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General Psych > G PSY CH 6 & 8 SG > Flashcards

G PSY CH 6 & 8 SG Flashcards

1
Q

Learning

A

Is a relatively permanent change in behavior or knowledge that results from experience.

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2
Q

Who were the major contributors to learning?

A

Pavlov, Skinner, & Bandura

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3
Q

What did Pavlov contribute to learning?

A

Classical Conditioning

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4
Q

What did Skinner contribute to learning?

A

Operant Conditioning

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5
Q

What did Bandura contribute to learning?

A

Observational Learning

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6
Q

What is classical conditioning?

A

A process by which we learn to associate stimuli and, consequently, to anticipate events.

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7
Q

Unconditioned stimulus

A

A stimulus that elicits a reflexive response in an organism.

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8
Q

Unconditioned response

A

A natural (unlearned) reaction to a given stimulus.

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9
Q

Neutral stimulus

A

A stimulus that does not naturally elicit a response.

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10
Q

Conditioned stimulus

A

A stimulus that elicits a response after repeatedly being paired with an unconditioned stimulus.

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11
Q

Conditioned response

A

The behavior caused by the conditioned stimulus.

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12
Q

Higher/Second-order conditioning

A

Pairing a new neutral stimulus with the conditioned stimulus.

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13
Q

Acquisition

A

The initial period of learning.

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14
Q

Extinction

A

The decrease in the conditioned response when the unconditioned stimulus is no longer presented with the conditioned stimulus.

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15
Q

Spontaneous recovery

A

The return of a previously extinguished conditioned response following a rest period

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16
Q

Stimulus discrimination

A

An organism learns to respond differently to various stimuli that are similar

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17
Q

Stimulus generalization

A

An organism demonstrates the conditioned response to stimuli that are similar to the condition stimulus

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18
Q

Operant conditioning

A

Organisms learn to associate a behavior and its consequence

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19
Q

Law of effect

A

Behaviors that are followed by consequences that are satisfying to the organism are more likely to be repeated, and behaviors that are followed by unpleasant consequences are less likely to be repeated

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20
Q

Positive reinforcement

A

A desirable stimulus is added to increase a behavior

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21
Q

Negative reinforcement

A

An undesirable stimulus is removed to increase a behavior

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22
Q

Punishment

A

Always decreases a behavior

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23
Q

Positive punishment

A

You add an undesirable stimulus to decrease a behavior

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24
Q

Negative punishment

A

You remove a pleasant stimulus to decrease behavior

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25
Q

Shaping

A

We reward successive approximations of a target behavior

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26
Q

Primary reinforcer

A

Are reinforcers that have innate reinforcing qualities

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27
Q

Secondary reinforcer

A

Has no inherent value and only has reinforcing qualities when linked with a primary reinforcer

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28
Q

Continuous reinforcement

A

When an organism receives a reinforcer each time it displays a behavior

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29
Q

Partial/Intermittent reinforcement

A

The person or animal does not get reinforced every time they perform the desired behavior

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30
Q

Fixed interval reinforcement schedule

A

A behavior is rewarded after a set amount of time

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31
Q

Variable interval reinforcement schedule

A

The person or animal gets the reinforcement based on varying amounts of time, which are unpredictable

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32
Q

Fixed ratio reinforcement schedule

A

A set number of responses that must occur before the behavior is rewarded

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33
Q

Variable ratio reinforcement schedule

A

The number of responses needed for a reward varies

34
Q

What are the limits to Operant Conditioning?

A

Instinctive drift tendency for animals to revert back to instinctive behavior illustrates importance of biology

35
Q

Latent learning

A

Learning that occurs but is not observable in behavior until there is a reason to demonstrate it

36
Q

Classical and operant conditioning are what forms of learning?

A

Associative learning

37
Q

Observational/Social learning

A

We learn by watching others and then imitating, or modeling, what they do or say

38
Q

Models

A

The individuals performing the imitated behavior

39
Q

Vicarious reinforcement

A

The model was reinforced for their behavior, you will be more motivated to copy them

40
Q

Vicarious punishment

A

The model being punished, you would be less motivated to copy them

41
Q

For observational learning to occur what needs to happen?

A

A learner needs to pay attention, needs to remember what was observed, reproduce the behavior, and then motivate to imitate

42
Q

What is used in observational learning, but not classical and operant learning?

A

Cognition

43
Q

What is learning consider?

A

Learning is neuroplasticity (experience can modify the brain)

44
Q

Memory

A

The set of processes used to encode, store, and retrieve information over different periods of time

45
Q

Encoding

A

We get information into our brains through a process

46
Q

Automatic processing

A

If someone asks you what you ate for lunch today, more than likely you could recall this information quite easily

47
Q

Effortful processing

A

It requires a lot of work and attention on your part in order to encode the test material information

48
Q

Semantic encoding

A

The encoding of words and their meaning

49
Q

Visual encoding

A

The encoding of images

50
Q

Acoustic encoding

A

The encoding of sounds, words in particular

51
Q

Self-reference effect

A

The tendency for an individual to have better memory for information that relates to oneself in comparison to material that has less personal relevance

52
Q

Storage

A

The creation of a permanent record of information

53
Q

Sensory memory

A

The storage of brief sensory events, such as sights, sounds, and tastes (up to a couple of seconds)

54
Q

Short-term memory (STM)

A

A temporary storage system that processes incoming sensory memory

55
Q

Rehearsal

A

This moves information from short-term memory to long-term memory

56
Q

Long-term memory (LTM)

A

The continuous storage of information (believe to be unlimited)

57
Q

Explicit/Declarative memories

A

The memories we consciously try to remember, recall, and report

58
Q

Episodic memory

A

The information about events we have personally experienced

59
Q

Semantic memory

A

The knowledge about words, concepts, and language-based knowledge and facts

60
Q

Implicit/Non-declarative memories

A

The long-term memories that are not part of our consciousness

61
Q

Procedural memory

A

Is often studied using observable behaviors

62
Q

Retrieval

A

The act of getting information out of memory storage and back into conscious awareness

63
Q

Recall

A

Is what we most often think about when we talk about memory retrieval: it means you can access information without cues

64
Q

Recognition

A

It happens when you identify information that you have previously learned after encountering it again

65
Q

Relearning

A

It involves learning information that you previously learned

66
Q

Flashbulb memory

A

Clear memory surrounding an emotionally significant, shocking, or sometimes historic, event

67
Q

Primacy effect

A

First few pieces of info

68
Q

Recency effect

A

The last few pieces of info

69
Q

Serial Position Effect

A

Remembering info based on its position in a list or series of information

70
Q

Iconic

A

Quick visual impressions

71
Q

Echoic

A

Copies of the sounds we hear

72
Q

Hippocampus

A

Memory

73
Q

Amygdala

A

Emotional memory

74
Q

Working memory

A

The active processing of information in STM

75
Q

What are some influences on memory?

A

-Sleep
-Stress
-Cues—memory triggers (e.g., senses)
-Context—easier to access when in same context
-Mood (state-dependent or mood congruence)
-Hunger
-Culture
-Disease (e.g., Alzheimer’s disease, CTE)
-Traumatic brain injury (TBI)
-Damage to hippocampus (disease, TBI, stroke, tumor)

76
Q

Retrieval and forgetting

A

Retrieval is influenced, or in some cases blocked, by information we learn before and after a memory is made (interference) or (encoding/attention)

77
Q

Proactive interference

A

The tendency for information learned in the past to interfere with the retrieval of new material

78
Q

Retroactive interference

A

The tendency for recently learned information to interfere with the retrieval of things learned in the past

79
Q

Memory Construction

A

Fill in blanks of memory

80
Q

Misinformation effect

A

Incorporating bits and pieces of information learned after the fact

81
Q

Rich false memories

A

Recollections of events that never occurred, which are expressed with emotions and confidence and include details

82
Q

Eyewitness testimony

A

Not as reliable as individuals often think (Memory construction, Misinformation effect, Weapon focus: focus of attention is on the weapon, Anxiety and stress, Leading questions, Unconscious transference)

General Psych (7 decks)

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