LEARNING - learning objectives

Question 1

Activities constituting learning (6)

Answer 1

memory - working and implicit
encoding - adding things to memory
chunking - group info together
incidental - not on purpose
intentional - on purpose
metacognition - learn to learn

Question 2

Multiple types of learning (5)

Answer 2

incidental - not on purpose
intentional - on purpose
implicit - not aware
implicit - aware
nonassociative - behaviour change with more exposure

Question 3

Individual differences that affect learning (2)

Answer 3

methods used & transfer-appropriate processing

working memory & encoding efficiency (by using chunking)

Question 4

Three principles of learning

Answer 4

Metacognition - learn how you learn what you need to learn

Transfer Appropriate processing - use methods same to evaluation

Forgetting - Spaced learning and irrelevant informatino

Question 5

Different encoding activities (2)

Answer 5

Self-testing

Effective Chunking (instead of just reading word, make a connection and add meaning)

Spaced learning

Question 6

Perceptual learning

Answer 6

Occurs when aspects of our perception changes as a function of experience.

Question 7

implicit learning

Answer 7

Occurs when we acquire information without intent that we cannot easily express.

Changes in behavior without having
intended to learn something

Question 8

implicit memory

Answer 8

A type of long-term memory that does not require conscious thought to encode. It’s the type of memory one makes without intent.

Changes in behaviour that reveal the influence of past experience, without intending to use that experience

Question 9

explicit memory

Answer 9

Knowledge or experiences that can be consciously remembered.

Question 10

Thorndike’s law of effect

Answer 10

The idea that instrumental or operant responses are influenced by their effects. Responses that are followed by a pleasant state of affairs will be strengthened and those that are followed by discomfort will be weakened. Nowadays, the term refers to the idea that operant or instrumental behaviors are lawfully controlled by their consequences.

Question 11

blocking

Answer 11

In classical conditioning, the finding that no conditioning occurs to a stimulus if it is combined with a previously conditioned stimulus during conditioning trials. Suggests that information, surprise value, or prediction error is important in conditioning.

This effect does not “chain” to new stimuli