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Medical Biology > Psych 7 Learning and Memory > Flashcards

Psych 7 Learning and Memory Flashcards

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AP® Biology flashcards Biology 101 flashcards USMLE® Step 1 flashcards
1
Q

Accurate awareness of ourselves and the environment

A

Consciousness

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2
Q

Immune support and physiological maintenance

A

Sleep

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2
Q

It refers to a relatively permanent change in behavior that occurs as a result of practice and experience

A

Learning

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2
Q

Learning Theory: It posits that learning occurs in a social context with a dynamic and reciprocal interaction/imitation/observation of the person, environment, and behavior.

A

Social Cognitive Learning Theory

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3
Q

Learning Theory: It posits that learning is the byproduct of the association between stimulus conditions (s) and the responses (r)

A

Behaviorist learning theory

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3
Q

an event that automatically elicits an unconditioned response (in this case, dog food)

A

Unconditioned stimulus (UCS)

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4
Q

It is a type of learning in which a neutral
stimulus comes to bring about a response after it is paired with a stimulus that naturally brings about that response. dog experiment

A

Classical Conditioning by Ivan Pavlov

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5
Q

Is the action that the unconditioned stimulus elicits (in this case, salivation)

A

Unconditioned Response (UCR)

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6
Q

Something that does not naturally produce a response (in this case, metronome).

A

Neutral Stimulus

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7
Q

A stimulus that can eventually, trigger a conditioned response (metrotome)

A

Conditioned Stimulus (CS)

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8
Q

IP: To extinguish a classically
conditioned response, repeatedly
present the conditioned stimulus
(CS) without the unconditioned
stimulus (UCS).
When the CS (bell) was then presented
alone, the behavior rapidly decreased.
The dogs salivated less and less to the
sound, and eventually the sound did not
elicit salivation at all

A

Extinction

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9
Q

Whatever response the conditioned stimulus elicits as a result of the
conditioning (or training) procedure, it salivates at the sound of a metronome

A

Conditioned Response (CR)

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10
Q

While the response might disappear,
that does not mean that it has been
forgotten or eliminated.
a temporary return of an
extinguished response after a delay
When you ring the bell, your dog runs to
the kitchen and sits by his food bowl.

A

Spontaneous Recovery

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11
Q

is the extension of a conditioned
response from the training stimulus
to similar stimuli
The dog exhibits the same response
when it hears a small child emit a highpitched shriek.

A

Stimulus Generalization

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12
Q

to respond differently to stimuli that
predict different outcomes.
If the dogs did not drool in response to
the trumpet noise

A

Stimulus Discrimination

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13
Q

It is a type of learning when the
learners provide the instrument
by which a problem is solved. It is
also called Instrumental
Conditioning. The process of
changing behavior by providing a
reinforcer after a response. Learning by rewards and punishment. Puzzle box experiment of cat.

A

Operant Conditioning by Edward Lee Thorndike

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14
Q

It is the process of increasing
(strengthens response) the
future probability of the most
recent response.

A

Reinforcement

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15
Q

Two ways of reinforcing a
behavior by ELT

A
  1. Positive Reinforcement - It is
    presenting something pleasant
    after the response.
  2. Negative Reinforcement - It is
    reducing or removing
    something unpleasant.
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16
Q

These are stimuli or stimulus that
increase the probability that a
preceding behavior will occur again by ELT

A

Reinforcers

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17
Q

2 types of reinforcers

A

❑ Primary Reinforces - These are natural unconditioned reinforcers
e.g. food, water, etc.) for
reflex responses.
❑ Secondary Reinforcers - These are conditioned reinforcers e.g. money,
praise, treats. These
become reinforcing after
being paired with a primary
reinforcer

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18
Q

A stimulus that decreases (weakens
response) the probability that a
previous behavior will occur again.

A

Punishment

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18
Q

Two ways to punish a behavior

A

❑ Positive Punishment - Presenting something
unpleasant after the
response. Receiving negative
appraisal from your teacher
after being late always.
❑ Negative Punishment - reducing or removing something pleasant. For example, parents remove financial
allowance after a son gets a poor grade in the class

19
Q

ELT: occurs if responses stop producing
reinforcements.
For example, you were once in the
habit of asking your roommate to join
you for supper. The last few times
you asked, your roommate said no,
so you stop asking

A

Extinction

20
Q

ELT: The more similar a new stimulus is to the original reinforced stimulus, the
more likely is the same response.
When a child is learning to use the toilet
(from potty training), rewards are often
used to increase the desired behaviors

A

Stimulus generalization

21
Q

ELT: Responding to one stimulus and not another, the yielding of a response to one stimulus and not the other.
For example, you smile and greet
someone you think you know, but
then you realize it is someone else
After several such experiences, you
learn to recognize the difference
between the two people.

A

Stimulus Discrimination

22
Q

ELT: An external stimulus that signals which a response will be followed by a reward or punishment. For example, you learn ordinarily to be quiet during a lecture but you talk when the professor encourages discussion. You learn to drive fast on some streets and slowly on others.

A

Discrimination Stimulus

23
Q

He argued that a person’s behavior and
the environmental factors that influence
it are fundamental understandings of a
person’s psychological state. He expanded on Thorndike’s ideas to
develop a more complete set of
principles to explain operant
conditioning. Best known for his Skinner Box Experiment.

A

Operant Conditioning: Burrhus Frederick Skinner

24
Q

In the skinner’s box, the rats
earned food pellets when
they pressed a lever or bar
and for the latter, pigeons
earned food reinforcers
when they pecked a
response key

A

Skinner box Experiment by BFS

25
Q

Operant conditioning by BFS: Specific number of responses

A

Fixed ratio

26
Q

Operant conditioning by BFS: Varying/random number of responses

A

Variable ration

27
Q

Operant conditioning by BFS: Specific period of time

A

Fixed interval

28
Q

Operant conditioning by BFS: Varying period of time

A

Variable Interval

29
Q

The process of guiding an
organism’s behavior to the desired
outcome through the reinforcement
of successive approximations to a
final desired behavior

A

Shaping

30
Q

Each behavior is reinforced by the
opportunity to engage in the next
behavior.

A

Chaining

31
Q

❑ It is a social cognitive approach to
learning that emphasized
importance of observing,
modelling, and imitating the
behaviors, attitudes, and
emotional reactions of others.
❑ It is learning by watching the
behavior of another person, or
model.

A

Observational Learning

32
Q

Process of observational learning

A

Procedure - Results - Conclusion

33
Q

Principle of observational learning: You model your behavior after
others or imitate others.
Other people’s behavior often
provides information and
establishes a
norm or rule.

A

Modeling and imitation

34
Q

Principle of observational learning: Substituting someone else’s
experience for your own.
You imitate behavior that has
been reinforcing to someone else,
especially someone that you like

A

Vicarious Reinforcement and Punishment

35
Q

Principle of observational learning: The belief of being able to
perform the task successfully
We tend to imitate the actions of
successful people but only if we
feel self-efficacy, a belief that we
could perform the task well

A

Self-efficay

36
Q

Principle of observational learning: People typically set a goal for
themselves and monitor their
progress toward that goal.
Sometimes people reinforce or
punish themselves, just as if they
were training someone else.

A

Self-reinforcement and self-punishment

37
Q

Ability to remember words, facts, and events from the past.

A

Cortex - Long-term memory

38
Q

The capacity of storing and retrieving of
information.

A

Memory

39
Q

Ability to remember words, facts, and events in short-term memory

A

Cortex - Short-term memory

40
Q

Ability to process sensory information, crucial to creating memories.

A

Thalamus - Information processing

41
Q

Our ability to associate memories with emotions.

A

Amygdala - Emotional Association

42
Q

Ability to transfer words, facts, and events from short-term to long-term

A

Hippocampus - Long-term memory

43
Q

Stage of Memory: The process by which we place the things that we experience into memory. TYPES

A

Encoding. iconic (visual),
echoic (hear,) gustatory
(taste), haptic (touch),
olfactory (smell)

44
Q

Stage of Memory: The process of holding information in memory to be
processed or used. Only 7 (+-2) information can be held for 0-30sec.

A

Storage

45
Q

Stage of memory: The process of reactivating information that has been stored in memory.

A

Retrieval

46
Q

Types of memory: The initial, momentary storage of
information, lasting only an
instant. Brief memory. Ex

A

Sensory Memory. Encoding

47
Q

Types of memory: Memory that holds information for 15 to 25 seconds. Temporary storage of recent events. Ex

A

Short-term memory. Storage

48
Q

Types of memory: Memory that stores information on a relatively permanent basis, although it may be difficult to retrieve. Permanent storage. Ex

A

Long-term Memory. Retrieval

49
Q

Varieties of Long-Term memory

A

Explicit/declarative memory and Implicit/nondeclarative memory

50
Q

Memory Strategies

A

Rehearsal
Organization
Imagery
Mnemonics
Overlearning
Transfer and training

Medical Biology (4 decks)

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