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learning and cognition > test 1 > Flashcards

test 1 Flashcards

1
Q

what is the most effective note taking strategy and why

A

handwriting notes. you’re not extracting key points while you’re typing

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2
Q

learning styles misconception

A
  • preferred learning style doesn’t have any added benefit

- more than 71 learning styles have been proposed

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3
Q

desirable difficulties

A

learning is best when you have to push yourself & it’s a bit difficult for you

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4
Q

multitasking misconception

A
  • you do not learn as well or efficiently when multitasking

- you’re not focusing on multiple things at once, you’re attention is just switching back and forth

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5
Q

elaboration in learning

A

good to relate learned information to other things and really think about them

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6
Q

levels of processing to help you learn

A
  • deep level is most meaningful
  • shallow level is good for momentary retention (why rereading notes is not effective)
  • better way would be to question yourself and make yourself elaborate
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7
Q

distributed practice

A

taking breaks while studying and practicing throughout the day (which is more effective than massed practice)

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8
Q

what is the definition of learning

A

relatively enduring change in the potential to engage in behavior due to experience
- excludes anything that happens without experience (maturation, developmental processes, happening by chance, anything that happens due to a temporary state change)

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9
Q

non-associative learning

A

changing behavior just based on somethings existence in the environment (habituation, sensitization)

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10
Q

habituation

A

stop/reduce responding to an unchanging stimulus happening at an intervaled rate (going into a room, smelling something strong, and not realizing you still smell it a few minutes later OR clock ticking etc)

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11
Q

sensitization

A

increased response to an unchanging stimulus (pebble in your shoe OR a tag in a shirt etc)

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12
Q

associative learning

A

classical conditioning and operant conditioning

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13
Q

classical conditioning

A

conditioning a response to a stimulus that previously didn’t elicit a reaction

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14
Q

classical conditioning set up

A

unconditioned stimulus US (getting hit) elicits unconditioned response UR (flinching when hit) —> conditioned stimulus CS (the word “can”) elicits conditioned response CR (flinching before being hit to prepare)

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15
Q

acquisition (classical conditioning)

A

period in which the response is conditioned

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16
Q

extinction (classical conditioning)

A

response will be extinguished once the stimulus goes away

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17
Q

spontaneous recovery

A

conditioned stimulus elicits conditioned response out of the blue after extinction

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18
Q

stimulus generalization

A

generalizing conditioned response to a similar stimuli

- there is an extent to which they must be similar to be generalized

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19
Q

behavioral indicators of learning

A

an increase or decrease in a particular response

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20
Q

behaviors changes excluded from “learning”

A

fatigue
motivation
evolution
maturation

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21
Q

assumption of learning

A

once something is learned it will remembered permanently/a long time

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22
Q

requirement to learn

A

practice practice practice

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23
Q

behaviorally silent learning

A

learning may be behaviorally silent or only evident under specific circumstances

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24
Q

stimulus-stimulus learning

A

learning that is not evident in behavior until given a specific task (i.e. cooking etc)

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25
Q

performance

A

observable actions that indicate learning

- depends on motivation and stimulus conditions or behavioral opportunities provided by the environment

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26
Q

naturalistic observations

A

observing and measuring behavior as it occurs in natural settings

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27
Q

experimental observations

A

measuring behavior under conditions designed by the experimenter
- causes of behavior can only be understood this way

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28
Q

fundamental learning experiment

A

to conclude that a behavior change is a result of learning, you must compare behavior in 2 conditions
- compare individuals with and without specific experience related to learning

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29
Q

stimulus pairing

A

unconditioned and conditioned stimulus should not be presented at the same time
- won’t be associated together and predictive

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30
Q

forward pairing

A

conditioned stimulus precedes unconditioned stimulus (leads to best learning)

31
Q

simultaneous pairing

A

cs and us @ same time (just okay for learning)

32
Q

backwards pairing

A

us precedes cs (almost never works)

33
Q

operant conditioning (aka instrumental conditioning)

A

for more voluntary and complicated behaviors

34
Q

successive approximations

A

getting closer to desired behaviors

- rewarding behaviors getting closer to the goal

35
Q

operant conditioning pairing

A

behavior and a response to the behavior

36
Q

thorndike

A

law of effect

  • cats in puzzle boxes
  • reward: escape
  • more likely to do whatever they did to escape
37
Q

law of effect

A

if a behavior is followed by something satisfying, the behavior is more likely to be repeated

  • consequences are critical
  • more than 1 repetition is required
38
Q

skinner

A

formalized law of effect

- skinner boxes: recorded # of responses and duration

39
Q

reinforcers

A

anything that increases the likelihood of a behavior being repeated

40
Q

positive reinforcers

A

adding something to increase the likelihood of a behavior (saying something nice or giving a hug)

41
Q

negative reinforcers

A

taking away something to reinforce behavior (doing well on a work presentation means you don’t have to work on saturday

42
Q

punishers

A

anything the decreases the likelihood of a behavior being repeated

43
Q

positive punishment

A

adding something to decrease behavior (yelling, physical)

44
Q

negative punishment

A

taking something away to decrease behavior (taking something they enjoy)

45
Q

why is punishment less effective than reinforcement

A
  • punishment has to be administered every single time

- giving attention through punishment turns out to be a reinforcer

46
Q

scheduled reinforcements

A

fixed or varied
and
ration or interval

47
Q

fixed reinforcement

A

set identical amount of reward

48
Q

varied reinforcement

A

value of reward varies

49
Q

ratio reinforcement

A

reward occurs after a certain amount of behaviors (gets results faster but won’t last as long)

50
Q

interval reinforcement

A

reward occurs after a specific amount of time (longer onset period but lasts once reward stops)

51
Q

fixed ratio

A

same amount of behaviors to get rewarded

52
Q

varied ratio

A

randomly rewarded after different amounts of behavior

53
Q

fixed interval

A

set amount of time to get rewarded

54
Q

varied interval

A

varied time to get rewarded

55
Q

biological constraints

A

certain constraints that may prevent a behavior from occurring (hard to teach things that dont get naturally paired together like yawning and food)

56
Q

cognitive psychology

A

focus on mental processes and thought processes

57
Q

subtopics of cognitive psychology (7)

A 
attention
perception
memory
language
intelligence
decision making
sensation
58
Q

cognitive science

A 
interdisciplinary
studying the mind
- philosophy
- artificial intelligence
- neuroscience
- anthropology
- linguistics
not the same as cognitive neuro
59
Q

wilhelm wundt

A

1st psychologist and 1st cognitive psychologist

  • took philosophical concepts and applied physiology
  • introspection: detailed reporting of sensory experiences
60
Q

ebbinghaus

A

studied memory first (self-reported and used lists of nonsense words)
- illustrated 4 key stages of a memory experiment –> learning, delay, test, relearning

61
Q

william james

A

1st textbook, “principles of psychology”

- tip of the tongue phenomenon

62
Q

john watson

A

used rats and mazes with rewards

  • removed senses and rats could still complete maze
  • realized they used motor habits
63
Q

mary whiton calkins

A

recency effects

64
Q

recency effects

A

recall is especially accurate for final items in a series of stimuli

65
Q

gestalt psychology

A

humans have basic tendencies to actively organize what we see

66
Q

aristotle

A

emphasized empirical evidence

- studied perception, memory, and mental imagery

67
Q

behaviorism

A

focus on objective observable reactions to stimuli in the environment

68
Q

cognitive revolution causes

A 
disappointed with behaviorist outlook
- difficult to explain complex human behavior
- research in memory was blossoming
- development in linguistics 
cognitive psy birth in 1956
69
Q

information processing approach

A
  1. mental processes are similar to a computer

2. information progresses through our cognitive system in a series of stages

70
Q

general assumptions of information processing approach

A
  • stimuli are present, info is sent to sensory receptors through physical medium (inputting info on computer)
  • info that is provided to brain via senses is processed and decoded over multiple processing stages
  • after stimulus has been processed a response occurs
71
Q

serial processing

A

system must complete one step or processing stage before info can proceed to next step

72
Q

connectionist approach

A

cognitive processes can be understood in terms of networks that link neuron-like processing units (simultaneous)

73
Q

themes of textbook

A
  • cognitive processes are active
  • cognitive processes are efficient and accurate
  • cognitive processes handle positive information better
  • cognitive processes are interrelated, do not operate in isolation
  • rely on bottom up top fown processing

learning and cognition (5 decks)

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