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Madsen Triad EPPP > Learning Theory > Flashcards

Learning Theory Flashcards

1
Q

Classical Conditioning

Classical Conditioning terms

Pavlov

A
  • Neutral (conditioned) stimulus paired with unconditioned stimulus
  • in time, neutral stimulus alone elicits the response that is naturally elicited by the US

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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2
Q

Classical Conditioning

extinction

A

presentation of CS alone leads to disappearance of CR, needs “refresher trials”

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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3
Q

Classical Conditioning

temporal relationship

delay, trace, simultaneous

A
  • delay- CS precedes and overlaps US
  • trace- CS starts and ends before presenting US (weaker than delay)
  • simultaneous CS and US at the same time, even weaker than trace

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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4
Q

Classical Conditioning

number of conditioning trials

A

the more trials, the stronger the CR

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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5
Q

Classical Conditioning

Pre-exposure to US or CS

A

slows down acquisition of CR

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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6
Q

Classical Conditioning

spontaneous recovery

A

even after extinction, CR would come back a day later, implying that learning is inhibited, but not lost

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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7
Q

Classical Conditioning

stimulus generalization

A

responding with a particular response to similar stimuli.

In classical conditioning, it refers to responding to stimuli similar to the CS with the CR

a 500Hz tone will cause a reaction with 400 and 600Hz tones

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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8
Q

Classical Conditioning

stimulus discrimination

A

training out the reaction to the 400Hz and 600Hz tones, specifying to the 500Hz tone only

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9
Q

Experimental Neurosis

A

agitation, aggression, that comes from increasingly difficult discriminations in Classical Conditioning (circle vs ellipse)

conflict between cortical excitation and inhibition

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10
Q

Classical Conditioning

Blocking

A

Blocking involves two conditioned stimuli, CS-a and CS-b. Either one is capable of being conditioned to produce the CR. However, if training begins with a phase in which only CS-a is paired with the US, and is then followed by a phase in which both CS-a and CS-b are paired with the US, then CS-b fails to produce the CR.

CS-a already predicted occurence of CR

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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11
Q

Classical Conditioning

overshadowing

A

two neutral stimuli repeatedly presented together prior to US, then theyre separated and only one produces the CR.

Tone+Light→Electric Shock
once you separate them, only one (the tone or the light) will produce the CR (fear)

whichever one produces the CR is more salient

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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12
Q

Classical Conditioning

Watson

Little Albert

A
  • US = loud sound
  • UR = fear
  • CS = white rat
  • CR = white rat → fear
  • generalized it to other animals
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13
Q

Classical Conditioning Interventions

Reciprocal inhibition

Wolpe

A

to alleviate anxiety reactions by pairing a stimulus (CS) that produces anxiety with a stimulus (US) that produces relaxation or other response that is incompatible with anxiety.

  • US = meat powder
  • UR = salivation
  • CS = tone
  • CR = tone → salivation
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14
Q

Classical Conditioning Interventions

Systematic desensitization

A
  • application of counterconditioning (reciprocal inhibition) for eliminating anxiety responses
  • pairing hierarchically arranged anxiety-evoking stimuli with relaxation.

relaxation training, hierarchy, imaginary desensitization, in vivo

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15
Q

Classical Conditioning Interventions

The dismantling strategy suggests

re: systematic desensitization

A

that extinction (rather than counterconditioning) is responsible for the effectiveness of systematic desensitization

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16
Q

Classical Conditioning Interventions

behavioral sex therapy

A

sensate focus, pairing situations that evoke performance anxiety with pleasurable sensations and relaxation

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17
Q

Classical Conditioning Interventions

in vivo aversion therapy

overt sensitization

A
  • pair the behavior with an aversive stimulus (nausea, electric shock, noxious odor)
  • used for substance use, paraphilias, and self-injurious behaviors
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18
Q

Classical Conditioning Interventions

covert sensitization

A

Covert sensitization is similar to in vivo aversion therapy except that the CS and US are presented in imagination.

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19
Q

Classical Conditioning Interventions

two-factor theory of learning

A
  • phobic responses are the result of both classical and operant conditioning
  • original phobia comes through avoiding a neutral stimulus when its paired with the US
  • further avoidance of neutral stimulus is based on operant conditioning
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20
Q

Classical Conditioning Interventions

In-vivo ERP

A

exposed to anxiety arousing stimuli for a prolonged period and prohibited from performing usual avoidance

two types: flooding (all at once) and graded (gradual)

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21
Q

Classical Conditioning Interventions

self-directed exposure

A

in some situations, can be as effective as therapist guided exposure

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22
Q

Classical Conditioning Interventions

interoceptive exposure

A

evoke the feared body cues that are associated with fear and anxiety

spinning in a chair, breathing into a paper bag, cardio

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23
Q

Classical Conditioning Interventions

implosive therapy

A
  • presenting feared stimulus vividly enough to arouse high levels of anxiety
  • include psychodynamic meaning of the feared stimulus
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24
Q

Classical Conditioning Interventions

EMDR

A
  • based on the assumption that exposure to a trauma can block a neuropsychological adaptive information processing mechanism
  • found to not be more effective than imaginal exposure techniques
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25
# Operant Conditioning Law of Effect
Thorndike's law of effect proposes that, when behaviors are followed by "satisfying consequences," they are more likely to increase or occur again.
26
# Operant Conditioning Reinforcement vs. Punishment
* **Reinforcement** is a consequence that increases the likelihood that a behavior will recur, while * **punishment** is a consequence that decreases the likelihood that a behavior will recur
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# Operant Conditioning Positive vs. Negative
* "**positive**" referring to the application of a stimulus (consequence) following a behavior and * "**negative**" referring to the withdrawal or termination of a stimulus (consequence) following a behavior.
28
# Operant Conditioning primary vs. secondary reinforcer
* primary is things that you need, food water * secondary is a means to get the things you need, money
29
# Operant Conditioning continuous vs intermittent schedules of reinforcement
* continuous- fastest acquisition of a behavior, satiation and extinction also high * intermittent- switch to this after using continuous, best way to maintain a behavior
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# Operant Conditioning Fixed Interval
fixed intervals that provide reinforcement at predetermined time intervals in which the subject makes at least 1 response | "scallop" effect, stop responding after enforcer delivered, again before
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# Operant Conditioning Variable Interval
variable intervals that provide reinforcement at varying times with a predetermined average time interval | steady but low rate of response
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# Operant Conditioning Fixed Ratio
fixed ratios that provide reinforcement after a predetermined number of responses; and variable ratios that provide reinforcement after a varying number of responses with the average number being predetermined | high, steady rate of responding
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# Operant Conditioning Variable Ratio
variable ratio schedule yields high, stable response rates and the greatest resistance to extinction | highest rate of responding, responses resistant to extinction
34
# Operant Conditioning matching law
When using concurrent schedules of reinforcement, there are two or more simultaneous and independent schedules of reinforcement, each for a different response. According to the matching law, in this situation, the organism will **match its relative frequency** of responding to the **relative frequency of reinforcement** for each response.
35
# Operant Conditioning superstitious behavior
accidental, non-contingent reinforcement leads to unrelated, odd behavior in order to elicit the stimulus response
36
# Operant Conditioning stimulus control | positive and negative discriminative stimuli
In operant conditioning, stimulus control is the process by which a behavior **does or does not occur** due to the presence of **discriminative stimuli**. **Positive discriminative stimuli** signal that the behavior will be reinforced, while **negative discriminative stimuli** (S-delta stimuli) signal that the behavior will not be reinforced.
37
# Operant Conditioning stimulus/response generalization
* In operant and classical conditioning, stimulus generalization refers to responding with a **particular response to similar stimuli** * responding to stimuli similar to the discriminative stimulus with the target behavior.
38
# Operant Conditioning Escape conditioning
an application of negative reinforcement in which the target behavior is an escape behavior - i.e., the organism engages in the behavior in order to escape the negative reinforcer
39
# Operant Conditioning Avoidance conditioning
* combines classical conditioning with negative reinforcement. * a cue (positive discriminative stimulus) signals that the negative reinforcer is about to be applied so that the organism can avoid the negative reinforcer by performing the target behavior in the presence of the cue
40
# Operant Interventions Positive Reinforcement Factors
* contingency * immediacy * schedule of reinforcement * magnitude * verbal clarification * prompts
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# Operant Interventions contingency | positive reinforcement factor
reinforcer should only be available when the target behavior has been performed
42
# Operant Interventions immediacy | positive reinforcement factor
reinforcer must be delivered right away
43
# Operant Interventions schedule of reinforcement | positive reinforcement factor
acquisition on a continuous schedule, maintenance on an intermittent schedule
44
# Operant Interventions magnitude | positive reinforcement factor
greater positive reinforcement, greater effectiveness, after which **satiation** occurs primary reinforcers are more susceptible to satiation than secondary
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# Operant Interventions verbal clarification | positive reinforcement factor
relationship between behavior and reinforcer must be verbally reinforced
46
# Operant Interventions prompts | positive reinforcement factor
when a prompt signals that behavior will be reinforced, it is a **positive discriminative stimulus** | gradual removal of prompt is **fading**
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# Operant Interventions gradual removal of prompt is | positive reinforcement factor
fading
48
# Operant Interventions thinning | positive reinforcement factor
reducing proportion of reinforcements
49
# Operant Interventions shaping
successive approximation training- involves teaching a new behavior through prompting and reinforcing behaviors that come closer and closer to the target behavior
50
# Operant Interventions chaining
involves establishing a sequence of responses (a "behavior chain"). With shaping, only the final behavior is of concern; but with chaining, the entire sequence of responses is important. | like baking a cake, each step must be done correctly
51
# Operant Interventions The Premack Principle
is an application of positive reinforcement that involves using a high-frequency behavior as a positive reinforcer for a low-frequency behavior. | grandma's rule
52
# Operant Interventions differential reinforcement
combines positive reinforcement and extinction. During a specified period of time, the individual is reinforced when he/she engages in behaviors other than the target behavior. | given token for playing with toys (target behavior- hand movements)
53
# Operant Interventions Punishment factors
* immediacy * consistency * intensity * verbal clarification * removal of all positive reinforcement * reinforcement for alternative behaviors
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# Operant Interventions immediacy | Punishment factors
* punishment should be applied at onset of behavior
55
# Operant Interventions consistency | Punishment factors
punishment applied at each performance of target behavior
56
# Operant Interventions intensity | Punishment factors
- punishment **too strong**, likely to produce avoidance, aggression - **too weak** and gradually increasing, likely to produce habituation
57
# Operant Interventions verbal clarification | Punishment factors
contingent relationship between target behavior and punishment must be verbally expressed
58
# Operant Interventions removal of all positive reinforcement | Punishment factors
all stimuly that previously reinforced behavior must be identified and consistently withheld
59
# Operant Interventions reinforcement for alternative behaviors | Punishment factors
combining punishment with reinforcement of popsitive behavior
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# Operant Interventions punishment does not eliminate a behavior, it just [ ] it
supresses it, meaning that effects of punishment are short term, limited to the setting where it was applied
61
# Operant Interventions reprimands | effectiveness
sometimes the reprimands become positive enforcers, increasing the target behavior, need to be paired with time-out
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# Operant Interventions overcorrection
correct the consequences of his/her behavior (**restitution**) and/or practice corrective behaviors (**positive practice**). It may also require constant supervision and/or **physical guidance.**
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# Operant Interventions negative practice
just like prescribing the symptom, forcing the person to do the target behavior until it becomes aversive (cigarette smoking, intentional motor tics, pica, hair twisting)
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# Operant Interventions response cost
Response cost is a form of negative punishment that involves **removing a reinforcer** (e.g., a specific number of tokens or points) following a behavior in order to reduce or eliminate that behavior.
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# Operant Interventions time-out
Time-out is a form of **negative punishment** in which the individual is removed from all opportunities for reinforcement for a prespecified period of time following a misbehavior in order to decrease the occurrence of that behavior. short time-outs are as effective as longer, best when combined with reinforcement of alternate behaviors
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# Operant Interventions extinction factors
consistency schedule of reinforcement magnitude and duration of reinforcement reinforcement for other behaviors
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# Operant Interventions consistency | extinction factors
positive reinforcement must be completely withheld, a single exception can re-establish the behavior
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# Operant Interventions schedule of reinforcement | extinction factors
extinction is fastest if the behavior was reinforced on a continuous schedule
69
# Operant Interventions magnitude and duration of reinforcement | extinction factors
the greater the magnitude and duration of previous reinforcement, the more resistant it will be to extinction
70
# Operant Interventions reinforcement for other behaviors | extinction factors
extinction is most successful when used in conjunction with reinforcement for alternate behaviors
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# Operant Interventions contingency contracts
* formal written agreement laying out **explicit, monitored**, contract including **sanctions** for failure, **bonuses** for consistent compliance, and a **record keeping system**
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# Operant Interventions Token Economy
tokens are generalized secondary reinforcers that can be exchanged for desired items * define target behavior, selecting backup and secondary reinforcers, system for monitoring, and then system for thinning reinforcers
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# Operant Interventions social skills training
* modeling, coaching, behavioral rehearsal, feedback
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# Operant Interventions FBA | ABC
A functional behavioral assessment (FBA) is used to clarify the characteristics of a target behavior and determine its **antecedents** and **consequences** in order to identify an alternative behavior that serves the same functions and function-based interventions that can be used to substitute the alternative behavior for the target behavior.
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# Cognitive Learning Theories latent learning | Tolman
rats in a maze making a mental map of the maze
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# Cognitive Learning Theories insight learning | Kohler
chimps using two sticks, putting them together to make one, "aha" moment
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# Cognitive Learning Theories observational learning processes | Bandura
attentional retention production motivational
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# Cognitive Learning Theories attentional processes | observational learning processes
attends to and accurately perceives modeled behavior
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# Cognitive Learning Theories retention processes | observational learning processes
symbolically processes modeled behavior in memory via visual imagery or verbal coding | maximized through cognitive rehearsal
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# Cognitive Learning Theories production processes | observational learning processes
reproduce and rehearse modeled behavior | maximized through practice and performance feedback
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# Cognitive Learning Theories motivational processes | observational learning processes
performance requires motivation, can be either internal, vicarious, or external
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# Cognitive Learning Theories model characteristics
most likely to imitate a model when they are * high in status * similar to observer * behavior is **visible** * behavior is reinforced
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# Cognitive Learning Theories guided participation | Bandura
live modeling with guided participation, rehersal
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# Cognitive Learning Theories self-efficacy factors | self efficacy beliefs are impacted by four informational sources
enactive entertainment vicarious experience verbal persuasion emotional and physiological states
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# Cognitive Learning Theories enactive entertainment | self-efficacy factors
prior success in performing the task
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# Cognitive Learning Theories vicarious experience | self-efficacy factors
observing others similar to onesself successfully perform the task
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# Cognitive Learning Theories verbal persuasion | self-efficacy factors
encouragement by others
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# Cognitive Learning Theories learned helplessness + reformation
* applies to cognitive processes associated with depression * reformulated to include **internal, stable and global** attributions for negative events * leads to hopelessness
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# Cognitive Learning Theories reciprocal determinism
interactive and influential relationship between a persons environment, overt behaviors, and cognitive characteristics
90
# Cognitive Behavioral Interventions REBT | ABCDE ## Footnote Ellis
* **A** - external event * **B** - Belief the individual has about **a** * **C** - emotion or behavior that results from the **b**elief * **D** - therapist's *dispute* * **E** - alternative thoughts and beliefs that result from therapists **d**ispute
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# Cognitive Behavioral Interventions Cognitive Targets | Cognitive Therapy
cognitive schemas automatic thoughts cognitive distortions cognitive profile
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# Cognitive Behavioral Interventions cognitive schemas | Cognitive Therapy Targets
core beliefs that determine how people codify, categorize, and interpret their experiences
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# Cognitive Behavioral Interventions automatic thoughts | Cognitive Therapy Targets
surface level cognitions that "intercede between an event and the individual's reaction"
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# Cognitive Behavioral Interventions cognitive distortions | Cognitive Therapy Targets
arbitrary influence overgeneralization selective abstraction personalization dichotomous thinking emotional reasoning
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# Cognitive Behavioral Interventions cognitive profile (depression) | Cognitive Therapy Targets
cognitive triad of a negative view of * onseself * the world * the future
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# Cognitive Behavioral Interventions cognitive profile (anxiety) | Cognitive Therapy Targets
excessive form of normal survival mechanisms, unrealistic fears about threats
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# Cognitive Behavioral Interventions Collaborative empiricism
CT is referred to as "collaborative empiricism" because of its emphasis on a collaborative relationship between therapist and client. | use of socratic questions
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# Cognitive Behavioral Interventions daily record of [ ] thoughts
daily record of dysfunctional thoughts, early assignment in order to identify **automatic thoughts**
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# Cognitive Behavioral Interventions Self Instructional Training | SIT
interpolate adaptive, self-controlling thoughts between a stimulus situation and their response * cognitive modeling * cognitive participant modeling * overt self-instruction * fading self-instruction * covert self-instruction
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# Cognitive Behavioral Interventions * selective abstraction * personalization | Cognitive Therapy Targets → Distortions
* selective abstraction - attending to detail while ignoring total context * personalization - erroneously attributing external events to oneself
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# Cognitive Behavioral Interventions * arbitrary influence * overgeneralization | Cognitive Therapy Targets → Distortions
* arbitrary influence - drawing conclusions without evidence * overgeneralization - drawing general conclusions based on a single event
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# Cognitive Behavioral Interventions * dichotomous thinking * emotional reasoning | Cognitive Therapy Targets → Distortions
* dichotomous thinking - thinking in polarized ways * emotional reasoning - believing things are a certain way because they feel like they are that way
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# Cognitive Behavioral Interventions * arbitrary influence * overgeneralization | Cognitive Therapy Targets → Distortions
* arbitrary influence - drawing conclusions without evidence * overgeneralization - drawing general conclusions based on a single event
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# Cognitive Behavioral Interventions * selective abstraction * personalization | Cognitive Therapy Targets → Distortions
* selective abstraction - attending to detail while ignoring total context * personalization - erroneously attributing external events to oneself
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# Cognitive Behavioral Interventions cognitive modeling / cognitive participant modeling | Self Instructional Training
first two steps- * model performs the task, model makes self-statements aloud (questions about task, answers about task, instructions * client performs task as model verbalizes instructions
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# Cognitive Behavioral Interventions overt/fading/covert self-instruction | Self Instructional Training
client instructs himself out loud, then in a whisper, then in their head
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# Cognitive Behavioral Interventions Thought Stopping
eliminating obsessive ruminations, often combined with covert **assertion,** which are assertive self-statements
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# Cognitive Behavioral Interventions attribution retraining
altering the client's perceptions of the **causes** of their problematic behavior | compatible with learned helplessness & seligman's "learned optimism"
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# Cognitive Behavioral Interventions Stress Inoculation | stages
cognitive preparation skills acquisition and rehearsal follow-through phase
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# Cognitive Behavioral Interventions cognitive preparation | Stress Inoculation
conceptualization phase, educational, helping client understand behavior
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# Cognitive Behavioral Interventions skills acquisition and rehearsal | Stress Inoculation
* **direct-action techniques **- relaxation, pleasant imagery, escape routes * **cognitive techniques** - replacing negative self-statements with coping statements
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# Cognitive Behavioral Interventions follow-through phase | Stress Inoculation
application to imagined, filmed, and in-vivo stressful situations
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# Cognitive Behavioral Interventions Problem Solving Therapy
* determining problem orientation, problem solving style * reliant on skills- recognizing the problem, defining, generating alternative solutions, implementing
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# Cognitive Behavioral Interventions Rehm's self control therapy
* often conducted in a group * focused on Self-Monitoring, Self-Evaluation, and Self-Reinforcement
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# Cognitive Behavioral Interventions Lewinsohn's behavioral model
depression is attributable to low rate of response-contingent reinforcement in the environment or individual's lack of skill in attaining reinforcement
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# Cognitive Behavioral Interventions self-monitoring
* initial procedure in self-management programs * often changes the nature of the target
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# Cognitive Behavioral Interventions Stimulus control
something is "under stimulus control" when its performance is contingent on a certain stimulus cigarette smoking under control of drinking coffee, talking with friends, presence of a "no smoking" sign
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# Cognitive Behavioral Interventions narrowing | Stimulus Control
restricting the target behavior to a limited set of stimuli
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# Cognitive Behavioral Interventions cue strengthening | Stimulus Control
linking the behavior to specific environmental conditions
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# Cognitive Behavioral Interventions fading | Stimulus Control
changing the stimulus conditions associated with the behavior (replacing a fetish object with more appropriate stimuli)
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# Cognitive Behavioral Interventions Biofeedback | best uses
more effective than relaxation for * raynaud's disease (decrease in blood supply to fingers and toes) * incontinence * migraines
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# Memory and Forgetting
123
# Memory and Forgetting Multi-Store Model | Information-Processing Model
The information processing (multi-store) model describes memory as consisting of three separate, but interacting, stores: * sensory memory (sensory register) * short-term memory (STM) * long-term memory (LTM)
124
# Memory and Forgetting sensory memory | Multi-Store Model
* also known as sensory register * retained for a **few seconds** * auditory in "echoic store," visual in "iconic store"
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# Memory and Forgetting short term memory | Multi-Store Model
* STM fades in 30 seconds * average capacity is 7 ± 2 * encoded **acoustically**
126
# Memory and Forgetting long term memory | Multi-Store Model
* not well understood * largely semantic * unlimited * consists of recent and remote memory
127
# Memory and Forgetting levels-of-processing
* as opposed to multi-store model * based on different *levels* of processing. * The model distinguishes between three levels - * **structural ** * **phonemic** * **semantic**
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# Memory and Forgetting Deepest Level of processing is | Levels of Processing
The semantic level is the deepest level of processing and leads to the best retention.
129
# Memory and Forgetting serial position effect
* primacy and recency effects * when there's a time delay between learning and recall, there is **only** a primacy effect
130
# Memory and Forgetting LTM components | procedural and declarative
**Procedural memory** stores information about how to do things ("learning how"). **Declarative memory** mediates the acquisition of facts and other information ("learning that or what")
131
# Memory and Forgetting Declarative Memory Parts
semantic and episodic
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# Memory and Forgetting semantic memory | LTM components → Declarative Memory Parts
Semantic memory includes memories for general knowledge that is independent of any context and is responsible for the storage of **facts, rules, and concepts**
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# Memory and Forgetting episodic memory | LTM components → Declarative Memory Parts
episodic memory consists of information about events that have been **personally experienced**.
134
# Memory and Forgetting prospective memory
remembering to remember
135
# Memory and Forgetting multi-component model
working memory → central executive and three subsystems: phonological loop, visuospatial sketchpad, episodic buffer
136
# Memory and Forgetting central executive | multi-component model
The central executive is the primary component of working memory and serves as an **"attentional control system."** It's responsible for directing attention to relevant information, suppressing irrelevant information, and coordinating the three subsystems. | most affected by increasing age
137
# Memory and Forgetting phonological loop | multi-component model
temporary storage of auditory-verbal information
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# Memory and Forgetting visuo-spatial sketchpad | multi-component model
temporary storage of visual-spatial information
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# Memory and Forgetting episodic buffer | multi-component model
temporarily integrates auditory, visual and spatial information
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# Memory and Forgetting filter theory of selective attention | theory
* over-abundance of information gets bottlenecked, filter selects one of stimuli to pass through, based on characteristics, while the other waits in a temporary buffer
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# Memory and Forgetting filter theory of selective attention | experimental proof
* two speech sounds presented to each ear simultaneously, people recalled them one after another
142
# Memory and Forgetting feature integration theory | Treisman and Gelade
preattentive stage attentive stage | may form "illusory conjunctions"
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# Memory and Forgetting preattentive stage | feature integration theory (Treisman and Gelade)
basic features of object are perceived in parallel on a subconscious level
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# Memory and Forgetting attentive stage | feature integration theory (Treisman and Gelade)
features processed serially to form coherent whole
145
# Memory and Forgetting Ebbinghaus (1885)
* first experiment on forgetting performed on himself * rote learning is followed by a "forgetting curve" * led to theories explaining forgetting
146
# Memory and Forgetting Trace Decay Theory | engrams
Trace decay theory proposes that loss of memory (forgetting) is due to the gradual decay of memory traces (**engrams**) over time as the result of disuse.
147
# Memory and Forgetting interference theory | retroactive and proactive
Interference theory proposes that the inability to learn or recall information is due to the disruptive effects of previously or subsequently learned information
148
# Memory and Forgetting retroactive interference | interference theory
occurs when newly learned information interferes with the recall of previously learned information, while | Retro- old learning is being suppressed
149
# Memory and Forgetting proactive interference | interference theory
occurs when prior learning interferes with the learning or recall of subsequent information. | P in proactive stands for present- Present learning is being suppressed
150
# Memory and Forgetting tip of the tongue phenomenon | Cue Dependent Forgetting
due to inadequate retrieval cues
151
# Memory and Forgetting encoding specificity | state-dependent learning
Research on state-dependent learning has shown that recall of information tends to be better when the learner is in the same **emotional state** during learning and recall.
152
# Memory and Forgetting elaborative rehearsal
information most likely to be transferred from STM to LTM when elaborative rehearsal is used- make info more meaningful by relating it to existing knowledge
153
# Memory and Forgetting method of loci
The method of loci is a mnemonic that employs imagery in which items to be remembered are mentally placed, one by one, in pre-memorized (familiar) locations; and recall involves mentally "walking through" the location and retrieving the items.
154
# Memory and Forgetting keyword method
The keyword method is another imagery technique and is useful for paired associate tasks in which two words must be linked.
155
# Memory and Forgetting acronyms and acrostics
* Acronyms and acrostics are verbal mnemonics that are both useful for memorizing a list of words or phrases. * * An acronym is a word that's formed using the first letter of each item, while an acrostic is a phrase or rhyme that is constructed from the first letter of each word.

Madsen Triad EPPP (9 decks)

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