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Lifespan Development > Learning + Memory / Conditioning > Flashcards

Learning + Memory / Conditioning Flashcards

1
Q

UCS (unconditioned stimulus) leads to

A

UCR

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2
Q

NS stands for

A

Neutral Stimulus

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3
Q

Something that happens without any learning is called _____.

A

Unconditioned Response (UCR)

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4
Q

NS + UCS leads to

A

CS (the NS becomes the CS)

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5
Q

CS leads to

A

CR

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6
Q

Elimination of conditioned response is referred to as ________

A

Extinction

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7
Q

Conditioned responses reignited much faster after a period of extinction is called ________

A

Spontaneous Recovery

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8
Q

Associating things that are similar to the conditioned stimulus which then trigger the conditioned response just like the CS is called ________

A

Generalization

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9
Q

An ability to distinguish between a conditioned stimulus (CS) and other, similar stimuli that don’t signal an unconditioned stimulus is referred to as ________

A

Discrimination

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10
Q

T or F?

Biology makes a difference in classical conditioning.

A

True

Fear of an animal vs an inanimate object

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11
Q

Unfamiliar taste followed by delayed illness results in:

A

avoidance

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12
Q

Familiar taste & unfamiliar shape followed by delayed illness results in:

A

no avoidance

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13
Q

Behaviors are selected by their consequences. Behaviors that have good consequences are repeated. Behaviors that have bad consequences are not repeated.

A

Thorndike’s Law of effect

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14
Q

The Dangers of Punishment

A
  • Reinforcing to the punisher
  • Generalized inhibiting effect
  • We dislike the punisher

What about teaching?

  • The criticism trap
  • The use of aversives
  • B. F. Skinner’s view: Positively reinforce desired behaviors; punishment last resort.
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15
Q

B. F. Skinner’s view on reinforcement/punishment

A

Positively reinforce desired behaviors; punishment last resort.

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16
Q

T or F?

physical discipline was positively related to externalizing behaviors for white children, but not black children

A

True

Why?
Warmth might be a protective factor

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17
Q

Lower SES: use more ____ discipline strategies.

A

harsh

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18
Q

T or F?

Higher SES: more restrictive and controlling in their parenting behavior.

A

False

Higher SES: LESS restrictive and controlling in their parenting behavior.

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19
Q

Higher SES: more likely to emphasize ____ & ____

A

independence and achievement.

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20
Q

A variant of operant conditioning. Instead of waiting for a subject to exhibit a desired behavior, any behavior leading to the target behavior is rewarded.

A

Shaping

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21
Q

In operant conditioning, ________ refers to responding only to the specific stimulus and not to similar stimuli.

A

discrimination

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22
Q

Stimulus ________ in classical conditioning refers to the capacity of a stimulus other than the conditioned stimulus to evoke a CR.

A

generalization

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23
Q

In operant conditioning, stimulus ________ explains how we can learn something in one situation and apply it to other similar situations.

A

generalization

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24
Q

Extinguished response reappears after a period of non-exposure to CS

A

Spontaneous Recovery

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25
Q

Gradual weakening and disappearance of a Conditioned Response

A

Extinction

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26
Q

An operant conditioning technique in which a complex behavioral sequence is learned.

A

Chaining

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27
Q

Findings of Bandura’s Bobo study

A

1) Children exposed to aggressive model were more likel to be aggressive
2) Boys were 3 x’s more likely to replicate physical violence
3) Verbal aggression was the same for boys and girls

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28
Q

When people fail at a goal repeatedly and eventually stop trying to succeed:

A

Learned Helplessness

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29
Q

________ is the process of recognizing and challenging pessimistic thoughts in order to develop more positive behaviors.

A

Learned optimism

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30
Q

Retention of information over time.

A

Memory

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31
Q

Getting information into memory

A

Encoding

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32
Q

How information is maintained in memory

Retaining information over time

A

Storage

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33
Q

Memory without conscious recollection—memory of skills and routine procedures that are performed automatically.

A

Implicit memory

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34
Q

Conscious memory of facts and experiences.

A

Explicit memory

35
Q

Mental frameworks that organize concepts and information; affects encoding and retrieval

A

Schemas

36
Q

People construct and reconstruct memories; mold to fit information already existing in mind

A

Schema Theory

37
Q

Females are better than males at ______ & ______ memories

A

episodic & emotion-linked

38
Q

T or F?

Females are better than males at processing information elaborately and in more detail.

A

True

39
Q

Males are better than females at using ________ for memory.

A

Schemas

40
Q

T or F?

Infants can remember perceptual motor information

A

True

41
Q

Why does explicit memory improve in infancy?

A

maturation of the hippocampus and surrounding cerebral cortex especially frontal lobes

42
Q

The inability to remember little if anything from the first three years of life is called ________.

A

Infantile Amnesia

Due to immaturity of prefrontal lobes

43
Q

A relatively permanent and unlimited type of memory.

A

long-term memory

44
Q

Retention of information for up to 15 to 30 seconds, without rehearsal of the information.

A

short-term memory

45
Q

T or F?

Using rehearsal, individuals can keep the information in short-term memory longer.

A

True

46
Q

T or F?

Using rehearsal, individuals can keep the information in short-term memory longer.

A

True

47
Q

Memory improving Strategy of Repetition that is better for short term memory is called _______

A

Rehearsal

48
Q

Organizing (memory strategy) works by:

A

Making information relevant

49
Q

Creating mental images for verbal information

A

Imagery

50
Q

Engaging in more extensive processing of information. Use of examples; self referencing

A

Elaboration

51
Q

A mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.

A

working memory

52
Q

Involves the use of mental activities to improve the processing of information

A

Strategies

53
Q

What are some strategies to remember information and

improve memory?

A

Rehearsal
Organizing
Imagery (mental images)
Elaboration

54
Q

Retention of information about the where and when of life’s happenings.

A

episodic memory

55
Q

A person’s knowledge about the world, including fields of expertise, general academic knowledge, and “everyday knowledge” about meanings of words, names of famous individuals, important places, and common things.

A

semantic memory

56
Q

The ability to remember where something was learned.

A

source memory

57
Q

Remembering to do something in the future.

A

prospective memory

58
Q

T or F?

Prospective memory improves with age.

A

False

Prospective memory declines with age.

(depends on nature of task and what is being studied)

59
Q

T or F?

Working memory & processing speed are linked to aging, reading and math achievement

A

True

60
Q

working memory performance peaks at age ____ and declines at age ____

A

45 / 57

61
Q

T or F?

working memory decline affects only new information

A

False

working memory decline affects both new and old information

62
Q

T or F?

Processing speed declines in late adulthood and is linked to a decline in working memory

A

True

63
Q

personal recollection of events and facts

A

autobiographical memory

64
Q

adults remember more from 2nd and 3rd decade of their life than any other decade

A

reminiscence bump

65
Q

Conscious/Declarative memory is known as

A

Explicit memory

66
Q

Explicit memory can be subdivided into ______ & _____ memory

A

episodic & semantic

67
Q

Implicit memory is sometimes referred to as:

A

procedural memory

68
Q

routine skills and procedures performed automatically (unconscious memory) is called:

A

implicit memory

ex: driving car, riding bike

69
Q

________ is a form of implicit memory, whereby classification or identification of a stimulus is improved by prior presentation of the same stimulus.

A

repetition priming

she gave example of having words flashed on a computer screen and then having to complete sentences with missing words

70
Q

who has better episodic memory?

A

younger adults

71
Q

Older adults take to _____ retrieve semantic memory

A

longer

but they can eventually retrieve it

72
Q

temporary inability to remember something, followed by feeling that it’s out of reach

A

tip-of-the-tongue

73
Q

Implicit memory is typically (more/less) likely to be aversely affected by aging than explicit memory

A

less

74
Q

A significant component of the engagement model of cognitive organization that emphasizes how intellectual and social engagement can buffer age related declines in intellectual assessment.

A

Use it or lose it

75
Q

T or F?

Cognitive training/ retraining in older adults can improve some cognitive skills

A

True

76
Q

T or F?

There is no loss of plasticity in late adulthood

A

False

There is some loss of plasticity in late adulthood

77
Q

T or F?

Cognitive training/ retraining in older adults can maintain fluid intelligence in advancing age

A

True

78
Q

Knowing about knowing is called:

A

metacognition

79
Q

An individuals knowledge about memory

A

metamemory

80
Q

Developmental changes in metacognition

A
  • age 2-3 = awareness of emotions, perceptions and desires
  • age 5 = learn realization of false beliefs
  • age 7 = deepening appreciation of the mind itself
  • middle & late childhood : mind seen as active constructor of knowledge.
  • adolescence: realize ambivalent feelings exist
81
Q

Metamemory is _______ in children

A

limited

improves by age 11-12

82
Q

T or F?
metacognition
adolescence are more likely than children to effectively manage and monitor thinking

A

True

83
Q

middle aged adults have accumulated a great deal of ______

A

metacognitive knowledge

84
Q

T or F?

Older adults tend to underestimate memory problems they experience on a daily basis

A

False

Older adults tend to overestimate memory problems they experience on a daily basis

Lifespan Development (14 decks)

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