Learning and Memory Flashcards
1
Q
Multi-store Model of Memory
A
- Atkinson & Shiffrin, 1968; memory consists of 3 levels —>
- sensory (iconic/visual -1/2 s; echoic/auditory -2s),
- short-term (when sensory info paid attention to - 20s…unless rehearsed…consists of memory span aka storage capacity/primary memory - 7 +/- 2 but expanded w/chunking…and working memory - process/manipulate info e.g., solve simple math probs),
- long term: encoded; capacity/duration unlimited; divided into recent/secondary memory (minutes to years…most affected w/increasing age) and remote/tertiary memory (years to decades).
2
Q
Serial position effect
A
- explained by 3-store model
- word list immediate recall - will demo a primacy and recency effect due to long-term (as evident by primacy) and short-term (as evident by recency) memory…however, after delay, see only primacy effect (short-term no longer online)
3
Q
Baddeley’s Model of Working Memory
A
- working memory (WM) aspect of short-term memory consists of:
- ->Central Executive: controls 3 subsystems by directing attention and coordinating other cognitive processes (e.g., mentally solve math problems).
- ->3 subsystems:
(1) Phonological Loop-temporary storage of verbal info.
(2) Visuo-spatial sketchpad-temporary storage of visual/spatial info.
(3) episodic buffer-integrates verbal, visual, spatial info and links WM to long-term.
4
Q
Long-Term Memory
A
- can be recent or remote
- can also be:
- -> procedural/nondeclarative - learned skills/actions (e.g., bike riding, playing instrument).
- -> declarative - can be semantic (facts, concepts) and episodic (personal experienced events)
- Can also be retrospective (past) or prospective (future)
- Can be implicit (AKA procedural…recalled w/o conscious effort or through conditioned responses) or explicit (aka declarative).
5
Q
Explanations for Forgetting
A
-Trace decay theory: memories create physical changes in brain that deteriorate over time w/o rehearsal/recall. Not well supported in research.
- Interference theory: Forgetting due to memory disruption
- -> proactive: prior learned info (e.g., prior list of words interferes with learning new list of words)
- ->retroactive: newly acquired info interferes w/recall of prior info (e.g., unable to recall old list of words bc memorized new list).
- most likely when info is similar (e.g., alternative ways to solve same math prob).
6
Q
Techniques for Improving Memory
A
- Elaborative Rehearsal: Relate info to prior knowledge or generating personally meaningful examples (semantic encoding - helps retrieval from long-term).
- Mnemonics (memory aids):
- -> verbal: acronyms (e.g., OCEAN) and acrostics (e.g., PEMDAS).
- -> visual: keyword method (paired associate learning -duck w/pot) and method of loci (link image to word).
- Encoding Specificity: hypothesis says retrieval best when conditions @learning are same as conditions @recall (i.e., learning conditions serve as retrieval cues).
- ->context-dependent learning (environment the same)
- ->state-dependent learning (mental/physical state the same)
- Practice Testing: flashcards, tests. Results in “testing effect” - which generates effective mediators (cues) that facilitate future retrieval (mediator effectiveness hypothesis).
7
Q
Cognitive Learning Theories
A
- focus on mental processes responsible for acquisition of info and skills
- Include Tolman’s Latent Learning, Kohler’s Insight Learning, and Bandura’s Social Cog. Theory
8
Q
Tolman’s Latent Learning (1930)
A
- rats in mazes.
- Formation of cognitive maps attributed to latent learning (learning not observable w/o reinforcement)
9
Q
Kohler’s Insight Learning (1925)
A
- Influenced by Gestalt Psych/chimp research (chimp gets banana).
- “a-ha” experience or insight learning…
10
Q
Bandura’s Social Cognitive Theory (1986)
A
- Based on observational learning
- Bobo the clown doll…see adult model act aggressively or not.
- More aggressive if saw aggression. Method didn’t matter (live, film, cartoon)
- more aggressive if gender match and boys overall more aggressive than girls but not if provided reward.
- observational learning depends on 4 meditational processes:
- -> attention
- ->retention
- ->production
- ->motivation (can be increased w/reinforcement..self, external, or vicarious aka through model).
*Modeling most effective w/gradual and guided participation/participant modeling. (good for phobias)
11
Q
Classical Conditioning
A
- Pavlov’s dog US (meatpowerder) -> UR(salivation)…THEN CS (bell) -> CR (salivation)
- CR always weaker than UR but…
- CR impacted by no. US/CS pairings
- procedure used..delay conditioning (CS precedes/overlaps US; 1/2 sec optimal; best), trace conditioning (CS ended before US), simultaneous conditioning (both end same time), backward conditioning (US before CS…but sucks)
12
Q
Classical Extinction
A
After CS repeatedly presented w/o US….CS no longer produces CR
13
Q
Spontaneous Recovery (in classical conditioning)
A
CR returns after extinguished…per Pav means suppressed v. eliminated
14
Q
Stimulus Generalization
A
- Stimuli similar to original CS elicit CR w/o pairing w/US.
- (Watson) Little Albert (9mo)…white rat/noise startle response.
- generalized to other fuzzy whites
15
Q
Stimulus Discrimination
A
- Discriminate CS from similar stimuli.
- (pavlov - different tones for dog salivation)
16
Q
Experimental neurosis (Classical Conditioning)
A
- consequence of stimulus discrimination training/unexpected consequences
- conflict between excitatory and inhibitory processes….
- Pavlov dogs getting aggro when being taught to discriminate
17
Q
Latent Inhibition
A
-when stimulus pre-exposure reduced likelihood that it will later become CS (when paired with US)
18
Q
Higher-order Conditioning
AKA 2nd or 3rd-order
A
- chaining different neutral stimuli to elicit CR (e.g., CS serves as US for other stimuli)
- Pavlov bell paired with blinking light
