PSYCH2 Flashcards
Learning
a relatively permanent change in behaviour that occurs as a result of experience
Stimulus
any object or event that elicits a response from an organism
Classical conditioning
a type of learning that occurs through repeated associations of two (or more) different stimuli
Three phases of classical conditioning.
Before conditioning
During conditioning
After conditioning
- Before conditioning:
Neutral stimuli produces no relevant response; unconditioned (unlearned) stimulis elicits the uncodnitioned response
- During condtitioning:
NS is repeatedly paired with the UCS to produce the unconditioned response
- After conditioning
NS becomes conditioned (learned) stimulus; CS produces a conditioned response which is similar to the prev UCR
dog example
- Before conditioning:
-NS: Bell (no saivation to irrelevant response.
- UCS: food (ucr: salivation) - During condtitioning:
- NS: bell
-UCS: food ( ucr: salivation - CS: bell (cr: salivation)
Nuetral stimulus:
any stimulus that does not normaly produce a predictable response
Unconditioned stimulus:
any stimulus that constantly produces a particular naturally ocuring, automatic response
Unconditioned response:
response that occurs automatically when the UCS is present
during conditioning:
pairing the NS and the UCS.
For example, ringing the bell and then immediately giving the dog food.
after conditioning
CS: the stimulus that is “neutral” at the start of the conditioning process but eventually elicits a very similar response to that caused by the UCS
CR: the learned response that is produced by the CS
ethics: Voluntary participation
Ensures that there is no pressure put on the participant to partake in an experiment, and they freely choose to be involved.
ethics: Informed consent procedures
Ensure participants understand the nature and purpose of the experiment, and potential risks before agreeing to participate in the study
ethics: Withdrawal right
a participant being able to discontinue their involvement in an experiment at any time during or after the conclusion of an experiment, without penalty
ethics: Confidentiality
The privacy, protection and security of a participant’s personal info -
ethics: Use of deception
Is only permissible when participants knowing the true purpose of the experiment may affect their behaviour
ethics: ebriefing
Ensures that, at the end of the experiment, the participant leaves understanding the experimental aim, results and conclusions.
ethics consideation
beneficence: max benefits and minimising risks and harms
Integrity: honest reporting
non maleficence: avoiding harm
justice: ensure fairness
respect: consideration
Observational learning
type of learning that involves the acquisition of information, skills or behaviours through watching the performance of others”
model
what/who is being observed.
Processes of observational learning
- Attention:to observe, we must pay attention
- Retention: storing mental representation of the behaviour that is observed
- reproduction have the physical and mental ability to replicate behaviour
- Motivation: in order to produce the model’s behaviour, we need the motivation and desire
- reinforcement: we are likely to copy the behaviour
mnemonic
any technique used to assist memory
acronym
mnemonic device which the first letters of items form a pronounceable word to aid memory
acrostic
mnemonic device in which the first letters of items create a phrase, rhyme, or poem to aid memory
(not pronouncable)
method of loci
mnemonic device that converts items into mental images and associates them with a specific locations to aid memory
5 steps of method of loci
- visualise and imagine familiar route or place
- select several memorable places on the route or chosen place
- create visual imagry for each item that needs to be remembered
- link each item to one of the identified memorable landmarks
5.imagine they r waking through the house or familiar route and retrieve item by observing the items at each landmark
Linking methods of loci to the Atkinson-Shiffrin multistore model
The deeper we process info the more likely it will be transferred to long-term memory. by using mnemonics, this increases the likelihood by information being encoded into LTM.
compared to rote learning, for example, repeating a definition to yourself over and over again. By doing this, we are more likely to just retain information in our short-term memory
episodic mmory
Explicit memory of personally-experienced events associated with a particular time and place
semantic memory
Explicit memory of facts and knowledge about the world
Classically-conditioned memory
Implicit memory of a conditioned response to a conditioned stimulus acquired through classical conditioning
procedural memory
Implicit memory of skills that have been learned previously
possible imagined futures
hypothetical experiences and situations that an individual has the ability to create in their mind
possible imagined futures: Semantic memory
construction of possible imagined futures as individuals must be able to envision possible scenarios that are consistent and fit in with what they already
know about the world.
possible imagined futures: Episodic memory
allowing individuals to construct a possible imagined future that is subjective and includes more richly detailed elements, such as
the people involved or emotional reactions.
Aphantasia
the phenomenon in which individuals lack the capacity to generate mental imagery
Dementia
the loss of memory, language, problem-solving and other thinking abilities that are severe enough to interfere with daily life.
Alzheimer’s disease
is a neurodegenerative disease. its the progressive loss of neurons beginning at the hippocampus before spreading to other areas.
atkinson shiffrin model
1.sensory memory
2.short term memory
3. long term memory
atkinson shiffrin model
Processes of memory
- Encoding
Conversion of sensory information into a usable form so that it can be neurologically represented and stored in memory - Storage
Retention of the encoded information over time - Retrieval
Recovery of stored information for use when needed
atkinson shiffrin model
sensory memory and function
entry point of memory in which incoming sensory stimuli are retained in their original sensory form for a very brief time
Receives sensory info from our env
Sensory memory compromises of two sensory registers (or basically two separate sub-systems).
Iconic memory - where visual information is stored in sensory memory.
Duration: 0.2 – 0.4 of a second
Echoic memory – where auditory information is stored in sensory memory.
Think echo.
Duration: 3 – 4 seconds.
attkinson model
Short-term memory and function
memory system with limited storage capacity in which information is stored for short time”
- Receives information from sensory memory and transfers information to and from long-term memory.
- Maintains information in conscious awareness for immediate use.
attikson model
Long-term memory (LTM) and function
a memory store that holds a potentially unlimited amount of information for a very long time, possibly permanently
Function: Stores information for re-access and use at a later time.
Operant conditioning
learning process whereby the consequences of behaviour
determine the likelihood that it will be
performed again the future”
A.B.C model of operant conditioning
Antecedent (what happened before)
Behavour (what happens)
Consequence (what happens after)
antecedent
the stimulus or events that precedes and often elicits a
particular behaviour”
behaviour
the voluntary
action that occurs in the presence of
the antecedent stimulus
consequence
the environmental event that occurs
immediately after the behaviour and has an
effect on the occurrence of the behaviour
Reinforcement
process in which
a stimulus increases the
likelihood of a response that it follows”
Positive reinforcement
The addition of a desirable stimulus which in turn increases the likelihood of a behaviour reoccurring”
negative reinforcement
The removal of an undesirable stimulus, which in turn increases
the likelihood of a behaviour reoccurring
Punishment
process of delivering an unpleasant consequence following a response,
Positive punishment
The addition of an undesirable
stimulus, which in turn decreases
the likelihood of a behaviour
reoccurring
negative punishment
removal of a desirable stimulus, which in
turn decreases the likelihood of a behaviour
reoccurring
operant and classical conditioning sim
-both are behaviourist approaches to learning
-both have 3 phase processes
- require several trials in order for learning to occur
operant and classical consitioning diff
- operant involves learning a voluntary behaviour wheras classical invoves involuntary
- learners r active in operant and classical is passive
-operant requires consequences
Aboriginal and Torres Strait Islander ways of knowing
perceived all things as relating to each other, all things animate and inanimate, treating everything as equal.
Aboriginal and Torres Strait Islander ways of knowing - songlines
a navigational route comprising a sequence of locations used by indigenous peoples which may also serve as mnemonic; also called dreaming track
