Learning, Memory, Behavior Flashcards
nonassociative learning
organism is repeatedly exposed to one type of stimulus
habituation and sensitization
learn to “tune out”
dishabituation
previously habituated stimulus is removed
unlearn something after a while
sensitization
increase in responsiveness because of repeated stimulus
getting so annoyed you snap easier
associative learning, 2 types
classical and operant conditioning
classical conditioning
before conditioning
unconditioned stimulus gets unconditioned response
neural stimulus gets no response
during conditioning
pair neural stimulus with unconditional stimulus = unconditioned response
after conditioning
conditioned stimulus gives conditioned response
acquisition, extinction, spontaneous recovery, generalization, discrimination in relation to classical conditioning
acquisition: process of learning conditioned response
extinction: when conditioned and unconditioned stimuli are not paired, you forget conditioned response
spontaneous recovery: extinct conditioned response occurs again after long time when conditioned stimulus is presented
generalization: stimuli other than conditioned stimulus elicit conditioned response
discrimination: conditioned stimulus has been separated from other stimuli
operant conditioning
positive or negative reinforcement
primary and secondary reinforcers in operant conditioning
primary innately is a positive reinforcement
secondary neural stimuli conditioned to be with positive reinforcement
continuous vs intermittent reinforcement schedule, types of intermitten
continuous: rapid behavior acquisition, but also rapid extinction
intermittent: fixed ratio (procrastination), variable ratio (slow extinction), fixed interval (superstition) , variable interval (slow, consistent learning)
positive punishment vs negative punishment
add something you dont want vs taking something you want away
positive reinforcement vs negative reinforcement
add something they want vs taking away something you don’t want
behaviorism vs cognitive psychology
just looking at behaviors/things that happen vs focusing on brain/thoughts/cognition
insight learning
combining separate things you’ve learned in unique ways
latent learning
learning things unconsciously/not explicitly
long term potentiation
long term memory occurring due to stronger electrochemical response and neuron needing less prompting to fire impulse
observational learning and modeling
learning through copying behavior
elaboration likelihood model
people will be influenced by content of speech and by other superficial characteristics
cognitive routes of persuasion, central and peripheral
central: persuaded by content
peripheral: focus on superficial factors
social cognitive theory
theory of behavior change that emphasizes interactions between people and environment - how we interpret social factors
reciprocal determinism
person’s behavior both influences and is influenced by personal factors and the social environment
behavioral genetics
determine role of inheritance in behavioral traits
intelligence by francis galton, alfred binet, charles spearman, raymond cattell, howard gardner
francis galton: believed intelligence was biologically based and could be quantified
alfred binet: invented intelligence tests to schoolchildren
charles spearman: coined the term “general intelligence”
raymond cattell: 2 types of intelligences, fluid (thinking on your feet) and crystallized (memorization)
howard gardner: broke intelligence into 8 modalities
moro reflex
in response to loud sound, infant will throw back head and extend arms/legs, cry, and pull everything back in
rooting reflex
in response to touching, baby turns head in direction and opens mouth
sucking reflex
if anything touches roof of baby’s mouth, will suck
babinski reflex
if sole of foot is stroked, big toe moves up and other toes fan out
tonic neck reflex
if head is turned to one side, baby stretches arm on same side and bends opposite elbow
palmar grasp reflex
if stroke baby’s palm, baby’s hand will grasp
walking/stepping reflex
sole of baby’s foot touches flat surface, they will attempt to walk
order of movement type by age
reflexive, rudimentary (voluntary movements), fundamental (manipulate body through actions), specialized (combining fundamental movements) transitional + application stages, application of movement
infantile amnesia
unable to remember much from first 3.5 yrs
harry and margaret harlow experiments
contact comfort necessary in baby mother bonding
mary ainsworth, securely attached vs insecurely attached
securely: when mother present play and explore, when not are distressed, when return easily consoled
insecurely: when mother present cling, when not get upset, indifferent when return
3 parenting styles
authoritarian, permissive, authoritative (parents listen, encourage independence, place limits, warm)
serial position effect
primacy/recency effect
first items in list more easy to recall
dual coding hypothesis
method of loci, self reference effect
easier to remember words with associated images with than either alone
method of loci: imagine moving through a familiar place and leaving visual representation of topic to remember
self reference effect: relate to self
different stores of memory
sensory, short term, long term
sensory memory, 2 types
initial recording of sensory info
iconic memory: brief photographic memory for visual information
echoic memory: memory for sound
short term vs working memory, where in brain
short term: hippocampus, either goes to long term or gets forgotten
working memory: prefrontal cortex, holds memory that is needed for any particular moment to solve probllem
long term memory 2 types, 2 types of the conscious type, why they’re different
explicit (memory w conscious recall) - memory from events and semantic memory from general knowledge vs implicit (memory without conscious recall) - how to perform motor skills and actions
explicit is hippocampus, implicit is cerebellum
not episodic memory, which is lightbulb memory from highly emotional events
how recall of memory works with nodes
random node is activated if response threshold reached through summation
then spreading activation activates nearby neurons
mood dependent memory
what we learn in one state is most easily recalled during same emotional state
prospective recall
remembering to do things in the future
anterograde amnesia, which part of brain is damaged
inability to code new memories, hippocampus damaged
retrograde amnesia, which part of brain is damaged
inability to recall memories, not hippocampus
retention interval of memory
most forgetting occurs rapidly in first few days and levels off
proactive interference, retroactive interference, positive transfer
previously learned interferes with recalling new info
new info interferes with recalling old info
old info helps learn new info
misinformation effect
tendency to misremember when exposed to subtle misinformation
source monitoring
misremembering source of info
long term memory stored in
hippocampus
taking multiple choice vs short answer test is which type of memory
recognition vs recall
procedural memory stored in
basal ganglia
