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Psychology > Learning and memory > Flashcards

Learning and memory Flashcards

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1
Q

Classical Conditioning

A

A process of learning through the involuntary association between the neutral stimulus and the unconditioned stimulus that results in a conditioned response.

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2
Q

Before Conditioning

A

Neutral stimulus has no response.
The unconditioned stimulus produces an unconditioned response.

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3
Q

During conditioning

A

The Neutral Stimulus (NS) is repeatedly paired with the Unconditioned Stimulus (UCS) producing an Unconditioned response (UCR).
NR needs to be presented half a second before the UCS.

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4
Q

After Conditioning

A

NS becomes the Conditioned Stimulus (CS), producing a Conditioned Response (CR).

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5
Q

Operant Conditioning

A

A three-phase learning process that involves an antecedent, behaviour and consequence, whereby the consequence of a behaviour determines the likelihood of the behaviour reoccurring.
Requires an active learner.

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6
Q

Antecedent

A

The stimulus or event that precedes and often elicits a particular behaviour.

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7
Q

Behaviour (in operant conditioning)

A

Voluntary actions when antecedent is present

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8
Q

Consequence

A

The outcome of the behaviour determining the likelihood of the behaviour reoccurring.

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9
Q

Positive reinforcement

A

The addition of a desired stimulus which increases the likelihood of a behaviour reoccurring

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10
Q

Negative reinforcement

A

The removal of an undesirable stimulus which increases the likelihood of a behaviour reoccurring

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11
Q

Positive punishment

A

Adding an undesirable stimulus to decrease the likelihood of a behaviour reoccurring.

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12
Q

Negative punishment (Response cost)

A

The removal of a desired stimulus to decrease the likelihood of a behaviour reoccurring

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13
Q

Observational learning (Social learning)

A

A learner observes a model’s actions and consequences to guide their future actions.

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14
Q

ARRMR

A

Attention
Retention
Reproduction
Motivation
Reinforcement

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15
Q

Attention

A

Learner actively watches the model’s behaviour and consequences

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16
Q

Retention

A

The learner retains a mental representation of the model’s behaviour(s).

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17
Q

Reproduction

A

The learner’s mental and physical capabilities enable them to reproduce the model’s behaviour

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18
Q

Motivation

A

Learner’s desire to perform the model’s behaviour

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19
Q

Reinforcement

A

Receiving a reward or desirable factor that increases the likelihood that the learner will reproduce the behaviour in the future

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20
Q

Holisitc

A

Key concepts are explored practically, together, through guidance from the whole community

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21
Q

Systems of Knowledge

A

Knowledge and skills are based on social, physical and spiritual understandings.
Facilitates survival and identity.

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22
Q

Eight ways of learning framework

A

Story sharing
Learning maps
Non-linear
Land links
Deconstruction/reconstruction
Symbols & images
Non-verbal
Community links

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23
Q

Country in relation to cultures

A

Geographical, spiritual, emotional and intellectual connections to land and within it

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24
Q

Atkinson-Shiffrin Multi-Store Model of Memory

A

Explains three distinct stores involved in memory and how they interact with each other through encoding, storage and retrieval.

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25
Q

Memory

A

Process of encoding, storing and retrieving info that has been previously encountered

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26
Q

Sensory memory

A

Very briefly stores raw info detected by your senses ( unlimited info for 0.2 - 4 seconds)

27
Q

Short-term memory (working memory)

A

Temporarily stores limited amount of info (5-9 units for 18-20, upwards to 30 seconds). Consciously being attended to, actively manipulated.

28
Q

Long-term Memory

A

Potentially unlimited info stored; relatively permanent (30 mins to consolidate info)

29
Q

Storage

A

Process of retaining info in our long-term memory for future use

30
Q

Encoding

A

Process of converting info from our short-term memory into a form that our brains can store in our long-term memory

31
Q

Retrieval

A

Process of accessing previously stored info from our long-term memory

32
Q

Strengths of the ASMSMM

A

Distinguishes between stores, capacities & durations, structures and processes of memory.
Findings support theory.

33
Q

Weaknesses of ASMSMM

A

‘Oversimplified’.
STM = more complex.
Ignores influencing factors.
Elements of original theory have been disproven.
No consideration for individual differences in memory.

34
Q

Explicit Memory (declarative memory)

A

Involves conscious retrieval. We have to think about it

35
Q

Semantic memory

A

Explicit. General knowledge and facts.

36
Q

Implicit memory (Non-declarative)

A

Automatic, almost subconscious knowledge. Unconsciously retrieved from your memory stores

36
Q

Episodic memory

A

Personal experience/events

37
Q

Procedural memory

A

Knowing how to do something using your motor skills

38
Q

Classically Conditioned Memory (conditioned emotional response)

A

Involuntary response to stimulus

39
Q

Hippocampus

A

Encodes explicit memories. Midbrain structure.
Damage results in issues forming new explicit memories

39
Q

Amygdala

A

Encodes emotional components of memories.
Midbrain structure.
Tells hippocampus if sensation is meaningful.

39
Q

Neocortex

A

Stores explicit memories.
6 layers on cerebral cortex.
‘Sorts’ memories into different locations, dependant on type of memory.

39
Q

Cerebellum

A

Encodes and stores implicit and procedural memories.
Controls motor functions such as coordination and balance.
Found at the base of the brain.

39
Q

Basal Ganglia

A

Encoding and storing procedural memories + unconscious habits.
Midbrain structure.

40
Q

Retrieving autobiographical events

A

Semantic and episodic memory work together to retrieve autobiographical events. Semantic provides info about the event while episodic provides personal experiences about the event.

41
Q

Possible imagined futures

A

Hypotheticals in which we manipulate and conceptualise. We daw on our past experiences to create these futures in our minds; hippocampus receives these autobiographical memories.

41
Q

Alzheimer’s disease

A

Type of neurodegenerative disease, gradual loss of neurons over time.

41
Q

Symptoms of Alzheimer’s

A

Decline in cognitive function.
Changes in personality characteristics.
Frequent confusion & disorientation.
Languages & communication difficulties.

42
Q

Causes of Alzheimer’s

A

Amyloid plaques (protein deposits), neurofibrillary tangles, cortical shrinkage, imbalance in acetylcholine (neurotransmitters).

43
Q

Impact on the brain

A

Assessing two important lesions

44
Q

Mnemonics

A

Devices/techniques used to aid encoding, storing and retrieving info.

45
Q

Acronyms

A

First letters of key items which form a pronounceable word.

46
Q

Acrostics

A

First letters of key items create a phrase, rhyme or poem.

47
Q

Method of Loci (memory palace)

A

Converts items into mental images, associates them with specific locations.

48
Q

Oral traditions

A

Knowledge, stories and customs are preserved and shared through spoken word and movement.

49
Q

Sung narratives

A

Use of singing, harmony and rhythm to pass down culturally significant stories

50
Q

Song lines

A

Multimodal performances as a family unit used to record journeys, link important sites and describe ways to live, care or/and nurture community.

51
Q

Amyloid Plaques

A

Protein beta-amyloid accumulating insoluble plaques. Reduces communication between neurons.

52
Q

Neurofibrillary tangles

A

Accumulation of tau protein. Gets tangled up, preventing nutrients moving through the neuron, eventually killing it.

53
Q

Impacts on memory

A

Loss in hippocampus: issues remembering semantic and episodic memories, creating imagined futures further impacting their social interactions and planning skills.

54
Q

Aphantasia

A

Phenomenon where individuals are unable to see visual imagery; they cannot produce a visual image in their mind. Replaces ‘pictures’ in your head with detailed descriptions.

55
Q

Rehearsal

A

Increases the duration information stays in STM

56
Q

Chunking

A

Increases the capacity of info in our STM

Psychology (3 decks)

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