Memory and Learning Flashcards
1
Q
Pavlov’s classical conditioning
- Delay
- Trace
- Simultanous
- Backwards
A
US + bell = UR
- Bell becomes CS = CR
- CS before and overlaps with US (most effect is delay with .5s inbetween)
- CS presented and ends before US there’s no trace of it left
- CS and US together
- US before CS (usually ineffective)
2
Q
Classical conditioning terms
- extinction
A
- repeated CS without US will no longer produce CR
3
Q
Classical conditioning terms
- spontaneous recovery
- what does this mean about extinction?
A
- after CR is extinguished, the CS presented along will produce CR in lower form (internal inhibition = suppression not extinction)
4
Q
Classical conditioning terms
- simulus generalization
A
- stimuli similar to CS elicits the CR
5
Q
Classical conditioning terms
- simulus discrimination
- what is experimental neurosis
A
- ability to discriminate between CS and other similar stimuli (experimental neurosis is when the stimuli are too similar and it’s hard to discriminate causing both inhibitory and excitatroy neurons to fire)
6
Q
Classical conditioning terms
- latent inhibition
A
- pre-exposure to neutral stimuli prior to pairing - which then makes it less likely to become a CS
7
Q
Classical conditioning terms
- Higher order conditioning
A
pairing CS with neutral stimulus so it also produces a CR (2nd order, 3rd order etc.)
8
Q
Classical conditioning terms
- Blocking
- Overshadowing
A
- Establish US (shock) and CS (bell), then CS is presented with another US (light) just before presenting the US (shock). The light will never become the CS because it provides no new information
blocking is different from higher order conditioning because the US gets presented
- 2 NS presented together with US will become the CS TOGETHER
- But when the CS are presented along, the more salient CS will produce the CR
9
Q
Extinction interventions
A
- Assumes anxious stimuli are neutral and paired with US
- Conditioned fear responses never extinguished becuase always avoided
- Exposure to CS without avoidance
- Flooding and graded exposure
10
Q
Extinction interventions
- cue exposure therapy
- impolsive therapy
- EMDR
A
- Response prevention for substance abuse (expose client to CS related to substance while preventing substance)
- exagerate their image of feared object in their mind and embellish psychodynamic conflicts
- Adaptive information processing model: trauma not processed –> pathology. Repeated exposure to trauma in imagination faciliates processing trauma
11
Q
Counterconditioning interventions
- Systematic desensitization (Joseph Wolpe)
A
1) Muscle relaxation
2) anxiety hierachy
3) imagines stimuli while doing relaxation procedure
- replaces anxious response with more relaxed response = counterconditioning/reciprocal inhibition
- the conditioned response becomes relaxation
- Intervention works because of classical extinction (anxiety arousing stimuli no longer produces anxiety response)
12
Q
Counterconditioning interventions
- Aversion therapy/counterconditioning
- Cover sensitization
A
- Stimuli assoicated with problem is paired with US –> UR that is unpleasant
E.g., fetish object (CS) + electric shock (US) = pain
so then fetish object (CS) = pain (CR; rather than arousal)
- when aversion therapy is conducted in imagination
13
Q
EL Thorndike
A
- Hungry cats needed to escape a box to get food. Accidently pressed lever and amount of time until they pressed the lever decreased over trails
learned that behaviours can occur via operant conditioning
14
Q
Law of effect
A
satisfying conseuqnece = behaviour likely to occur again and vice versa
15
Q
BF Skinner
A
- Behaviour depends on reinforcement (positive and negative reinforcement and punishment)
16
Q
- Operant extinction
- Extinction burst
- Behavioural contrast
A
- Decrease reinforced behaviour by withholding reinforcement
- Increase in behaviour when refinrocement is witheld
- if reinforcement is provided for 2 behaviours and reinforcement is stopped for 1, the other will likley increase
17
Q
Reinforcement schedules
- continuous
- Intermittent/partial (4 types)
- fixed interval
- variable interval
- fixed ratio
- variable ratio
A
- Reinforced everytime (rapid extinction)
- 4 types:
1) after a set period of time (low rate of responding)
2) after unpredictable # of time (steady but low rate of responding)
3) after specific # of responses (steady and high # of responses)
4) after a variable # of responses (highest rate of responding and resistance to extinction)
interval of time (not ratio of time
18
Q
Thinning
A
- Reduce # of reinforcement for behaviour once behaviour reaches desired level to protect from extinction
19
Q
Matching law
A
- When 2+ behaviours are reinforced on different schedules, the behaviour will be proportionate to reinforcement
20
Q
Primary reinforcers
Secondary reinforcers
Generalized reinforcers
A
- Survival needs
- Neutral stimuli that are associated with primary reinforcers (tokens)
- Secondary reinforcers associated with a variety of primary
21
Q
Supersititous behaviour
A
- Behaviour increase becuase it was accidentally reinforced
22
Q
Stimulus control
- positive discriminative stimulus
- negative discriminative (s-delta) stimulus
A
- When behaviour occurs during 1 stimulus but not another
- signal that reinforcement will be delivered
- signals that it will not be delivered
23
Q
Two factor learning
A
- combines operate and classical conditioning (stimulus control)
- Operate = behavioura increases
- Classical conditioning = performance in presence of positive discriminiative stimulus
24
Q
Prompts
- Fading
A
- help start a behviour and can get associated with reinforcement (acts as positive discriminative stimuli)
- E.g., finish homework so you can play videogames
- removing prompt once behaviour is at desired level
25
Stimulus generalization
- When stimulus that is similar to positive discriminative (conditioned) stimulu creates same response
26
Response generalization
- reinforcing specific behaviour increases similar behaviours
27
Negative reinforcement:
- escape conditioning
- avoidance conditioning
- behaviour happens because person can escape
- behaviour happens when stimulus signals that unpleasant stimuli is about to be applied and behaviour = avoidance of this stimuli
28
Habituation
- decline in frequency/magnitude of response
- explains why punishment doesn't have long term effects
29
Operant conditioning interventions
- Functional Behavioural Asessment (FBA)
- Collect info via family report and observation
- Find antecedent and consequences to determine function og behaviour
- Test hypotheses by altering antecednets and consequences
- Identify function based interventions targeting antecedent and consequences
30
Operant conditioning interventions (Positive reinforcement)
- Shaping
- Chaining (backwards vs. forwards)
- Premack principle
- reincorce approximations to desired behaviour (only target behaviour is important)
- teaching complex behaviour via steps (teach first response first; begin with last response first); all behaviours in steps are important
- preferred behaviour is used to reinforce less prefer (video games after homework is complete)
**go see Martin after homework is complete*
31
Operant conditioning interventions (punishment)
- over correction
- restitution
- positive practice
- response cost
- time out
- punishment after a bad behaviour to reduce that behaviour
- having person restore their environement to better state (child has to pick up the chair they knocked over along with everything else)
- practice alternative appropriate behaviour (need to stedighten up entire classroom)
- removing reinforcer for a period of time (15 minutes of video games loss)
- remove all reinforcement
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Extinction - what makes it work
- applied consistently and combined with positive reinforcement
35
Extinction (differential reinforcement)
- of incompatible behaviour
- of alternative behaviour
- of other behaviour
- of low rates of behaviour
- combines extinction and positive reinforcement to weakened bad behaviour and reinforce desired behaviour
- reinforce good behaviour that is not compatible with bad behaviour
- reinforcement given when engage in an alternative (not necessarily incomparable) behaviour
- reinforce any other behaviour
- reinforce behaviour at a specific rate
36
Multi store model of memory (3)
- sensory
- short
- long
37
Sensory memory
- stores sense for brief period of time
- visual .5
- auditory .2
38
STM
- info from sensory memory that we pay attention to
- 20 seconds
- memory span is 7 plus or minus 2
- working memory
39
LTM
(Recent/secondary)
(Remote/tirerary)
- encoded info from STM
- unlimited capacity
- memories stored for minutes to years and affected by aging
- memories stored for years to decades
40
Serial position effect
- person recalling list will show primacy effects because words in beginning get stored in LTM while those at the end in STM
41
Bradley’s model of working memory
- central execution that controls 3 subsystems
1) phonological loop - temp storage of verbal info
2) visuo spatial sketchpad - temp storage of visual and spatial
3) episodic buffer - integrates the above and link working memory to LTM
42
LTM
- procedural/non declarative
- implicit
- declarative (explicit, semantic, and episodic aka autobiographical)
- retrospective
- prospective
- learned skills
- recalled without conscious effort (non declarative)
- (conscious effect aka declarative, facts and knowledge, personal events)
- past events
- future events
43
Priming
- used to study memory
- can inhibits or facilitate memory
- repetition priming is most common. You look at list of words and then complete words stems. Seems to rely on implicit memory because people with amnesia can do this
44
False memories and techniques to study it:
- deese-roediger-mcdermott (DRM)
- false memory induction
- imagination inhalation
- subjects read list of semantically related words and recall later. People recall a critical lure (words related to list but wasn’t there)
- researcher tell people a family member told them a childhood experience. After being questioned, they will say they remember and provide more detail
- induce false memory by having person rehearse event in their imagination. Confidence increases with increased imagination
45
Explanations for forgetting
- Trace decay
- interference theory
(Proactive vs. Retroactive interference)
- memories create physical changes in brain and die over time if not rehearsed
- memories disappear if they get disrupted by previous or more recent info
- previous info interferes with new info
- new info interferes with recall of old info
** name = what gets interrupted**
46
Memory techniques
- elaborative rehearsal
- semantic coding
- verbal mnemonics (2)
- make new info meaningful by relating it so something
- the process of elaborative rehearsal
- acronyms - first letter creates word; and acrostics (first letters create a phrase)
47
Verbal imagery mnemonics (2)
keyword method (pato duck) and method of loci (linking images of words to objects)
48
Encoding specificity hypothesis (2)
- context and state depending learning. If same conditions - maximize LTM
49
Practice testing
- testing effects
- mediator effectiveness hypothesis
- practice recalling from LTM
- positive impact of practice and distributed practice
- generated cues that facilitate future recall
50
Tolman’s latent learning theory
- learning occurs without reinforcement
- rats in maze performed similarly eventually
51
Kohler’s insight learning
- “aha” experience when getting insight into solution
- chimp in box and banana (paced back and forth)
*kohl’s is a grocery store where you can buy bananas*
52
Banduras social cognitive theory
- bobo doll experiment
53
Observational learning depends on 4 mediation processes
1) attention
2) retention
3) production
4) motivation
1) need to notice
2) need to store info in memory
3) capable of imitation
4) motivated to perform
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