unit 3 aos 2 Flashcards
classical conditioning
a type of learning that occurs through the repeated association of two (or more) different stimuli
- before conditioning, during conditioning, after conditioning
learning
a relatively permanent change in behaviour that occurs as a result of experience
unconditioned stimulus (UCS)
any stimulus that consistently produces a particular, naturally occurring, automatic response
(dog food)
unconditioned response (UCR)
the response that occurs automatically when the UCS is present
(salivating)
neutral stimulus (NS)
any stimulus that doesnt normally produce a predictable response
(bell)
conditioned stimulus (CS)
the stimulus that’s neutral at the start but eventually illicits a very similar response to that caused by the unconditioned stimulus
(bell)
conditioned response (CR)
the learned response to the conditioned stimulus
(salivating)
before conditioning
NS –> no response
UCS –> UCR
during conditioning
NS+UCS –> UCR
after conditioning
CS –> CR
factors that influence classical conditioning
- nature of response (ucr must be automatic)
- association of stimuli (if the individual doesnt associate, no conditioning)
- timing of the NS and UCS (NS before UCS, short time between them)
operant conditioning
a learning process where the consequences of behaviour determine the likelihood that it will be performed again in the future
operant
Really only useful in 10 markers
any response/set of responses that acts on the environment to produce a response
- antecedent, behaviour, consequence
Really only useful in 10 markers
antecedent
environmental stimulus that precedes behaviour
behaviour
voluntary activity that has an effect on the environment
consequences
the environmental event that follows behaviour
positive reinforcement
presentation of a positive reinforcer
negative reinforcement
removal of an unpleasant stimulus
positive punishment
presentation of an aversive stimulus
negative punishment
removal of a pleasant stimulus
factors that influence operant conditioning
timing, appropriateness, order of presentation
similarities between operant and classical
- both have repeated association
- in both the learned response isnt necessarily permanent
- in both quick timing leads to the best results
differences between operant and classical
- in classical the NS is associated with the UCS but in operant the behaviour is associated with the consequences
- in classical extinction occurs through only presenting the CS without the UCS but in operant extinction occurs through reduced reinforcement
- in classical the learner is passive but in operant the learner is active
- in classical the learner’s response is involuntary but in operant the learner’s behaviour is voluntary
- classical involves the ANS but operant may involve the ANS and mostly involves higher order brain processes
- in classical the timing must be close together but in operant there can be a considerable difference in time
observational learning
involves the acquisition of skills and behaviour through watching others’ performance either directly or indirectly
attention
First step of observational learning
we must pay attention to the model’s behaviour and consequences
retention
Second step of observational learning
after observing the model, we must be able to remember the model’s behaviour
reproduction
Third step of observational learning
when the model’s behaviour has been closely observed and retained in memory, we can attempt to reproduce it
motivation
Fourth step of observational learning
the observer must have the desire to reproduce what’s been observed
reinforcement
Fifth step of observational learning
influences the motivation to reproduce and increases the likelihood of reproduction
factors that influence attention
(observational learning)
- perceptual capabilities of the observer
- the kinds of distractors present
- characteristics of the model (attractiveness, similar to the observer, familiar to the observer)
factors that influence retention
(observational learning)
type of memory strategy used to learn and remember the observed behaviour
factors that influence motivation
(observational learning)
- the learner’s level of motivation + interest in the behaviour
- how useful the observed behaviour is to the learner
factors that influence reproduction
(observational learning)
- the learner’s belief in their ability to reproduce the behaviour
- the learner’s ability to actually reproduce the behaviour
factors that influence reinforcement
- external reinforcement
- vicarious reinforcement
- self-reinforcement
- punishment for reproducing decreases the likelihood of reproducing + sustaining
external reinforcement (observational learning)
learning by consequences
vicarious reinforcement
(observational learning)
occurs indirectly by observing the modelled behaviour being reinforced
self-reinforcement (observational learning)
when we’re reinforced by meeting certain performance standards set for ourselves
beliefs of aboriginal and torres strait islander people
- connections to the land and waterways through ancestral ties and family origins
- connections to country is spiritual and physical
- demonstrating where one is from
- knowledge is attached to numerous locations along navigational tracks (songlines)
- aboriginal and torres strait islander peoples model behaviour to their young people
atkinson-shiffrin model
an explanation of memory as consisting of three separate stores called sensory memory, short term memory, and long term memory
sensory memory
entry point for new information. includes echoic and iconic memory
capacity - unlimited
duration - 1/3 of a second
iconic memory
visual sensory information
duration - 1/3 of a second
echoic memory
auditory sensory information
duration - 3-4 seconds
short term memory
memory system with limited storage capacity in which **information is stored **for a relatively short time, unless renewed in some way
capacity - 7+–2
duration - 18-20 seconds, 30 seconds at most
long term memory
memory store that holds a potentially unlimited amount of information for a very long time
capacity - unlimited
duration - unlimited
decay (memory)
not being used
displacement (memory)
being pushed out by new info
explicit memory
long term memory that can be consciously retrieved. declarative
implicit memory
long term memory. that doesnt require conscious or intentional retrieval. non-declarative
episodic memory
memory of personally experienced events associated with a particular time/place
semantic memory
memory of facts and knowledge about the world. no place or time
procedural memory
memory of previously learned skills. muscle/motor memory
classically conditioned memory
conditioned responses to conditioned stimuli acquired through classical conditioning
hippocampus
structure in the medial temporal lobe and part of the limbic system
amygdala
structure in the medial temporal lobe and part of the limbic system. involved with emotion
neocortex
thin, outer layer of the neural tissue in the cerebral cortex and is involved in language, attention, and memory
basal ganglia
a group of structures deep within the brain. involved in the generation of voluntary movements and implicit memories involving motor skills
cerebellum
structure at the base of the brain with roles such as coordinating fine muscle movements and cognitive processes
roles of the hippocampus
- EXPLICIT
- forming and encoding new explicit memories
-transfers STM –> LTM –> neocortex
roles of the amygdala
- BOTH
- processes + regulates emotional reactions
- classically conditioned responses
- formation and consolidating emotional responses and explicit memories
- presence of nonadrenaline stimulates the amygdala and increases emotional significance which increases memorability
roles of the neocortex
- EXPLICIT
- formation, consolidation, retrieval, of explicit memories
- stores explicit memories
roles of the basal ganglia
- IMPLICIT
- implicit procedural memory
- associated with impaired voluntary movement
- motor skills
roles of the cerebellum
- IMPLICIT
- storage of implicit memories of classically conditioned reflexes
- temporary storage of procedural memories
