studies Flashcards
Conrad and Hull (1964),
phonological similarity effect
extended the lists where combination of things that sound very similar they are harder to remember
Peterson and Peterson (1959),
how long can info stay in STM w/o being rehearsed
**without rehearsal things leave STM very quickly
Turvey (1973),
what interferes with sensory memory?
brightness masking:
pattern maskig
brightness mask increases with brightness works only if shown in the same eye as array
Sperling (1960),
briefly presented arrays of letters
found that people could remember 4-5, he wanted to know why? was it because of short duration or short span?
Haig et al. (1983),
maze learning
stay depletion: know youve gone but eaten all the food there is none
go somewhere eat all the food u wont go bacl
, Lawrence and DeRivera (1954),
Relationships between the items the absolute or relative
show that animals learned rational responding relationship between them
Jenkins and Harrison (1960)
there are 3 reinforced stimuli done together
showed that when we see generalization under reinforced stimulus , things can change the curve
how easy it is to spot the stimulus
Kalish (1958),
differences that are easier to detect show differences in their generalization curves
580 easier to discriminate
Guttman and Kalish (1956),
stimulus they got rewarded for peaked at similar ones do
generalization gradient” curve demonstrating responses to the trained stimulus and surrounding stimulus
Kamin (1968) and Kamin (1969),
when you have multiple things going on and have the same presented to you, you wont relearn it unless something stronger is presented
Wilcoxon, Dragoin, and Kral (1971)
associative bias
chose different animals = rats and quals
rats are good at smelling, they are nocturnal do not use eyes
quals are out during day
classically conditioned to sour water that caused nausea or blue water.
** found that the rats to learn about sour water and quals about the blue water because of their evolutionary strategies of how they find food
there was a strong associative bias, based on natural habits in these animals.
CS tells us something about evolutionary history
Garcia and Koelling (1966),
taste aversion: done in rats get water paired with something bad
rats associate audiovisual stimulus w shock and taste stimulus with naseau
Rescorla (1968b),
probability of shock and tone is the same as getting as tone-tone, shock-shock.
supports the contingency
Gynther (1957),
conditioned blinking to dim light in either left or right eye
phase 1: light in right eye Air-puff, 2 pre conditioned groups
- blink just as much blinking in the left eye, but the light predicts airpuff
2 preconditioned groups:Light in the right and left eye cause you to blink a-lot.
** this shows generalization because you know that lights in my eyes mean airpuff just in case.
** eventually they realize that the light in the right eye means a puff, shows discrimination. blink less to the left eye
seeing both generalization and discrimination
Discrimination can emerge from learning, not always bc “red is dif than blue”
Fay (1994),
goldfish were conditioned w different “pitches”, they show a generalization gradient, they were conditioned to react to a specific pulse to they’d react the same to similar tones that are close to what they were trained to.
Serpell and Chaves-Campos (2022)
studies plants in the wild, gives us a better chance of seeing how strong they learn
does the m pudica show habituation how long does it last?
dropped grains of rice on leaves to simulate insect activity
they predicted that plans should habituate to this harmful stimuli
they cut the leaves to se if it will habituate
habituated to rice grains and response cutting
Schoenen et al. (1995);
migraines
all the white squares change to black
people w/o migraines their response gets smaller and smaller
people w migraines their response did not get smaller
so this shows that the control group habituated while the people with migraines did not. something different about these people in terms of how much they habituate to this stimulus
Houck and Mefferd (1969);
heard some tone saw same light for the experiment
light-light
tone-tone
Jackson (1974);
presented a 0 decibles (leaves, whispe) vs a 20hz found that the 100z tone habituated faster
still respond just a lot less
Rankin and Broster (1992);
tapped dishes w hand-worms, the faster the taps (stimulus) the worms habituate faster.
Pinsker, Hening, Carew, and Kandel (1973);
dishabituation
siphons are responding less and less to the pokes, then they pressed on the neck of the slug is a very different stiumulis.
learned responses are adaptive; cannot habituate to everything
undid the learning
Carew, Pinsker, and Kandel (1972);
gill flare response; they learned overtime that it was not necessary to put its siphon insides just because they were touching it, slugs were more habituated than when they first started retracted its siphon for a less amount of time.
Stomark (2004)
tested if pre schoolers could distinguish current and previous playmates
found that they did not remember them behaviorally but their physiological heart rate and skin conductance response
Stomark (2004)
manipulates level processing
Allen, Baddeley, and Hitch (2006),
binding shape and color takes more effort
if task requires attention and it is paired with another task measuring attentino
Luck and Vogel (1997),
how many squares were gotten right after being delayed
the more objects we had to keep track of the harder it was to remember
Klauer and Zhao (2004)
2 different tasks
idograms you are not familiar with
spatial task with a spatial concurrent task vs visual task and visual concurrent tasks
**it is easier to keep track of movement than it is to keep track of the color of the object.
easier to do a spatial task and another task, than a spatial task and a visual task, when you are trying to do 2 complicated things at once you suck at both.
constrain set of resources
Dallas and Jacoby (1981)
flashed a word really fast, explicit and
implicit priming: flash word really fast
had different results based on different tasks in the explicit tasks levels of processing affect, when you access the semantics (meaning of words) you remember them better than when you look at the physical features
implicit task:
2 different methods show different results because they are accessing into different memory systems.
