Exam 3 - 5&6 Flashcards
Cognitive Psychologists
Researchers and professors
Focus on memory and attention
Clinical Neuropsychology
Work with patients
Diagnose
Memory
Information that has persisted over time
Attention
Focus
Encoding
Creation of memory content
Storage
Retaining encoded info in some form
Retrieval
Later activation of info in some way
Atkinson & Shiffrin
Multi-Store Model of memory
Multi-Store model of Memory
3 stores
Emphasis on attention
Sequential and Linear
Sensory
Not sensed, can’t be encoded, can’t be remembered
Confabulation
Misremembering
No incoming sensory info, brain fills in gaps
Partial Repeat Model
George Sperling
12 letters, asked one, say it, forget the others
Sensory Stores
Briefly records a large amount of sensory info for a short time
George Sperling
Partial Repeat Model
Short-Term Memory Store
More attention
Smaller number of things
Somewhat longer
Long-Term Memory Store
Rehearse
Retrieval over time
Big
Effortful Processing
Consciously focusing attention on something
Rehearsal Loop
Repeatedly retrieving info to re-encode it
The Testing Effect
Retain more when questioned
Activates retrieval loop
Four Major Changed to Model
- Attention as a dual process
- Short-Term to Working
- 2 categories of long-term
- At least 2 paths for long-term
Forms of Attention
Explicit and implicit
Working Memory
Limited capacity, limited duration mental space
Five processes
Automatic Encoding
Automatically form explicit memories
Priming
Internal or external cues impact what info is accessed which influences perception
George Miller
Magic number
7 +- 2
Goes down when distracted
Nelson Cowan
Real world situation for magic number
4 +- 1
Central Executive
Determines what info to keep using prior experience
Episodic Memory
Events
Autobiographical
Semantic memory
Meanings
Associations
Implicit learning/retrieval
Prior experiences influence current behavior
Procedural Memory
Memory for actions
Muscle memory
Daniel Schacter
Priming studies
Word/Sentence Fragment Completion
Word/Sentence Fragment Completion
Given letter, fill in word
Things before to associate
Long-Term Potentiation
Increased connectivity between 2 neurons
HM
Removed parts of Brian
Aware and could attend, no new memories
Retrograde Amnesia
Can’t remember before
Anterograde Amnesia
Can’t remember after
Availability
Depth of LTM encoding
Was it encoded
Access
How easy it is to retrieve it
Retrieval Cues
Things that help you remember things
Associated
The Misinformation Effect
Unintentionally reconsolidating misinformation info memory
Car accident Studies
Asked how fast car went, influenced by verbs
The imagination inflation effect
Imagining, thinking, reconsolidating into a false memory
Egocentricity Bias
Tendency to recall events in a way that confirms existing beliefs
Proactive Interference
Prior learning disrupts recall if new
Retroactive Interference
New learning disrupts recall of old
Instincts/Reflexed
Behaviors triggered by environment
unlearned
Learning
Experience with environmental producing enduring change in associations and observable behavior
Classical Conditioning
Learn a reaction with a stimulus
Pavlov
Respondent Behavior
Learned automatic response to stimuli
Ivan Pavlov
Dog
Unconditioned Response
Automatic response to a stimulus
Unconditioned Stimulus
Provokes UR
Delayed Conditioning
CS Stimulus first, the US
Conditioned Response
Learned response to non US
Conditioned Stimulus
Starts neutral
After learning, provoked CR
Acquisition Phase
Early pairing of US with to be conditioned CR
Stimulus Sentiency
More noticeable, faster acquisition phase
Stimulus Generalization
CR in response to a similar stimulus
Stimulus Discrimination
CR only occurs with a very specific CS and not similar ones.
Requires discrimination trials
Extinction
CS no longer provokes CR
Only after several extinction trials
Spontaneous Recovery
After time, exposure to CS evokes an “extinguished” CR
Never fully gone
Higher Order Conditioning
Deeply ingrained CS can act like a US for future encoding
Preparatory Response Theory
Associating a learned stimulus with an event in a way that readies organism for event
John B Watson
Believed in radical behaviorism
Radical Behaviorism
All learning occurs through interactions with environment
Focus on observable, measurable behaviors
Counter Conditioning
For phobias
Exposed to fear stimulus with positive response
Systematic Desensitization
Develop a fear hierarchy
Graded exposure
Relaxation techniques
Habituation
Reduced intensity of response
BF Skinner
Radical Behaviorism
Operant Conditioning
Operant Conditioning
Associate a behavior with an outcome
Behavior operates on the environment to produce rewards/punishments
Thorndikes law of effect
Satisfaction (reinforcement) = repeated
Unpleasant (punished) = stop
Reinforcement
Strengthens a behavior
Positive
Something is added
Negative
Something is taken away
Punishment
Weakens a behavior
Three Step Approach
- Target behavior
- R/P (strong vs weak?)
- P/N (add vs sub?)
Continuous
Reinforced everytime
Fast to learn and extinguish
Intermittent
Reward only sometimes
Slower to learn and extinguish
Shaping
Break complex behaviors into steps then teach steps
Margaret Floy Washburn
Many things impact learning (including thinking)
Biological Perpardness
Genetics impact ease of learning associations. Easier to learn associations evolved
Latent Learning
Learning without incentives shown with incentives
Tolmans Maze Study
Rats in a maze
Showed latent learning
Observational Learning
Form associations via indirect experience and imitation
Albert Bandura
Studied observational learning
The Bobo doll experiments
Kids watched adults with bobo
A (role) Model
A person displaying behaviors and attitudes in an environment or role
