dead spider, live spider)

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30
Q

learned helplessness

A

if you learn something as impossible to avoid, once it does become possible to avoid you wont avoid it because there is no point in trying (and it’s even better/safer to do nothing)
-puppies on electric shock floor w door vs no door vs door introduced

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31
Q

conditioned drug tolerance

A

survival rate for drugs taken in setting they usually are taken is higher then that of in new settings. this is true for both hard drugs but the same principles apply to drugs like caffeine as well.

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32
Q

Operant Conditioning

A

learning from action–> consequences and rewards

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33
Q

thorndike’s puzzle box

A

cat in box, needs to step on lever to access food. behavior that gives reward is reinforced

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34
Q

The Law of Effect

A

response consequences strengthen or weaken actions. positive effects are strengthened, negative or neutral are weakened.

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35
Q

reinforcement

A

outcomes that increase a behavior. governed by reward pathways in the brain.

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36
Q

reward pathways

A

in the medial forebrain: midbrain–> hypothalamus–> nucleus accumbens–> dopamine

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37
Q

dopamine

A

reward expectation

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38
Q

discriminative stimulus

A

setting that indicates when it’s appropriate for a response to be made. basically when to do things.

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39
Q

positive reinforcement

A

adding something desired. increase in behavior. ex. candy each time you put your toys away

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40
Q

negative reinforcement

A

remove something unpleasant. increase in behavior. ex. get rid of dirty diapers if you go on the potty

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41
Q

positive punishment

A

adding something unpleasant. decreases behavior. ex. behaving badly means standing in a corner

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42
Q

negative punishment

A

remove something pleasant. decrease in behavior. ex. no more desert if you don’t eat your vegetables

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43
Q

Primary Reinforcer

A

a biological need or desire

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44
Q

conditioned reinforcer

A

an acquired need or desire (ex. money) (aka secondary reinforcer)

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45
Q

token economies

A

control undesirable behaviors. acceptable behaviors are rewarded with tokens. tokens are exchanged for commodities. ex. classroom with points for prizes or our own economy. effective in the short term but not necessarily long term

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46
Q

premack principle

A

more preferred activities reinforce less preferred activities. doing something less desired in order to do what’s most desired. first work, then play.

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47
Q

temporal discounting

A

discounting a larger delayed gain for an immediate smaller gain–– $5 now instead of $50 later

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48
Q

acquisition (operant conditioning)

A

takes some time to learning (learning curve) needs repetition

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49
Q

extinction (operant conditioning)

A

stop reinforcing then the behavior will eventually go away

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50
Q

generalization (operant conditioning)

A

generalize behavior to similar circumstances

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51
Q

discrimination (operant conditioning)

A

engage behavior under some circumstances but not others

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52
Q

shaping (operant conditioning)

A

successive approximations rewarded until desired behavior is achieved. ex. training a dog, or gaining superstitious behavior

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53
Q

episodic buffer

A

information bound together, from working and long term memory, creates episodic memory

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54
Q

central executive

A

control center. manipulates contents and allocates resources. most complex and active part of working memory.

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55
Q

dysexecutive syndrome

A

damage to frontal lobe, loss of executive control. two major deficiencies––> distraction, preservation (doing something even when no longer relevant)

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56
Q

working memory training

A

working memory capacity is correlated with intelligence. some evidence says we can make people smarter by increasing it however it doesn’t generalize to all areas of intelligence.

learning to play a musical instrument could help
people who play video games may have better visuo spatial abilities which could spill over into related tasks (effect is minimal)

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57
Q

declarative / explicit LTM

A

facts and things you can say. consciously retrieved.

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58
Q

procedural / implicit LTM

A

how to physically do things and things you implicitly know like language. responses, actions, reactions. procedural is skills and habits.

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59
Q

transience

A

memories are often temporary, you forget things

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60
Q

absent-mindedness

A

didn’t learn something bcs you weren’t paying attention

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61
Q

blocking (memory)

A

similar memories block others so you can’t remember them fully

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62
Q

misattribution

A

trying to remember where you learned something but not being able to (ex. in class or in the book)

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63
Q

suggestability

A

memories can be altered by new information coming in

64
Q

bias

A

memories are affected by what you now know

65
Q

persistence

A

if you learn something incorrectly you’ll have trouble forgetting it and learning it properly. or, you won’t be able to forget a bad memory.

66
Q

shallow processing

A

rogue rehearsal (repetition.. etc.)

67
Q

deep processing

A

elaborative rehearsal
this equates to remembering things better

68
Q

chunking and LTM

A

organizing and structuring in a meaningful way will help you store and remember things

69
Q

imagery

A

helps you remember more, integrates information. requires effort (deep processing). dual encoding (verbal + image)

70
Q

von Restorff Effect

A

distinctive items are remembered better.. ex. a list of words and one stands out

71
Q

generation effect

A

remember what you generate yourself better

72
Q

survival effect

A

people remember survival information better

73
Q

schemas

A

general world knowledge of common events/things. people remember more when using them but this also causes misremembering because of your bias to expect what is expected in that set schema. ex. doctor’s office.

74
Q

hindsight bias

A

distort memory to conform to current knowledge/views

75
Q

massed practice

A

one long session (worse)

76
Q

distributed practice

A

across several short sessions (better)

77
Q

retrieval practice

A

memory is better if study is followed by a test, then more studying.

78
Q

encoding specificity bias

A

memory is better when retrieval and encoding contexts match.

79
Q

mood congruent memory

A

think happy things when happy (etc.)

80
Q

mood dependent memory

A

learn it when happy, easier to remember when happy (etc.)

81
Q

state dependent memory

A

things you learn when hungry are easier to remember when hungry (etc.)

82
Q

priming

A

increased availability for related info. below conscious awareness, form of implicit memory

83
Q

electrical stimulation (penfield)

A

reports of everyday events when brain is electrically stimulated suggesting memory is like a video camera except this is difficult to verify and only 5% of cases reported it. most were without the full experience and it wasn’t convincing data.

84
Q

permastore

A

memory ceases to decline after a time

85
Q

flashbulb memories

A

very detailed memories for surprising events. they must be: unexpected, novel, intense, personally meaningful, and rehearsed. (ex. 9/11, pearl harbor) (false memories can appear as flashbulb memories too, though)

86
Q

ebbinghaus’ forgetting curve

A

first to systemically study memory. used nonsense syllables. tested himself over many years––> the curve shows transience and that you forget a lot really fast but then it levels out.

87
Q

forgetting+sleep

A

don’t form new memories during sleep so there’s nothing to interfere with condensing processes.

88
Q

proactive interference

A

prior information interferes with new (ex. keep saying your old address instead of your new)

89
Q

retroactive interference

A

new information interferes with old (ex. can’t remember old locker number only the new one)

90
Q

retrieval induced forgetting

A

memories that are sources of interference are suppressed during retrieval and later they’re harder to remember (similar to blocking)

91
Q

Rescorla-Wagner Model

A

a cognitive model of classical conditioning; learning is determined by the extent to which an US is unexpected or surprising

92
Q

positive prediction error

A

either the presence of an unexpected event or a stronger version of the expected stimulus than anticipated

93
Q

negative prediction error

A

an event does not happen and this weakens the CS-CR relationship

94
Q

skinner box

A

skinner tested animals––two levers one connected to food and the other connected to water and the rats/animals had to go through a maze to get to each one. this showed learning

95
Q

continuous reinforcement

A

reinforcing a behavior each time it occurs

96
Q

partial reinforcement

A

reinforcing behavior intermittently

97
Q

ratio schedule

A

based on the number of times the behavior occurs, as when a behavior is reinforced on every third or tenth occurrence for example

98
Q

interval schedule

A

based on a specific unit of time, as when a behavior is reinforced when it is performed every minute or hour.

99
Q

fixed schedule

A

happening consistently and regularly

100
Q

variable schedule

A

reinforcement comes at different times

101
Q

fixed interval schedule

A

occurs when reinforcement is given after a certain amount of time has passed.

102
Q

variable interval schedule

A

occurs when reinforcement is given after a passage of time, but the time is not regular.

103
Q

fixed ratio schedule

A

occurs when reinforcement is provided after a certain number of responses have been made.

104
Q

variable ratio schedule

A

occurs when reinforcement is provided after an unpredictable number of responses.

105
Q

partial reinforcement extinction effect

A

the greater persistence of a behavior under partial reinforcement than when under continuous reinforcement

106
Q

equipotentiality

A

the theory that any US paired with a CS should result in learning. however challenges to this have arisen and some things are definitely more likely to produce learning than others

107
Q

taste aversion

A

after just one bad experience with food you can be conditioned to not want it anymore.

108
Q

phobia

A

an acquired fear that is out of proportion to the real threat

109
Q

fear conditioning

A

a type of classical conditioning that turns neutral stimuli into threatening stimuli : little albert

110
Q

Bandura’s Bobo Dolls Experiment

A

displays the principles of social/observational learning. children watched adults beat up a bobo doll or be nice to it, and whatever they saw they replicated that behavior

111
Q

modeling

A

the imitation of observed behavior

112
Q

vicarious learning

A

learning about an actions consequences by witnessing others being rewarded or punished for the action

113
Q

instructed learning

A

learning behaviors through being told about them

114
Q

amnesia

A

a deficit in long term memory in which the individual loses the ability to retrieve vast quantities of information. due to brain damage.

115
Q

retrograde amnesia

A

people lose past memories for events facts people or even personal info

116
Q

anterograde amnesia

A

losing the ability to form new memories

117
Q

patient H.M.

A

famous case study: removed part of frontal lobe including hippocampus and this resulted in intense anterograde amnesia

118
Q

episodic memory

A

memory for one’s past experiences that are identified by a time and place

119
Q

semantic memory

A

memory for facts independent of personal experience

120
Q

Stages of Memory

A

Encoding –> Storage –> Retrieval

121
Q

encoding

A

perception of a stimulus or event gets transformed into a memory

122
Q

maintenance rehearsal

A

repeating something over and over

123
Q

elaborative rehearsal

A

encoding the information in more meaningful ways

124
Q

mnemonics

A

learning age or strategies to improve memory (mind palace)

125
Q

sensory memory

A

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

126
Q

iconic memory

A

visual

127
Q

echoic memory

A

auditory

128
Q

working memory

A

a limited capacity cognitive system that temporarily stores and manipulates information for current use. 20-30 seconds

129
Q

long term memory

A

unlimited capacity and can last from a few minutes to forever.

130
Q

serial position effect

A

you can recall the beginning and ending of items in a list better than things in the middle

131
Q

primacy effect

A

remembering things that come first in a list (reflects LTM)

132
Q

recency effect

A

remembering things that come last in a list (reflects working memory)

133
Q

consolidation

A

the gradual process of memory storage in the brain

134
Q

reconsolidation

A

the act of re-storing memories after they’re retrieved

135
Q

retrieval cues

A

any stimulus that promotes a memory recall

136
Q

prospective memory

A

remembering to do something at a future time

137
Q

cryptomnesia

A

people think they have come up with a new idea. Instead, they have retrieved an old idea from memory and failed to attribute the idea to its proper source

138
Q

capacity of short term memory

A

7+/-2 chunks (more like 4+/-1)

139
Q

effects of expertise

A

if you have enough knowledge you can use it to your advantage to remember more

140
Q

parallel retrieval theory (STM)

A

everything is accessible at once/in parallel

141
Q

serial self-terminating (STM)

A

one at a time, stop when you’ve found what you need

142
Q

serial exhaustive (STM)

A

one at a time, go through everything. data is most similar to this.

143
Q

phonological loop

A

repetition. inner ear (phonological short term store) and inner voice (subvocal rehearsal).

144
Q

visuo-spatial sketchpad

A

influence of visual and spacial factors. mental scanning, mental rotation, boundary extension, dynamic memory.

145
Q

mental scanning

A

time to mentally scan increases with length

146
Q

mental rotation

A

time to recognize an object is a function of degree of rotation

147
Q

boundary extension

A

memory beyond the field of vision is filled in

148
Q

dynamic memory

A

representational momentum and representational gravity. you judge movement and gravity in memory.

149
Q

place cells

A

in hippocampus, fire when in a specific location

150
Q

grid cells

A

entorhinal cortex. location in space

151
Q

border cells

A

entorhinal cortex. sensitive to presence of borders

152
Q

episodic future thinking

A

imagining the future is like imagining the past

153
Q

internal source monitoring

A

did you do something or just think about doing it

154
Q

external source monitoring

A

knowing where information came from

155
Q

reality monitoring

A

knowing if something is real or a dream

156
Q

autobiographical memory

A

memory for personal life events

157
Q

infantile amnesia

A

can’t remember life events before ages 2-3. freud says it’s because of sexual repression. biologically it’s because: hippocampus isn’t developed, language isn’t developed, we haven’t learned social schemas or what’s important, and there hasn’t been development of the self.

158
Q

reminiscence bump

A

you remember more of your past from your 20s because: (cognitive) you remember doing things for the first time the best, identity formation, cultural schema devloping

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