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Bio and psych > Psych chapter 3: memory and learning > Flashcards

Psych chapter 3: memory and learning Flashcards

1
Q

habituation

A
  • decrease in response to the same stimulus over time
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2
Q

subthreshold stimulus

A
  • too weak to elicit a response
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3
Q

Dishabituation

A
  • recovery of a response to a stimulus after habituation has occured
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4
Q

Associative learning

A
  • creation of pairing, (association) either between two stimuli or between a behavior and a response
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5
Q

classical conditioning

A
  • associative learning
  • takes advantage of biological, instinctual responses to create associations between two unrelated stimuli
  • ivan pavlov’s dog
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6
Q

Unconditioned stimulus

A
  • any stimulus that brings about a reflexive response
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7
Q

unconditioned response

A
  • innate or reflexive response
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8
Q

describe pavlov’s dog

A
  • unconditioned stimulus: meat
  • would cause dogs to salivate
  • neutral stimulus: ringing the bell
    would ringbell before placing meat in the dogs mouth. at first not much reaction, over time dogs began to salivate at the ring of the bell
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9
Q

conditioned stimulus

A
  • normally neutral stimulus, through association, causes a reflexive response called a conditioned response
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10
Q

acquisition

A
  • process of using a reflexive, unconditioned stimulus to turn a neutral stimulus into a conditioned stimulus
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11
Q

extinction

A

loss of a conditioned response

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12
Q

generalization

A

broadening effect by which a stimulus similar enough to conditioned stimulus can also produce the conditioned response
(little albert and the white mouse)

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13
Q

stimuli discrimination

A
  • organism learns to distinguish between similar stimuli
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14
Q

operant conditioning

A
  • consequences of voluntary behaviors change the frequency of those behaviors
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15
Q

behaviorism

A
  • BF skinner
  • all behaviors are conditioned
    stimulus added behavior continues: positive reinforcement
    stimulus removed behavior continues: negative reinforcement
    stimulus added behavior stops: positive punishment
    stimulus removed behavior stops: negative punishment
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16
Q

positive reinforcement

A
  • increases the frequency of a behavior by adding a positive consequence or incentive following the desired behavior
    (ex: being paid to work)
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17
Q

negative reinforcement

A
  • increases the frequency of a behavior by removing something unpleasant
    (ex: taking an aspirin for a headache)
  • escape learning and avoidance learning
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18
Q

escape learning

A
  • animal experiences the unpleasant stimulus and in response displays the desired behavior in order to trigger the removal of the stimulus
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19
Q

avoidance learning

A
  • animal displays the desired behavior in anticipation of the unpleasant stimulus, so they can avoid the unpleasant stimulus
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20
Q

punishment

A
    • uses conditioning to reduce the occurence of a behavior
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21
Q

positive punishment

A

adds unpleasant consequence in response to a behavior to reduce the behavior
ex: jail for stealing

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22
Q

negative punishment

A
  • removing a stimulus in order to cause reduction of behavior
    ex: not ringing the bell, dogs wont salivate
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23
Q

reinforcement schedule

A

rate at which desired behaviors are acquired is affected by the resinforcement schedule being used to delicer the sitmuli

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24
Q

fixed ratio schedules

A
  • reinforce a behavior after a specific number of performances of that behavior
    ( rewarding rat with food after it touches a button 3 times)
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25
Q

variable ratio schedules

A
  • reinforce a behavior after a varying number of performances of the behavior, but such that the average number of performances to receive reward is constant
    (ex: reward a rat first after 2 button presses, then eight, then four then six
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26
Q

fixed interval schedules

A
  • reinforce the first instance of a behavior after a specified time period has elapsed
    ex: rat has to wait 60 seconds between pellets
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27
Q

variable interval schedules

A
  • reinforce a behavior for the first time that behavior is performed after a varying interval of time
    rat has to wait different intervals of time between food
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28
Q

shaping

A
  • process of rewarding increasingly specific behaviors that become closer to a desired response
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29
Q

latent learning

A
  • learning that occurs without a reward but that is spontaneously demonstrated once a reward is introduced
    ex: rats in a maze
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30
Q

problem solving

A

trial and error approach

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31
Q

preparedness

A

predisposition to a behavior

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32
Q

instinctive drift

A
  • when animal revert to an instinctive behavior after learning a new behavior that is similar
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33
Q

observational learning

A
  • process of learning a new behavior or gaining info by watching ptjers
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34
Q

mirror neurons

A
  • located in frontal and parietal lobes or cerebral cortex
  • ## fire when an individual performs an action when that individual observed someone performing that action
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35
Q

encoding

A
  • process of putting new information into memory
36
Q
  • automatic processing
A
  • info gained without any effort
37
Q

controlled processing

A
  • actively work to gain information
38
Q

method of loci

A

associating each item in a list with a location along a route through a building that has already been memorized

39
Q

peg-word

A
  • associates numbers with items that rhyme with or resemble the numbers
40
Q

chunking

A
  • take individual elements of a large list and grouping them together into groups of elements with related meaning
41
Q

sensory memory

A
  • preserves information in its original sensory form eith high accuracy, lasts only a bery short time
42
Q

iconic memory

A
  • fast decaying memory of visual stimuli
43
Q

echoic memory

A
  • fast decaying memory of auditory stimuli
44
Q

short term memory

A
  • fades quickly, over about 30 seconds without rehearsal
45
Q

memory capacity

A
  • number of items we can hold in our short term memory at any given time ( 7 +- 2)
46
Q

working memory

A
  • supported by hippocampus
  • keep a few pieces of information in our consciousness simultaneously to manipulate that information
    0 short term, attention, executive function
47
Q

long term memory

A
  • limitless warehouse for knowledge, recall on demand for the rest of our lives
48
Q

elaborative rehearsal

A
  • way to consolidate long term memory
  • association of the information to knowledge already stored in long term memory
  • relate information to our lives
49
Q

explicit vs. implicit memory

A
  • sections of long term memory
  • explicit: encoding of facts
  • implicit: procedure, involving skills and conditioned responses
50
Q

implicit memory

A
  • skills habits, conditioned responses
  • procedural memory
  • priming, presentation of one stimulus affecting perception of a second
51
Q

positive priming

A
  • exposure to the first stimulus improves processing of the second stimulus
52
Q

negative priming

A
  • first stimulus interferes with the processing of the second stimulus, resulting in slower response times and more errors
53
Q

explicit memory

A
  • require conscious recall
  • episodic and semantic memory
54
Q

episodic memory

A
  • recollection of life experiences
55
Q

semantic memory

A
  • ideas, concepts, facts not tied to specific life experiences
56
Q

retrieval

A
  • something that has been learned has been retained
57
Q

recognition

A
  • identifying a piece of information that was previously learned…
58
Q

relearning

A
  • memorizing is easier the second time around
59
Q

spacing effect

A
  • longer amount of time between relearning, greater retention of the info later
60
Q

semantic network

A
  • concepts are linked together based on similar meaning
61
Q

context effect

A
  • memory is aided by being in the physical location where encoding took place
62
Q

source monitoring

A
  • retrieval process that involves determing origin of memories and whether they are factual or fictional
63
Q

state-dependent memory

A
  • retrieval cue based on performing better when in the same mental state as when the information was learned
64
Q

serial position effect

A
  • items position in the list affected the ability to recall
65
Q

primacy and recency effect

A
  • tendency to remember early and late items in the list
66
Q

amnesia

A
  • significant loss of memorized information
  • source amnesia
67
Q

alzheimers disease

A
  • degenerative brain disorder
  • loss of acetycholine in neurons that link to hippocampus
  • dementia (loss of cognitive function), memory loss, retrograde fashion (recent before long term)
68
Q

sundowning

A
  • increase in dysfunction in the late afternoon and evening
69
Q

Karsakoff’s syndrome

A
  • memory loss caused by thiamine deficiency in brain
  • retrograde maneasia
  • anterograde amnesia (inability to form new memories)
  • confabulation, process of creating vivid but fabricated memories, thought to be an attempt made by the brain to fill in the gaps of missing memories
70
Q

agnosia

A
  • loss of the ability to recognize objects, people or sounds
71
Q

decay

A
  • memories simply lost naturally over time
72
Q

retention function

A
  • curve of forgetting
73
Q

interference

A

retrieval error caused by the existance of other, usually similar information

74
Q

proactive interference

A
  • old information is interfering with new learning
75
Q

retroactive interference

A
  • when new information causes forgetting of old information
76
Q

prospective memory

A
  • remembering to perform a task at some point in the future
77
Q

reproductive memory

A
  • accurate recall of past events
78
Q

reconstructive memory

A
  • theory of memory recall in which cognitive processes such as imagination, semantic memory and perception affect the act of remembering
79
Q

misinformation effect

A
  • recall of an event becomes less accurate due to injection of outside info into the memory
80
Q

intrusion errors

A
  • false memories that have included a false detail into a particular memory
81
Q

Source monitoring error

A
  • confusion between semantic and episodic memory: remembers details of an event, confuses the context
82
Q

neuroplasticity

A

neural connections that form rapidly in response to stimuli

83
Q

synaptic pruning

A
  • weak neural connections are broken while strong ones are bolstered, increasing our ability to process information
84
Q

synaptic cleft

A
  • gap between neuron and target cell
85
Q

long term potentiation

A

strengthening of neural connections through repeated use
basis of long term memory

Bio and psych (3 decks)

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