Learning Flashcards
perceptual learning
occurs when aspects of our perception changes as a function of experience
ex: hear song differently bc of experiences
implicit learning
occurs when we acquire information w/o intent that we cannot easily express
implicit memory
when we exhibit changes in behaviour that reveal the influence of past experiences even though we are not attempting to use that experience
non-associative learning
single repeated exposure leads to a change in behaviour
ex: living with grandfather clock…probably barely audible to you
habituation
response lessen with exposure
sensitization
response increases with exposure
classical conditioning
stimulus-stimulus associative learning
ex: alley cats learn that sound of Janitors working = dumping of new garbage
operant conditioning
stimulus-response associative learning
ex: dog rolls & receives treats
4 groups of learning and memory
- Learner
- Encoding activities
- Materials
- Retrieval
Learners
working memory capacity - form of memory we use to hold onto info temporarily… usually for manipulation purposes
increase working memory = increase reasoning skill
anxiety - affects quality of learning
encoding activities
encoding - putting info into memory, determines how much we remember
*incidental learning better than intentional learning
Repetition of study - evidence shows its better to spread out studying
Self-testing = under-utilized for memory retrieval
metacognition
skills in monitoring & controlling their own learning & memory
- paying attention to successes and failures
- estimating what we do and don’t know
- testing often to monitor progress
transfer-appropriate processing
states that memory is “better” when the test taps the same type of knowledge as the original encoding activities
the value of forgetting
- desirable part of learning process
- declutters brain
Pavlov conditioning
resulting in dog treating bell as signal for food
unconditioned stimulus and response
unconditioned stimulus elicits unconditioned response
conditioned stimulus
signal with no importance to the organism until it is paired with something that does not have importance
ex: drooling in response to bell = conditioned response
operant behaviour
behaviour controlled by its consequences
reinforcers
consequence of behaviour that strengthen the behaviour or increase the likelihood that it will perform again
law of effect
(thorndike)
- when behavioural effect/consequence is positive, it is likely to be repeated
- when behavioural effect/consequences is negative, it is less likely to be repeated
punishers
effects that decrease behaviours
humans (cs) = sound of bag of chips = hungry
protein (us) = body automatically craves it
- flavour of meat becomes cs = automatic body reaction (cr)
taste aversion conditioning
chemo makes patients sick….food eaten straight before has aversions
fear conditioning
(cs) associated with (us)
- (cs) evokes fear
- phobias, panic disorders other anxiety disorders
conditioned compensatory responses
functions to reduce strength of uncontrolled stimuli
ex: morphine decreases pain, however, a cue that signals “morphine is coming soon”, can make the person more sensitive to pain.
- overdose not usually due to dosage, but taking drug in new place without familiar cues
- classical conditioning leads to drug addiction & dependence
