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MCAT Psych/Sosh > Learning,Memory, And behavior > Flashcards

Learning,Memory, And behavior Flashcards

1
Q

Neutral stimulus

A

Does not initially illicit response

Classical conditioning

The bell

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2
Q

Unconditioned stimulus

A

Classical

Elicits unconditioned response

Food.

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3
Q

Conditioned stimulus

A

Classical.

The bell once it illicits a conditioned response.

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4
Q

Conditioned response

A

Classical
Learned response
Salivating at sound of bell

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5
Q

Acquisition

A

Learning the CR

Bell and food are paired

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6
Q

Extinction

A

No longer illlicit a conditioned response.

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7
Q

Spontaneous recovery

A

CR occurs after extinction when CS presented after some time.

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8
Q

Generalization

A

Stimuli other than CS illicit a CR. Like chime or doorbell.

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9
Q

Discrimination

A

CS differentiated from other stimuli.

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10
Q

Operant conditioning

A

BF skinner

Uses reinforcement and punishment to mold behavior

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11
Q

Reinforcement

Positive and negative.

A

Anything that increases likelihood of behavior being repeated

+. Desirable stimulus that occurs after behavior. Ex. Food received when pushing lever

  • undesirable stimulus REMOVED immediately after behavior. Ex. Shock stops when pushing lever.
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12
Q

Primary (unconditioned reinforcers)

A

Innately satisfying or desirable. For surviving.

Positive - food

Negative - avoiding pain or hunger.

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13
Q

Secondary reinforcers (conditioned )

A

Learned reinforcers. Usually neutral but paired with primary reinforcers. `

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14
Q

Intermittent vs. continuous reinforcement schedule

A

Every occurrence of behavior is reinforced vs. not.

Continuous - rapid acquisition but also rapid extinction.

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15
Q

Fixed ratio intermittent schedule

A

Reinforcement after set number of behavior instances.

High rate of response.

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16
Q

Variable ratio intermittent schedule

A

Provides reinforcement after unpredictable number of occurrences.

Gambling.

Also has a high response rate

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17
Q

Fixed interval intermittent schedule

A

Reinforcement after set period of time.

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18
Q

variable interval intermittent schedule

A

reinforcement after inconsistent amount of time.

slow, steady behavior response rate

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19
Q

punishment

positive and negative

A

process where behavior is followed by consequence that will DECRESE the likelihood that bheavior is repeated

+: undesirable stimulus paired with behavior (pushups when someone acts up)

-: removal of desirable stimulus (losing tv priveleges )

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20
Q

escape

A

getting away from an aversive stimulus by engaging in particular behavior.
ex: crying means no eating veggies

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21
Q

avoidance

A

avoidance alltogether from aversive stimulus presenting itself

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22
Q

Behaviorism

A

psychological phenomena explained by describing observable antecedent of behavior and consequences.

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23
Q

cognitive psychology

A

more brain and thought focused. not all learning is reinforcement and punishment

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24
Q

insight learning

A

cognitive psychology

previously learned behaviors are suddenly combined in unique ways

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25
latent learning
cognitive psychology | previously unseen learning manifests itself when needed
26
short term memory
lasts seconds to hours. can be converted to long term memory
27
consolidation
process through which short term memory is converted to long-term.
28
long-term potentiation
after brief periods of stimulation there is an increase in synaptic strength. this is how memories are consolidated. difficult to wipe out once there, but will get rid of memories not yet potentiated.
29
long term memory storage
NEW neuronal connections are made in the brain. this ensures structural changes. as well as perm. increase/decrease in NT synthesis.
30
innate behaviors
same across all species
31
observational/social/vicarious learning
learning by watching or imitating others
32
Albert Bandura
observational learning bobo doll experiment imitated behavior even if not seeing consequences
33
mirror neurons
neurons that are fired when preforming or seeing others preform task. may be resonpsible for empathy (vicarious emotions)
34
elaboration likelihood model
when people will be influenced by content of speech vs. more superficial characteristics
35
message characteristics
features of message: logic, number of key points. length and grammar also included
36
source characteristics
of person or venue | expertise, knowledge, trustworthiness
37
target characteristics
self-esteem, intelligence, mood,
38
cognitive routes of persuasion (there are 2)
central - persuaded by content use when interested in topic and not distracted longer lasting peripheral - superficial characteristics of speech or orator (credibility or attractiveness)
39
social cognitive theory
theory of behavior change - emphasizes interactions between people and environment behaviorism - only looks at how environment controls us. SC theory also looks at how cognition (processing of environemnt) shapes us.
40
reciprocal determinism
interplay between person's behaviors, personal factors, and environment interacts. people chose environment personality shapes how you respond to environment persons personality influences situation to which then there is a reaction
41
Twin studies
MZ - identical genotype, same environment (shared placenta) DZ - 50% identical DNA, different environment IF MZ twins share phenotype more than DZ, genetics is important role
42
adoption studies
groups genetic relatives vs enviornment relatives. better than twin studies cause it determines between genetics vs. enviornment
43
transgenesis
used to determine nature vs. nurture, intorduce exogenous genes
44
Francis Galton
intelligence is genetically determined
45
Alfred Binet
developed IQ test
46
Charles Spearman
coined term general intelligence | like binet, thought intelligence could be quantified through cognitive tests
47
Raymond Cattell
fluid intelligence - ability to think on your feet, solve new problems crystallized intelligence - recall and apply already learned information
48
Howard Gardner
multiple intelligences - have different modalities (8)
49
Edward Thorndike
first proposed social inteeligence
50
emotional intelligence
well atuned to one's own emotions, accurately intuit emotions of others
51
reflexive movements
reflexes, primitive and involuntary
52
rudimentary movements
first voluntary movement birth - 2 crawling, standing, walking, sitting primarily dictated by genetics
53
fundametnal movement
2-7 enviornment running, jumping
54
transitional substage
combination of movements occur
55
application substage
combined to apply skills to specific activity. apply strategy to movements
56
lifelong application stage
adolescence - adult | refinement of movement
57
neural networks
born with many neurons networks formed through learning and behavior frontal lobe growth from 3 -6 last to form are thinking, memory, and language3
58
infantile amnesia
unable to remember anything before 3.5 years
59
stranger anxiety
8-12 months of age. then gradual decline
60
harry and margaret harlow
found that infants are attached to sources of comfort not nourishment. monkeys famously clung to surrogate mother with blanket rather than with bottle.
61
mary ainsworth
strange situation experiments
62
securely attached
explore in presence of mother, distress when gone, contact and consolation on return. usually with sensitive and responsive mothers
63
insecurely attached
cling to mother in her presence, terrified when gone or indifferent even upon return. insensitive and irresponsive mothers
64
authoritarian parenting style
control children with strict rules. demanding but not responsive. no warmth or nurturing. children may be agressive or shy and fearful, lower self esteem, difficulty in social situations
65
permissive parenting style
few rules and demands. lenient. children lack self-discipline, may be self-involved, poor social skills
66
authoritative parenting style
golidlocks.
67
adolescent changes
cell proliferation in prefrontal lobes and limbic system synaptic pruning - unusued unnecessary connections mylenation - strengthens connections prefrontal cortex develops
68
encoding
transferring sensory info into memory system
69
serial position effect
forget middle items of list in immediate recall
70
primacy/recency effect
remember first and last because first had chance to be encoded and transferred, last is still in phological loop
71
depth of processing
semantic (meaning) info is more easily remembered than grammar
72
dual coding hypothesis
easier to remember words and images presented together than either one alone
73
method of loci
in each physical location, leave a visual representatoin of topic to be remembered
74
self-reference effect
better remember things personally relevant to us
75
sensory memory
initial recording of sensory info. decays quickly
76
iconic memory
sensory memory -visual. decays quickly
77
echoic memory
sensory memory - sound | decays less fast
78
short term memory
sensory memory passes through broadbent filter . recall 7+-2 items retained for 20 seconds
79
long term memory
short term memory must be actively processed | believed to have infinite capacity
80
short term vs. working memory
short term in hippocampus encoded or forgotten working memory - storage box in prefrontal cortex for ST and LT needed in particular moment to solve
81
implicit/procedural memory
how to do something
82
explicit/declarative memory
conscious recall
83
semantic memory
sub of explicit memory facts deteriorates first
84
episodic memory
personal experiences
85
nodes
like cities on a map - individual memory linked by stronger/weaker associations with other nodes
86
spreading activation
in retrieval we start at one node then that fires all nearby associations. why hints and context clues work
87
recall
ability to retrieve info | subset of retrieval
88
recognition
identifying specific info
89
priming
prior activation of nodes and associations in retrieval
90
mood-dependent memory
morel ikely to come to forefront of our mind our muddle the reality of our memories when encoded in an emotional state
91
prospective memory
remembering to do something in the future | older adults especially struggle with this
92
role of hippocampus in memory
encodes new explicit memories
93
role of cerebellum in memory
encodes implicit memories
94
role of amygdala in memory
ties emotion to memories
95
anterograde amnesia
damage to hippocampus | inability to encode new memories
96
retrograde amnesisa
inability to recall information that was previously encoded
97
decay
occurs after memory is encoded
98
proactive interference
information previously learned interferes with ability to recall info learned later
99
retroactive inteference
newly learned info interferes with recall of info learned previously
100
positive transfer
old info helps facilitate learning of new info
101
schema
mental blueprint
102
misinformation effect
tendency to misremember when exposed to subtle misinfo
103
false memories
not real memories but due to planting of ideas
104
source monitoring
cant remember source of the memory (real or dreamed/where you recognize someone from)
105
neurogensis
occurs to small extent in hippocampus and cerebellum

MCAT Psych/Sosh (3 decks)

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