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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
Q

Operant Conditioning

Law of Effect

A

Thorndike’s law of effect proposes that, when behaviors are followed by “satisfying consequences,” they are more likely to increase or occur again.

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26
Q

Operant Conditioning

Reinforcement vs. Punishment

A
  • 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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27
Q

Operant Conditioning

Positive vs. Negative

A
  • “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.
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28
Q

Operant Conditioning

primary vs. secondary reinforcer

A
  • primary is things that you need, food water
  • secondary is a means to get the things you need, money
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29
Q

Operant Conditioning

continuous vs intermittent schedules of reinforcement

A
  • 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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30
Q

Operant Conditioning

Fixed Interval

A

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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31
Q

Operant Conditioning

Variable Interval

A

variable intervals that provide reinforcement at varying times with a predetermined average time interval

steady but low rate of response

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32
Q

Operant Conditioning

Fixed Ratio

A

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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33
Q

Operant Conditioning

Variable Ratio

A

variable ratio schedule yields high, stable response rates and the greatest resistance to extinction

highest rate of responding, responses resistant to extinction

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34
Q

Operant Conditioning

matching law

A

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.

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35
Q

Operant Conditioning

superstitious behavior

A

accidental, non-contingent reinforcement leads to unrelated, odd behavior in order to elicit the stimulus response

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36
Q

Operant Conditioning

stimulus control

positive and negative discriminative stimuli

A

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.

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37
Q

Operant Conditioning

stimulus/response generalization

A
  • 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.
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38
Q

Operant Conditioning

Escape conditioning

A

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

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39
Q

Operant Conditioning

Avoidance conditioning

A
  • 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
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40
Q

Operant Interventions

Positive Reinforcement Factors

A
  • contingency
  • immediacy
  • schedule of reinforcement
  • magnitude
  • verbal clarification
  • prompts
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41
Q

Operant Interventions

contingency

positive reinforcement factor

A

reinforcer should only be available when the target behavior has been performed

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42
Q

Operant Interventions

immediacy

positive reinforcement factor

A

reinforcer must be delivered right away

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43
Q

Operant Interventions

schedule of reinforcement

positive reinforcement factor

A

acquisition on a continuous schedule, maintenance on an intermittent schedule

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44
Q

Operant Interventions

magnitude

positive reinforcement factor

A

greater positive reinforcement, greater effectiveness, after which satiation occurs

primary reinforcers are more susceptible to satiation than secondary

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45
Q

Operant Interventions

verbal clarification

positive reinforcement factor

A

relationship between behavior and reinforcer must be verbally reinforced

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46
Q

Operant Interventions

prompts

positive reinforcement factor

A

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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47
Q

Operant Interventions

gradual removal of prompt is

positive reinforcement factor

A

fading

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48
Q

Operant Interventions

thinning

positive reinforcement factor

A

reducing proportion of reinforcements

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49
Q

Operant Interventions

shaping

A

successive approximation training- involves teaching a new behavior through prompting and reinforcing behaviors that come closer and closer to the target behavior

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50
Q

Operant Interventions

chaining

A

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

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51
Q

Operant Interventions

The Premack Principle

A

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

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52
Q

Operant Interventions

differential reinforcement

A

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)

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53
Q

Operant Interventions

Punishment factors

A
  • immediacy
  • consistency
  • intensity
  • verbal clarification
  • removal of all positive reinforcement
  • reinforcement for alternative behaviors
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54
Q

Operant Interventions

immediacy

Punishment factors

A
  • punishment should be applied at onset of behavior
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55
Q

Operant Interventions

consistency

Punishment factors

A

punishment applied at each performance of target behavior

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56
Q

Operant Interventions

intensity

Punishment factors

A
  • punishment too strong, likely to produce avoidance, aggression
  • too weak and gradually increasing, likely to produce habituation
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57
Q

Operant Interventions

verbal clarification

Punishment factors

A

contingent relationship between target behavior and punishment must be verbally expressed

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58
Q

Operant Interventions

removal of all positive reinforcement

Punishment factors

A

all stimuly that previously reinforced behavior must be identified and consistently withheld

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59
Q

Operant Interventions

reinforcement for alternative behaviors

Punishment factors

A

combining punishment with reinforcement of popsitive behavior

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60
Q

Operant Interventions

punishment does not eliminate a behavior, it just [ ] it

A

supresses it, meaning that effects of punishment are short term, limited to the setting where it was applied

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61
Q

Operant Interventions

reprimands

effectiveness

A

sometimes the reprimands become positive enforcers, increasing the target behavior, need to be paired with time-out

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62
Q

Operant Interventions

overcorrection

A

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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63
Q

Operant Interventions

negative practice

A

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)

64
Q

Operant Interventions

response cost

A

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.

65
Q

Operant Interventions

time-out

A

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

66
Q

Operant Interventions

extinction factors

A

consistency
schedule of reinforcement
magnitude and duration of reinforcement
reinforcement for other behaviors

67
Q

Operant Interventions

consistency

extinction factors

A

positive reinforcement must be completely withheld, a single exception can re-establish the behavior

68
Q

Operant Interventions

schedule of reinforcement

extinction factors

A

extinction is fastest if the behavior was reinforced on a continuous schedule

69
Q

Operant Interventions

magnitude and duration of reinforcement

extinction factors

A

the greater the magnitude and duration of previous reinforcement, the more resistant it will be to extinction

70
Q

Operant Interventions

reinforcement for other behaviors

extinction factors

A

extinction is most successful when used in conjunction with reinforcement for alternate behaviors

71
Q

Operant Interventions

contingency contracts

A
  • formal written agreement laying out explicit, monitored, contract including sanctions for failure, bonuses for consistent compliance, and a record keeping system
72
Q

Operant Interventions

Token Economy

A

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
73
Q

Operant Interventions

social skills training

A
  • modeling, coaching, behavioral rehearsal, feedback
74
Q

Operant Interventions

FBA

ABC

A

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.

75
Q

Cognitive Learning Theories

latent learning

Tolman

A

rats in a maze making a mental map of the maze

76
Q

Cognitive Learning Theories

insight learning

Kohler

A

chimps using two sticks, putting them together to make one, “aha” moment

77
Q

Cognitive Learning Theories

observational learning processes

Bandura

A

attentional
retention
production
motivational

78
Q

Cognitive Learning Theories

attentional processes

observational learning processes

A

attends to and accurately perceives modeled behavior

79
Q

Cognitive Learning Theories

retention processes

observational learning processes

A

symbolically processes modeled behavior in memory via visual imagery or verbal coding

maximized through cognitive rehearsal

80
Q

Cognitive Learning Theories

production processes

observational learning processes

A

reproduce and rehearse modeled behavior

maximized through practice and performance feedback

81
Q

Cognitive Learning Theories

motivational processes

observational learning processes

A

performance requires motivation, can be either internal, vicarious, or external

82
Q

Cognitive Learning Theories

model characteristics

A

most likely to imitate a model when they are

  • high in status
  • similar to observer
  • behavior is visible
  • behavior is reinforced
83
Q

Cognitive Learning Theories

guided participation

Bandura

A

live modeling with guided participation, rehersal

84
Q

Cognitive Learning Theories

self-efficacy factors

self efficacy beliefs are impacted by four informational sources

A

enactive entertainment
vicarious experience
verbal persuasion
emotional and physiological states

85
Q

Cognitive Learning Theories

enactive entertainment

self-efficacy factors

A

prior success in performing the task

86
Q

Cognitive Learning Theories

vicarious experience

self-efficacy factors

A

observing others similar to onesself successfully perform the task

87
Q

Cognitive Learning Theories

verbal persuasion

self-efficacy factors

A

encouragement by others

88
Q

Cognitive Learning Theories

learned helplessness + reformation

A
  • applies to cognitive processes associated with depression
  • reformulated to include internal, stable and global attributions for negative events
  • leads to hopelessness
89
Q

Cognitive Learning Theories

reciprocal determinism

A

interactive and influential relationship between a persons environment, overt behaviors, and cognitive characteristics

90
Q

Cognitive Behavioral Interventions

REBT

ABCDE

Ellis

A
  • A - external event
  • B - Belief the individual has about a
  • C - emotion or behavior that results from the belief
  • D - therapist’s dispute
  • E - alternative thoughts and beliefs that result from therapists dispute
91
Q

Cognitive Behavioral Interventions

Cognitive Targets

Cognitive Therapy

A

cognitive schemas
automatic thoughts
cognitive distortions
cognitive profile

92
Q

Cognitive Behavioral Interventions

cognitive schemas

Cognitive Therapy Targets

A

core beliefs that determine how people codify, categorize, and interpret their experiences

93
Q

Cognitive Behavioral Interventions

automatic thoughts

Cognitive Therapy Targets

A

surface level cognitions that “intercede between an event and the individual’s reaction”

94
Q

Cognitive Behavioral Interventions

cognitive distortions

Cognitive Therapy Targets

A

arbitrary influence
overgeneralization
selective abstraction
personalization
dichotomous thinking
emotional reasoning

95
Q

Cognitive Behavioral Interventions

cognitive profile
(depression)

Cognitive Therapy Targets

A

cognitive triad of a negative view of

  • onseself
  • the world
  • the future
96
Q

Cognitive Behavioral Interventions

cognitive profile
(anxiety)

Cognitive Therapy Targets

A

excessive form of normal survival mechanisms, unrealistic fears about threats

97
Q

Cognitive Behavioral Interventions

Collaborative empiricism

A

CT is referred to as “collaborative empiricism” because of its emphasis on a collaborative relationship between therapist and client.

use of socratic questions

98
Q

Cognitive Behavioral Interventions

daily record of [ ] thoughts

A

daily record of dysfunctional thoughts, early assignment in order to identify automatic thoughts

99
Q

Cognitive Behavioral Interventions

Self Instructional Training

SIT

A

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
100
Q

Cognitive Behavioral Interventions

  • selective abstraction
  • personalization

Cognitive Therapy Targets → Distortions

A
  • selective abstraction - attending to detail while ignoring total context
  • personalization - erroneously attributing external events to oneself
101
Q

Cognitive Behavioral Interventions

  • arbitrary influence
  • overgeneralization

Cognitive Therapy Targets → Distortions

A
  • arbitrary influence - drawing conclusions without evidence
  • overgeneralization - drawing general conclusions based on a single event
102
Q

Cognitive Behavioral Interventions

  • dichotomous thinking
  • emotional reasoning

Cognitive Therapy Targets → Distortions

A
  • dichotomous thinking - thinking in polarized ways
  • emotional reasoning - believing things are a certain way because they feel like they are that way
103
Q

Cognitive Behavioral Interventions

  • arbitrary influence
  • overgeneralization

Cognitive Therapy Targets → Distortions

A
  • arbitrary influence - drawing conclusions without evidence
  • overgeneralization - drawing general conclusions based on a single event
104
Q

Cognitive Behavioral Interventions

  • selective abstraction
  • personalization

Cognitive Therapy Targets → Distortions

A
  • selective abstraction - attending to detail while ignoring total context
  • personalization - erroneously attributing external events to oneself
105
Q

Cognitive Behavioral Interventions

cognitive modeling /
cognitive participant modeling

Self Instructional Training

A

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

106
Q

Cognitive Behavioral Interventions

overt/fading/covert self-instruction

Self Instructional Training

A

client instructs himself out loud, then in a whisper, then in their head

107
Q

Cognitive Behavioral Interventions

Thought Stopping

A

eliminating obsessive ruminations, often combined with covert assertion, which are assertive self-statements

108
Q

Cognitive Behavioral Interventions

attribution retraining

A

altering the client’s perceptions of the causes of their problematic behavior

compatible with learned helplessness & seligman’s “learned optimism”

109
Q

Cognitive Behavioral Interventions

Stress Inoculation

stages

A

cognitive preparation
skills acquisition and rehearsal
follow-through phase

110
Q

Cognitive Behavioral Interventions

cognitive preparation

Stress Inoculation

A

conceptualization phase, educational, helping client understand behavior

111
Q

Cognitive Behavioral Interventions

skills acquisition and rehearsal

Stress Inoculation

A
  • **direct-action techniques **- relaxation, pleasant imagery, escape routes
  • cognitive techniques - replacing negative self-statements with coping statements
112
Q

Cognitive Behavioral Interventions

follow-through phase

Stress Inoculation

A

application to imagined, filmed, and in-vivo stressful situations

113
Q

Cognitive Behavioral Interventions

Problem Solving Therapy

A
  • determining problem orientation, problem solving style
  • reliant on skills- recognizing the problem, defining, generating alternative solutions, implementing
114
Q

Cognitive Behavioral Interventions

Rehm’s self control therapy

A
  • often conducted in a group
  • focused on Self-Monitoring, Self-Evaluation, and Self-Reinforcement
115
Q

Cognitive Behavioral Interventions

Lewinsohn’s behavioral model

A

depression is attributable to low rate of response-contingent reinforcement in the environment

or

individual’s lack of skill in attaining reinforcement

116
Q

Cognitive Behavioral Interventions

self-monitoring

A
  • initial procedure in self-management programs
  • often changes the nature of the target
117
Q

Cognitive Behavioral Interventions

Stimulus control

A

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

118
Q

Cognitive Behavioral Interventions

narrowing

Stimulus Control

A

restricting the target behavior to a limited set of stimuli

119
Q

Cognitive Behavioral Interventions

cue strengthening

Stimulus Control

A

linking the behavior to specific environmental conditions

120
Q

Cognitive Behavioral Interventions

fading

Stimulus Control

A

changing the stimulus conditions associated with the behavior (replacing a fetish object with more appropriate stimuli)

121
Q

Cognitive Behavioral Interventions

Biofeedback

best uses

A

more effective than relaxation for
* raynaud’s disease (decrease in blood supply to fingers and toes)
* incontinence
* migraines

122
Q

Memory and Forgetting

A
123
Q

Memory and Forgetting

Multi-Store Model

Information-Processing Model

A

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
Q

Memory and Forgetting

sensory memory

Multi-Store Model

A
  • also known as sensory register
  • retained for a few seconds
  • auditory in “echoic store,” visual in “iconic store”
125
Q

Memory and Forgetting

short term memory

Multi-Store Model

A
  • STM fades in 30 seconds
  • average capacity is 7 ± 2
  • encoded acoustically
126
Q

Memory and Forgetting

long term memory

Multi-Store Model

A
  • not well understood
  • largely semantic
  • unlimited
  • consists of recent and remote memory
127
Q

Memory and Forgetting

levels-of-processing

A
  • as opposed to multi-store model
  • based on different levels of processing.
  • The model distinguishes between three levels -
  • **structural **
  • phonemic
  • semantic
128
Q

Memory and Forgetting

Deepest Level of processing is

Levels of Processing

A

The semantic level is the deepest level of processing and leads to the best retention.

129
Q

Memory and Forgetting

serial position effect

A
  • primacy and recency effects
  • when there’s a time delay between learning and recall, there is only a primacy effect
130
Q

Memory and Forgetting

LTM components

procedural and declarative

A

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
Q

Memory and Forgetting

Declarative Memory Parts

A

semantic and episodic

132
Q

Memory and Forgetting

semantic memory

LTM components → Declarative Memory Parts

A

Semantic memory includes memories for general knowledge that is independent of any context and is responsible for the storage of facts, rules, and concepts

133
Q

Memory and Forgetting

episodic memory

LTM components → Declarative Memory Parts

A

episodic memory consists of information about events that have been personally experienced.

134
Q

Memory and Forgetting

prospective memory

A

remembering to remember

135
Q

Memory and Forgetting

multi-component model

A

working memory → central executive and three subsystems: phonological loop, visuospatial sketchpad, episodic buffer

136
Q

Memory and Forgetting

central executive

multi-component model

A

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
Q

Memory and Forgetting

phonological loop

multi-component model

A

temporary storage of auditory-verbal information

138
Q

Memory and Forgetting

visuo-spatial sketchpad

multi-component model

A

temporary storage of visual-spatial information

139
Q

Memory and Forgetting

episodic buffer

multi-component model

A

temporarily integrates auditory, visual and spatial information

140
Q

Memory and Forgetting

filter theory of selective attention

theory

A
  • 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
141
Q

Memory and Forgetting

filter theory of selective attention

experimental proof

A
  • two speech sounds presented to each ear simultaneously, people recalled them one after another
142
Q

Memory and Forgetting

feature integration theory

Treisman and Gelade

A

preattentive stage
attentive stage

may form “illusory conjunctions”

143
Q

Memory and Forgetting

preattentive stage

feature integration theory (Treisman and Gelade)

A

basic features of object are perceived in parallel on a subconscious level

144
Q

Memory and Forgetting

attentive stage

feature integration theory (Treisman and Gelade)

A

features processed serially to form coherent whole

145
Q

Memory and Forgetting

Ebbinghaus (1885)

A
  • first experiment on forgetting performed on himself
  • rote learning is followed by a “forgetting curve”
  • led to theories explaining forgetting
146
Q

Memory and Forgetting

Trace Decay Theory

engrams

A

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
Q

Memory and Forgetting

interference theory

retroactive and proactive

A

Interference theory proposes that the inability to learn or recall information is due to the disruptive effects of previously or subsequently learned information

148
Q

Memory and Forgetting

retroactive interference

interference theory

A

occurs when newly learned information interferes with the recall of previously learned information, while

Retro- old learning is being suppressed

149
Q

Memory and Forgetting

proactive interference

interference theory

A

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
Q

Memory and Forgetting

tip of the tongue phenomenon

Cue Dependent Forgetting

A

due to inadequate retrieval cues

151
Q

Memory and Forgetting

encoding specificity

state-dependent learning

A

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
Q

Memory and Forgetting

elaborative rehearsal

A

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
Q

Memory and Forgetting

method of loci

A

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
Q

Memory and Forgetting

keyword method

A

The keyword method is another imagery technique and is useful for paired associate tasks in which two words must be linked.

155
Q

Memory and Forgetting

acronyms and acrostics

A
  • 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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