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Psychology > (U3) AOS 2: How do people learn and remember > Flashcards

(U3) AOS 2: How do people learn and remember Flashcards

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1
Q

Neural plasticity

A

ability of neural structure or function to be changed by experience

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2
Q

Synaptic plasticity

A

ability of a synapses to change over time through use or disuse

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3
Q

Long Term Potentiation (LTP)

A

long lasting strengthening of synaptic connections through activity at the synapse, resulting in enhance or more effective synaptic transmission

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4
Q

Long Term Depression (LTD

A

long lasting decrease in the strength of synaptic connections and transmission, and unused neural pathways may eventually disappear

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5
Q

Neurotransmitter (4)

A
  • released by pre-synaptic neuron into the synapse
  • only affects neurons linked via synapse
  • short distance
  • quick effect
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6
Q

Neurohormone (4)

A
  • released by pre-synaptic neuron into the bloodstream
  • carry messages throughout the body
  • longer distance
  • quick effect not as quick effect
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7
Q

Role of Glutamate

A
  • main excitatory neurotransmitter, makes postsynaptic neurons more likely to fire
  • promotes growth and strengthening of synaptic connection which lead to LTP
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8
Q

Consolidation

A

process of making new formed long-term memories stable and enduring after learning, taking approximately 30 minutes

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9
Q

Reconsolidation

A

when memories are ‘resaved’ after each retrieval, memories can be changed or revised over time.

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10
Q

Role of adrenaline in memory

A

enhances consolidation of emotionally arousing long-term memories

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11
Q

How does adrenaline enhance memory

A

during arousal adrenaline and noradrenaline are released which activates the amygdala, which then signals the hippocampus

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12
Q

Learning

A

any relatively permanent change in behaviour due to experience

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13
Q

Classical Conditioning

A

type of learning that occurs through repeated association of two (or more) different stimuli

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14
Q

Unconditioned stimulus (UCS

A

naturally causes response

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15
Q

Unconditioned response (UCR)

A

naturally occurring response to a stimulus

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16
Q

Neutral stimulus (NS)

A

naturally causes no response

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17
Q

Conditioned response (CR)

A

previously the UCR, now occurs in response to the CS

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18
Q

Conditioned stimulus (CS)

A

neutral stimulus after being paired with unconditioned stimulus

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19
Q

Stimulus generalisation (CC)

A

ability to tell the difference between stimulus that are similar

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20
Q

Stimulus discrimination (CC)

A

stimulus similar to the conditioned stimulus that also cause a response

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21
Q

Extinction (CC)

A

when the conditioned stimuli no longer cause the conditioned response, goes back to a NS

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22
Q

Spontaneous Recovery (CC)

A

when the conditioned stimuli no longer cause the conditioned response, goes back to a NS

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23
Q

Thorndike law of effect

A

actions followed by favourable consequences are more likely to be repasted than actions followed by unfavourable consequences

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24
Q

Operant conditioning

A

type of learning for which consequences of behaviour determine the likelihood that it will be performed again

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25
Q

Reinforcer

A

a consequence that increase the likelihood of the behaviour being repeated

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26
Q

Positive Reinforcer

A

something good is added to increase behaviour

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27
Q

Negative Reinforcer

A

avoidance or removal or something unpleasant to increase behaviour

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28
Q

Punishment

A

consequence that weakens or reduces the likelihood of a response repeating

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29
Q

Positive Punishment

A

something unpleasant is added

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30
Q

Negative Punishment

A

something good is lost

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31
Q

Reinforcement is better than punishment because… (2)

A

punishing can become more of a reward due to attention received and can become abuse

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32
Q

Stimulus generalisation (OC)

A

when the same response is made to a similar antecedent that was

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33
Q

Stimulus discrimination (OC)

A

only makes the response to the original antecedent, nothing else

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34
Q

Extinction (OC)

A

gradual decrease in the strength of a conditioned response following a lack of consequences. A learned response that is no longer punished or reinforced will stop.

35
Q

Spontaneous Recovery (OC)

A

occurs after extinction, when the conditioned behaviour shows in the absence of the antecedent that produced behaviour

36
Q

Observation learning

A

a person learns by watching a behaviour demonstrated by another

37
Q

Modelling

A

an observer demonstrated behaviour observed

38
Q

Attention

A

cognitive aspect, individuals need to pay attention in order to observe the modelled behaviour

39
Q

Retention

A

behaviour must be stored in memory as a mental representation to be retrieved and copied

40
Q

Reproduction

A

learner must have physical and intellectual ability to convert mental representations into actions

41
Q

Motivation

A

learner must want to imitate the behaviour

42
Q

Bandura’s Bobo Doll experiment concludes that…

A

people learn from not only being rewarded or punished but watching an individual being rewarded or punished

43
Q

‘Little Albert’ experiment (CC)

A 
UCS – loud noise
UCR – fear/crying
NS – white rate 
CS – white rat
CR – fear/crying
44
Q

‘Little Albert’ experiment (ethical issues) (4)

A
  • did not get consent from albert mother
  • today, using experiments to evoke fear would not be allowed
  • emotionally traumatising
  • did not extinguish the conditioned response
45
Q

Memory

A

the way in which the mind remembers and stores information

46
Q

Sensory Memory Function (2)

A
  • received sensory information from environment

- paying attention transfers information into STM

47
Q

Sensory Memory Capacity

A

potentially unlimited

48
Q

Sensory Memory Duration

A
  • about 0.2 to 4 seconds
49
Q

Short-term Memory

(STM) Function

A

maintains information in conscious awareness from immediate use

50
Q

Short-term Memory

STM) Capacity (2

A
  • 7 + or – 2 pieces of information

- can increase through chunking

51
Q

Short-term Memory

(STM) Duration

A
  • from 18 to 10 seconds

- longer if maintenance rehearsal is used

52
Q

Long-term Memory (LTM)

Function

A

information storage for re-access and use at a later time

53
Q

Long-term Memory (LTM) Capacity

A

potentially unlimited

54
Q

Long-term Memory (LTM) Duration (2)

A
  • potentially permanent

- some information can be lost or inaccessible over time

55
Q

what is iconic memory

A

visual memory

56
Q

Iconic memory duration

A

about 250 milliseconds

57
Q

what is echoic memory

A

auditory memory

58
Q

Echoic memory duration

A

about 3 to 4 seconds

59
Q

What is procedural memory

A

how to do something

60
Q

What is declarative memory

A

what something is

61
Q

Two types of declarative memory

A
  • episodic (autobiographical)

- semantic (information)

62
Q

What is explicit memory

A

information you have to constantly work to remember

63
Q

What is implicit memory

A

information you have unconsciously and effortlessly

64
Q

Recall

A

retrieving information from LTM into STM (consciousness)

65
Q

Free recall

A

retrieving information in any order

66
Q

Serial recall

A

reproducing information in the order in which it was retrieved

67
Q

Queued recall

A

used prompts or cues to aid retrieval

68
Q

Recognition

A

identifying information as having been previously stored, matching information with that stored in LTM

69
Q

Relearning

A

previously learned information is relearned more quickly, suggest some information has been retained in LTM

70
Q

Reconstruction

A

combining stored information with other available information – tendency to complete gaps in memory (most common with episodic memories)

71
Q

Alzheimer’s symptoms

A

forgetfulness, difficulty with time, language problems and inability to recognise people

72
Q

Alzheimer’s causes

A
  • beta – amyloid clusters stick together to form plaque

- protein strands or threads become in tangled forming neurofibrillary tangles

73
Q

Amnesia

A

loss of memory, maybe partial or total, temporary, or permanent

74
Q

Anterograde amnesia

A

inability to form or store new long-term memories

75
Q

Retrieval Cue

A

any stimulus that assists in the retrieval of information stored in memory

76
Q

Context-Dependent Cues

A

environmental cues present when a memory was formed

77
Q

State-Dependent Cues

A

cues associated with physiological or psychological state when the memory was formed

78
Q

Rehearsal (encoding)

A

act of getting information into our long-term memory through processing

79
Q

The serial Position Effect is the….

A

tendency to recall more items from the beginning and end of a list

80
Q

Maintenance Rehearsal is _____ which ______ however _____

A

repetition,
keeps info in STM for longer than 18–2 seconds,
rarely enough to transfer information into long-term memory

81
Q

Elaborative Rehearsal links _____

A

new information in a meaningful way with information already stored in long-term memory

82
Q

Eyewitness testimony

A

is any firsthand account given by individuals of an event they have seen

83
Q

Leading question

A

is asked in such a way as to suggest what answer is desired

84
Q

Fallibility of Memory concludes that ____

A

eyewitness testimony is not always accurate because eyewitness reconstruct their memories and their reconstructed memories can be manipulated by leading questions that contain misleading information

Psychology (5 decks)

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