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MCAT psychology > Learning, memory and behavior > Flashcards

Learning, memory and behavior Flashcards

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1
Q

dishabituation

A

occurs when previously habituated stimulus is removed

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2
Q

habituation

A

a person learns to tune out the stimulus

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3
Q

sensitization

A

there is an increase in the responsiveness due to either a repeated application of a stimulus or a particularly aversive or noxious stimulus

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4
Q

desensitization

A

occurs when a stimulus that previously evoked an exaggerated response no longer evokes an exaggerated response

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5
Q

associative learning

A

describes a process of learning in which one event, object, or action is directly connected with another

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6
Q

classical conditioning

A

is the process in which two stimuli are paired in such a way that the response to one of the stimuli changes

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7
Q

Neutral stimulus

A

is a stimulus that initially does not elicit any intrinsic response

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8
Q

Unconditioned stimulus

A

is a stimulus that elicits an unconditioned response think of this response like a reflex. ex: presentation of food and salivation

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9
Q

conditioned stimulus

A

is an originally neutral stimulus that is paired with an unconditioned stimulus until it can produce a conditioned response

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10
Q

conditioned response

A

is the learned response to the conditioned stimulus

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11
Q

acquisition

A

refers to the process of learning the conditioned response

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12
Q

Extinction

A

occurs when the conditioned and unconditioned stimulus are no longer paired. so the conditioned response eventually stops occurring

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13
Q

Spontaneous recovery

A

is when an extinct conditioned response occurs again when the conditioned stimulus is presented after some period of time

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14
Q

Generalization

A

occurs when stimuli other than the original conditioned stimulus elicit the conditioned response

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15
Q

Discrimination

A

is the opposite of generalization and occurs when the conditioned stimulus is differentiated from other stimuli

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16
Q

Operant conditioning

A

uses reinforcement (pleasurable consequences) and punishment (unpleasant consequences) to mold behavior

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17
Q

reinforcement

A

is anything that will increase the likelihood that a preceding behavior will be repeated

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18
Q

positive reinforcement

A

is some sort of desirable stimulus that occurs immediately following a behavior. Ex: food pellet

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19
Q

negative reinforcement

A

is some sort of undesirable stimulus that is removed immediately following a behavior Ex: rat is reinforced to repeat the desired behavior to remove the undesirable stimulus (painful shock)

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20
Q

difference between positive and negative reinforcement

A

Positive does it by adding a positive stimulus (something desirable) and negative reinforcement does it by removing a negative one

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21
Q

positive conditioning and negative conditioning brain areas

A

+= hippocampus -=amygdala

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22
Q

primary reinforcers

A

are things that are innately satisfying such as food and avoiding pain or danger

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23
Q

secondary reinforcers

A

are those that are learned to be reinforcers. secondary reinforcers must be paired with primary reinforcers in order to produce learned behaviors

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24
Q

fixed ratio schedule

A

provides the reinforcement after a set number of instances of the behavior. The rat will show a higher rate of responses because it will know how many times it has to do something to get a response

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25
Q

variable ratio schedule

A

provides the reinforcement after an unpredictable number of occurrences. produce high response rates ex: gambling

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26
Q

fixed-interval schedule

A

provides the reinforcement after a set period of time that is constant.

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27
Q

variable-interval schedule

A

provides the reinforcement after an inconsistent amount of time. this schedule produces a slow, steady behavior

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28
Q

shaping

A

is a way of reinforcement and teaching something with small intermediate behaviors necessary to achieve the final desired behavior

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29
Q

punishment

A

is the process by which a behavior is followed by a consequence that decreases the likelihood that the behavior will be repeated

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30
Q

positive punishment

A

is giving something so the behavior does not persist example: a cadet out of line will have to do 20 pushups

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31
Q

negative punishment

A

involves the removal of a desirable stimulus after the behavior has occurred ex: a child throws a baseball in the house and loses tv privileges

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32
Q

avoidance

A

occurs when a person performs a behavior to ensure an aversive stimulus is not presented

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33
Q

escape

A

an individual learns how to get away from an aversive stimulus by engaging in a particular behavior

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34
Q

behaviorism

A

all psychological phenomena are explained by describing the observable antecedents of behaviors and its consequences

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35
Q

cognitive psychology

A

researchers began to focus on the brain, cognitions (thoughts) and their effects on how people navigate the world

36
Q

term used to describe short term memory being converted to long term memory

A

consolidation

37
Q

long-term potentiation

A

occurs when following brief periods of stimulation an increase in the synaptic strength between two neurons leads to stronger electrochemical responses to given stimuli

38
Q

modeling

A

in modeling the observer sees the behavior being performed by another person later the observer imitates the behavior she or he observed

39
Q

mirror neurons

A

have been found in various parts of the human brain including the premotor cortex, supplementory motor area. primary somatosensory cortex and the inferior parietal cortex. have been found in vicarious emotions such as empathy and to have an issue with the mirror neurons in autistic children

40
Q

elaboration likelihood model

A

explains when people will be influenced by the content of the speech and when people will be influenced by other, more superficial characteristics like the appearance of the orator or the length of the speech

41
Q

central route of an argument

A

people are persuaded by the content of the argument more likely to have longer-lasting persuasive outcomes than messages processed via the peripheral route

42
Q

peripheral route of an argument

A

people focus on superficial or secondary characteristics

43
Q

social cognitive theory

A

is a theory of behavior change that emphasizes the interactions between people and their environment

44
Q

reciprocal determinism

A

is the interaction between a person’s behaviors (conscious actions), personal factors (individual motivational forces or cognitions; personality differences that drive a person to act), and environment (situational factors)

45
Q

transgenesis

A

the introduction of an outside gene

46
Q

temperament

A

emotional excitability

47
Q

Francis Galton idea of intelligence

A

believed that intelligence is inherited and is genetically determined

48
Q

fluid intelligence

A

the ability to think on your feet

49
Q

crystallized intelligence

A

which is the ability to recall and apply already-learned information

50
Q

Howard Gardner

A

broke intelligence down into 8 different categories; logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal, and interpersonal

51
Q

rudimentary movements

A

serve as the first voluntary movement performed by a child

52
Q

fundamental movement

A

child is learning to manipulate his or her body through actions such as running, jumping, throwing, catching.

53
Q

stranger anxiety happens around

A

8-12 months crying and clinging to caregiver

54
Q

Harlow experiments

A

when the monkeys preferred the cloth mother over the wire one

55
Q

Securely attached

A

in the presence of their mother will play and explore and miss her when the mother leaves the room

56
Q

insecurely attached

A

infants in the presence of their mother are less likely to explore their surroundings and may even cling to their mother

57
Q

encoding

A

is the process of transferring sensory information into our memory system

58
Q

working memory

A

learning and solving a problem. is thought to include phonological loop, visuospatial sketchpad, central executive, and episodic buffer

59
Q

serial position effect

A

occurs when someone attempts to memorize a series such as a list of words and it most likely to memorize words at the beginning and end of the list

60
Q

chunking

A

is a strategy in which information to be remembered is organized into discrete groups of data

61
Q

heirarchies

A

are organizing information into categories to better remember

62
Q

depth of processing

A

is important for encoding memories and it is thought that information that is thought about at a deeper level is better remembered

63
Q

dual coding hypothesis

A

it is easier to remember things when there is an image and words associated rather than them separately.

64
Q

method of loci

A

this involves imagining moving through a familiar place and leaving a visual representation of a topic to be remembered

65
Q

self-reference effect

A

we have better memory for things that personally affect us because we can relate to it and it can be linked to existing memories

66
Q

sensory memory

A

the initial recording of sensory information in the memory system

67
Q

iconic memory

A

is brief photographic memory for visual information which decays in a few tenths of a second

68
Q

echoic memory

A

is memory for sound which lasts for about 3-4 seconds

69
Q

short term memory

A

typically for an adult is 7 digits plus or minus 2

70
Q

long term memory

A

is retained sometimes indefinitely it is believed to have an infinite capacity

71
Q

implicit

A

procedural memory refers to coniditioned associations and knowledge of how to do something. includes procedural memory (motor skills, actions)

72
Q

explicit

A

declarative memory involved being able to declare or voice what is known. includes episodic memory and semantic memory

73
Q

semantic memory

A

is memory for factual information such as the capital of england

74
Q

episodic memory

A

is autobiographical memory for information of personal importance such as the situation surrounding a first kiss

75
Q

recall

A

is the ability to retrieve information

76
Q

free recall

A

involves retrieving information out of thin air

77
Q

cued recall

A

involves retrieving information when provided with a cue

78
Q

recognition

A

involves identifying information from a set of information that is presented

79
Q

hints may activate closely related nodes by making it easier to retrieve the node being searched

A

priming

80
Q

anterograde amnesia

A

an inability to encode new memories

81
Q

retrograde amnesia

A

an inability to recall information that was previously encoded

82
Q

Decay for learning things

A

we will forget things more easily in the first few days before leveling off

83
Q

proactive interferance

A

occurs when previously learned information interferes with the ability to recall information learned later

84
Q

retroactive interferance

A

when newly learned information interferes with recall of information previously learned

85
Q

schema

A

is a mental blueprint containing common aspects of some part of the world

86
Q

neural plasticity

A

refers to the malleability of the brain’s pathways and synapses based on behavior, environment, and neural processes

MCAT psychology (7 decks)

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