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psych 100 > Learning > Flashcards

Learning Flashcards

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1
Q

perceptual learning

A

occurs when aspects of our perception changes as a function of experience
ex: hear song differently bc of experiences

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2
Q

implicit learning

A

occurs when we acquire information w/o intent that we cannot easily express

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3
Q

implicit memory

A

when we exhibit changes in behaviour that reveal the influence of past experiences even though we are not attempting to use that experience

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4
Q

non-associative learning

A

single repeated exposure leads to a change in behaviour

ex: living with grandfather clock…probably barely audible to you

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5
Q

habituation

A

response lessen with exposure

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6
Q

sensitization

A

response increases with exposure

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7
Q

classical conditioning

A

stimulus-stimulus associative learning

ex: alley cats learn that sound of Janitors working = dumping of new garbage

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8
Q

operant conditioning

A

stimulus-response associative learning

ex: dog rolls & receives treats

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9
Q

4 groups of learning and memory

A
  1. Learner
  2. Encoding activities
  3. Materials
  4. Retrieval
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10
Q

Learners

A

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

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11
Q

encoding activities

A

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

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12
Q

metacognition

A

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
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13
Q

transfer-appropriate processing

A

states that memory is “better” when the test taps the same type of knowledge as the original encoding activities

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14
Q

the value of forgetting

A
  • desirable part of learning process

- declutters brain

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15
Q

Pavlov conditioning

A

resulting in dog treating bell as signal for food

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16
Q

unconditioned stimulus and response

A

unconditioned stimulus elicits unconditioned response

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17
Q

conditioned stimulus

A

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

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18
Q

operant behaviour

A

behaviour controlled by its consequences

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19
Q

reinforcers

A

consequence of behaviour that strengthen the behaviour or increase the likelihood that it will perform again

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20
Q

law of effect

A

(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
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21
Q

punishers

A

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)

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22
Q

taste aversion conditioning

A

chemo makes patients sick….food eaten straight before has aversions

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23
Q

fear conditioning

A

(cs) associated with (us)
- (cs) evokes fear
- phobias, panic disorders other anxiety disorders

24
Q

conditioned compensatory responses

A

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
25
Q

blocking

A

no conditioning occurs to a stimulus if it is combined with a previously conditioned stimulus during conditioning trials
*support value, info, prediction error important in Conditioning

26
Q

prediction error

A

when outcome is diff than predicted

27
Q

preparedness

A

organism evolutionary history can make it easy to learn a particular association

ex: tequila with getting sick
- spider & snakes with shock

28
Q

extinction

A

after conditioning, response to cs can be eliminated if (cs) is presented repeatedly without (us)

29
Q

spontaneous recovery

A

recovery of extinguished response that occurs awhile after extinction

30
Q

renewal effect

A

after extinction if the (cs) is tested in a new context (different room or location) (cr) can also return.

31
Q

stimulus control

A

operant behavioural controlled by stimulus preceding it

32
Q

discriminative stimulus

A

stimulus that signals whether the response will be reinforced.
“sets the occasion” for the operant response

33
Q

quantitative law of effect

A

effects of reinforcing ones behaviour depend on how much reinforcement is earned for the behaviours alternatives

34
Q

reinforcer devaluation effect

A

animal will stop performing an instrumental response that once led to a reinforcer if the reinforcer is separately made aversive or undesirable

35
Q

goal-directed

A

instrumental behaviour influenced by animals knowledge of the association between behavioural & its consequences and the current value of the consequence
* sensitive to reinforcer devaluation effect

36
Q

social learning theory

A

people can learn new responses and behaviours by observing the behaviour of others

37
Q

social models

A

higher status (parents, teachers…)

38
Q

vicarious reinforcement

A

learning that occurs by observing the reinforcement or punishment of another person

39
Q

knowledge emotions

A

emotions associated with learning, reflecting, exploring

  • come out with unexpected and unfamiliar events happen in the environment
  • motivate people to explore unfamiliar things (builds knowledge)
40
Q

functionalists theories of emotion

A

emotions help people manage important tasks

41
Q

appraisal theories

A

each emotion caused by group of appraisal’s (evaluations and judgements of what events in the world mean)

  • does it hinder my goals?
  • did someone do it on purpose?
  • Can I do something about it?
42
Q

surprise

A

hijacks mind & body and focuses them on source of possible danger

43
Q

interest

A

motivates exploration and learning

intrinsically motivated - learning because of interest

44
Q

confusion

A

learning something unfamiliar & hard to understand
impasse-driven learning - approach to instructional that motivates active learning by having learners work through perplexing barriers

45
Q

facial expressions

A

expressive component of emotions

46
Q

awe

A

state of fascination & wonder

47
Q

accommodation

A

changing beliefs to fit new experiences

48
Q

reinforcement schedule methods (5)

A
  • continuous
  • ratio schedule
  • interval schedule
  • fixed schedule
  • variable schedule
49
Q

fixed ratio

A

reinforcement after specific number of responses

50
Q

variable ratio

A

reinforcement after unpredictable number of responses

51
Q

fixed interval

A

reinforcement after predictable amount of time

ex: pay checks every 2 weeks

52
Q

variable interval

A

reinforcement after unpredictable amount of time

ex: waiting for elevator

53
Q

negative reinforcement

A

consequence is something undesirable not happening

54
Q

positive punishment

A

consequences is something undesirable happening

55
Q

negative punishment

A

consequence something desirable not happening

56
Q

positive punishment

A

consequence is something desirable happening

psych 100 (24 decks)

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