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

Learning,Memory, And behavior Flashcards

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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
Q

latent learning

A

cognitive psychology

previously unseen learning manifests itself when needed

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26
Q

short term memory

A

lasts seconds to hours. can be converted to long term memory

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27
Q

consolidation

A

process through which short term memory is converted to long-term.

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28
Q

long-term potentiation

A

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.

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29
Q

long term memory storage

A

NEW neuronal connections are made in the brain. this ensures structural changes. as well as perm. increase/decrease in NT synthesis.

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30
Q

innate behaviors

A

same across all species

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31
Q

observational/social/vicarious learning

A

learning by watching or imitating others

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32
Q

Albert Bandura

A

observational learning
bobo doll experiment
imitated behavior even if not seeing consequences

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33
Q

mirror neurons

A

neurons that are fired when preforming or seeing others preform task. may be resonpsible for empathy (vicarious emotions)

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34
Q

elaboration likelihood model

A

when people will be influenced by content of speech vs. more superficial characteristics

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35
Q

message characteristics

A

features of message: logic, number of key points. length and grammar also included

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36
Q

source characteristics

A

of person or venue

expertise, knowledge, trustworthiness

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37
Q

target characteristics

A

self-esteem, intelligence, mood,

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38
Q

cognitive routes of persuasion (there are 2)

A

central - persuaded by content
use when interested in topic and not distracted
longer lasting
peripheral - superficial characteristics of speech or orator (credibility or attractiveness)

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39
Q

social cognitive theory

A

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.

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40
Q

reciprocal determinism

A

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

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41
Q

Twin studies

A

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

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42
Q

adoption studies

A

groups genetic relatives vs enviornment relatives. better than twin studies cause it determines between genetics vs. enviornment

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43
Q

transgenesis

A

used to determine nature vs. nurture, intorduce exogenous genes

44
Q

Francis Galton

A

intelligence is genetically determined

45
Q

Alfred Binet

A

developed IQ test

46
Q

Charles Spearman

A

coined term general intelligence

like binet, thought intelligence could be quantified through cognitive tests

47
Q

Raymond Cattell

A

fluid intelligence - ability to think on your feet, solve new problems
crystallized intelligence - recall and apply already learned information

48
Q

Howard Gardner

A

multiple intelligences - have different modalities (8)

49
Q

Edward Thorndike

A

first proposed social inteeligence

50
Q

emotional intelligence

A

well atuned to one’s own emotions, accurately intuit emotions of others

51
Q

reflexive movements

A

reflexes, primitive and involuntary

52
Q

rudimentary movements

A

first voluntary movement birth - 2
crawling, standing, walking, sitting
primarily dictated by genetics

53
Q

fundametnal movement

A

2-7
enviornment
running, jumping

54
Q

transitional substage

A

combination of movements occur

55
Q

application substage

A

combined to apply skills to specific activity. apply strategy to movements

56
Q

lifelong application stage

A

adolescence - adult

refinement of movement

57
Q

neural networks

A

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
Q

infantile amnesia

A

unable to remember anything before 3.5 years

59
Q

stranger anxiety

A

8-12 months of age. then gradual decline

60
Q

harry and margaret harlow

A

found that infants are attached to sources of comfort not nourishment. monkeys famously clung to surrogate mother with blanket rather than with bottle.

61
Q

mary ainsworth

A

strange situation experiments

62
Q

securely attached

A

explore in presence of mother, distress when gone, contact and consolation on return. usually with sensitive and responsive mothers

63
Q

insecurely attached

A

cling to mother in her presence, terrified when gone or indifferent even upon return.
insensitive and irresponsive mothers

64
Q

authoritarian parenting style

A

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
Q

permissive parenting style

A

few rules and demands. lenient. children lack self-discipline, may be self-involved, poor social skills

66
Q

authoritative parenting style

A

golidlocks.

67
Q

adolescent changes

A

cell proliferation in prefrontal lobes and limbic system
synaptic pruning - unusued unnecessary connections
mylenation - strengthens connections
prefrontal cortex develops

68
Q

encoding

A

transferring sensory info into memory system

69
Q

serial position effect

A

forget middle items of list in immediate recall

70
Q

primacy/recency effect

A

remember first and last because first had chance to be encoded and transferred, last is still in phological loop

71
Q

depth of processing

A

semantic (meaning) info is more easily remembered than grammar

72
Q

dual coding hypothesis

A

easier to remember words and images presented together than either one alone

73
Q

method of loci

A

in each physical location, leave a visual representatoin of topic to be remembered

74
Q

self-reference effect

A

better remember things personally relevant to us

75
Q

sensory memory

A

initial recording of sensory info. decays quickly

76
Q

iconic memory

A

sensory memory -visual. decays quickly

77
Q

echoic memory

A

sensory memory - sound

decays less fast

78
Q

short term memory

A

sensory memory passes through broadbent filter .
recall 7+-2 items
retained for 20 seconds

79
Q

long term memory

A

short term memory must be actively processed

believed to have infinite capacity

80
Q

short term vs. working memory

A

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
Q

implicit/procedural memory

A

how to do something

82
Q

explicit/declarative memory

A

conscious recall

83
Q

semantic memory

A

sub of explicit memory
facts
deteriorates first

84
Q

episodic memory

A

personal experiences

85
Q

nodes

A

like cities on a map - individual memory linked by stronger/weaker associations with other nodes

86
Q

spreading activation

A

in retrieval we start at one node then that fires all nearby associations. why hints and context clues work

87
Q

recall

A

ability to retrieve info

subset of retrieval

88
Q

recognition

A

identifying specific info

89
Q

priming

A

prior activation of nodes and associations in retrieval

90
Q

mood-dependent memory

A

morel ikely to come to forefront of our mind our muddle the reality of our memories when encoded in an emotional state

91
Q

prospective memory

A

remembering to do something in the future

older adults especially struggle with this

92
Q

role of hippocampus in memory

A

encodes new explicit memories

93
Q

role of cerebellum in memory

A

encodes implicit memories

94
Q

role of amygdala in memory

A

ties emotion to memories

95
Q

anterograde amnesia

A

damage to hippocampus

inability to encode new memories

96
Q

retrograde amnesisa

A

inability to recall information that was previously encoded

97
Q

decay

A

occurs after memory is encoded

98
Q

proactive interference

A

information previously learned interferes with ability to recall info learned later

99
Q

retroactive inteference

A

newly learned info interferes with recall of info learned previously

100
Q

positive transfer

A

old info helps facilitate learning of new info

101
Q

schema

A

mental blueprint

102
Q

misinformation effect

A

tendency to misremember when exposed to subtle misinfo

103
Q

false memories

A

not real memories but due to planting of ideas

104
Q

source monitoring

A

cant remember source of the memory (real or dreamed/where you recognize someone from)

105
Q

neurogensis

A

occurs to small extent in hippocampus and cerebellum

MCAT Psych/Sosh (3 decks)

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