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Psych 3/4 > unit 3 aos 2 > Flashcards

unit 3 aos 2 Flashcards

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1
Q

learning (define)

A

a relatively permanent change in behaviour that occurs as a result of experience. most basic type of learning is conditioning, which occurs through linking stimuli that occur close together

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2
Q

classical conditioning & phases

A
  • a type of learning that occurs through the repeated association of two or more different stimuli- we learn that these two events occur together.
    phases:
    1. before conditioning (UCS–>UCR)
    2. during conditioning (NS)
    3. after conditioning (CS–>CR)
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3
Q

unconditioned stimulus (UCS)

A

stimulus that produces a naturally occuring, automatic response, eg. food

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4
Q

unconditioned response (UCR)

A

involuntary response to an unconditioned stimulus, eg. salivation

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5
Q

neutral stimulus (NS)

A

event that does not produce a predictable response, this becomes the controlled stimulus through classical conditioning

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6
Q

conditioned stimulus (CS)

A

was the neutral stimulus, but becomes associated with the unconditioned stimulus & elicits a conditioned response to UCS

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7
Q

conditioned response (CR)

A

learned response produced by the conditionded stimulus

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8
Q

factors affecting classical conditioning

A
  • timing of the NS and UCS pairing: NS before UCS, very short amount of time between presentations
  • nature of the response: UCR must initially be an auto response to the UCS
  • association of stimuli: if the learner does not associate the NS with the UCS, conditioning won’t occur
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9
Q

operant conditioning & phases

A
  • learning where the consequences of the behaviour determine the likelihood that it will be performed again in the future.
  • stimulus–> response–> consequence
    3 phases (A B C)
  • antecedent: stimulus that occurs before the behaviour
  • behaviour- response to the antecedent
  • consequence- to the behaviour, if the consequence is a reward, behaviour is strengthened, if punishment, behaviour is weakened
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10
Q

positive reinforcement

A

strengthens the likelihood of a behaviour occurring by providing a satisfying consequence.
positive reinforcer= ADDING something pleasant

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11
Q

negative reinforcement

A

removal of an unpleasant stimulus that strengthens the likelihood of a desired response
negative reinforcer= SUBTRACTING something unpleasant

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12
Q

positive punishment

A

delivering an unpleasant consequence following a response, weakening the response (less likely)

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13
Q

negative punishment

A

removal of a pleasant consequence following a response, decreasing the likelihood of the response occurring again.

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14
Q

factors affecting reinforcement & punishment (operant conditioning)

A
  • order of presentation: after desired response
  • timing: immediately after response to ensure the response is associated with the reinforcer/punisher
  • appropriateness: must provide a satisfying consequence to be a reinforcer
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15
Q

comparing classical and operant conditioning

A
  • role of the learner
  • timing of stimulus & response
  • nature of response
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16
Q

comparing role of the learner in CC and OC

A

classical- learner is a passive participant (response occurs automatically)
operant- learner is an active participant (must operate in the enviro before reinforcer/punisher is received)

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17
Q

timing of stimulus & response in CC & OC

A

classical- response 0.5 secs after stimulus
operant- reinforcer/punisher immediately after response

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18
Q

comparing the nature of the response in CC & OC

A

classical- involuntary
operant- voluntary

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19
Q

observational learning & stages

A
  • learning by watching or listening to others
    1. attention
    2. retention
    3. reproduction
    4. motivation
    5. reinforcement
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20
Q

attention (observational learning)

A

observing a models behaviour and the consequence

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21
Q

retention (observational learning)

A

learner mentally represent sand retains what has been observed.

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22
Q

reproduction (observational learning)

A

converting mental representation into action

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23
Q

motivation (observational learning)

A

learner must be motivated to perform observed behaviour, unless the behaviour is useful it is unlikely that they will want to learn it

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24
Q

reinforcement (observational learning)

A

influences motivation to perform an observed behaviour
–> external
–> vicarious
–> self reinforcement

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25
Q

story sharing

A

learning through narratives, ‘yarning’

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26
Q

learning maps

A

using images or visuals to map out processes
> one of the ATSI ways of knowing

27
Q

non-verbal

A

think, act, make, share without words

28
Q

symbols & images

A

sharing knowledge through art & symbols
> one of the ATSI ways of knowing

29
Q

community links

A

sharing info with others

30
Q

deconstruct/ reconstruct

A

watching then doing. holistic view then breaking into steps

31
Q

non-linear

A

putting different ideas together. adaptive learning/ alternative way of thinking
> one of the ways of knowing

32
Q

land links

A

lessons from land and nature, taking learning outside
> one of the ways of knowing

33
Q

memory

A

the processing (encoding), storage & retrieval of information acquired through learning
> sensory memory
> short term memory
> long term memory

34
Q

encoding

A

the conversion of sensory information into a usable form so that it can be neurologically represented and stored in memory

35
Q

storage

A

retention of the encoded info over time

36
Q

retrieval

A

recovery of stored info for use when needed.
incoming sensory info–> encoding –> strorage –> retrieval

37
Q

atkinson-shifrin multi store model of memory

A

represents memory as consisting of 3 diff stores. each store differs in function, capacity and duration, however they operate simultaneously.
- sensory memory
> iconic memory
> echoic memory
- short term memory
- long term memory
> explicit memory
> implicit memory

38
Q

sensory memory

A
  • receives sensory info
  • potentially unlimited storage capacity for 0.2-4 secs
  • info remains in SM for just long enough for us to select info to be transferred to STM for processing. (by paying attention)
39
Q

iconic memory

A
  • visual sensory memory
  • visual info retained in its original form for about a third of a second
40
Q

echoic memory

A
  • auditory sensory memory
  • registers and retains sounds in their original form for 3-4 seconds
  • important in understanding speech
41
Q

short term memory

A
  • maintains info in conscious awareness
  • information is an encoded version of the sensory info
  • holds info for up to 30 seconds before decay occurs (if info is not renewed)
    can hold 7 + or - 2 pieces of information at one time.
42
Q

long term memory

A
  • sores info for re-access and use at a later time
    capacity: potentially unlimited
    duration: potentially permanent, info may be lost over time.
43
Q

explicit memory

A
  • LTM that can be consciously retrieved & stated
  • ‘memory with awareness’
  • general knowledge info about personal experiences
    > episodic memory
    > semantic memory
44
Q

episodic memory

A
  • LTM of personally experienced memories (what) associated with time (when) & place (where)
45
Q

semantic memory

A

LTM of facts and knowledge about the world. not tagged with details of time and place

46
Q

implicit memory

A
  • LTM that does not require conscious or intentional retrieval
  • non-declarative memories –> difficult to describe in words, but can be expressed through behaviour
    > procedural memory
    > classically conditioned memory
47
Q

procedural memory

A
  • LTM for skills involved in particular tasks
  • memory of ‘how to do something’
48
Q

classically conditioned memory

A

conditioned responses to conditioned stimuli acquired through classical conditioning
- eg. taste aversion that may be acquired involuntarily

49
Q

hippocampus

A
  • plays a crucial role in the formation, encoding and retrieval of new explicit semantic & episodic memories, and ensures they are stable and long lasting.
  • involved in linking memories to emotions & various other functions with the amygdala
  • turns STM into LTM
  • encodes explicit memories through consolidation.
50
Q

consolidation

A

neurobiological process of making a newly formed memory stable and enduring following a learning experience

51
Q

role of hippocampus in emotional memories

A
  • plays a role in the explicit memory component of an emotional event.
  • activity of the hippocampus during memory formation enables you to remember aspects such as where & when the event happened when you retrieve it.
52
Q

amygdala

A
  • involved in the formation & consolidation implicit, emotional memories.
  • role in processing & regulating emotions such as fear and anger that may be experienced intensely.
  • interconnected with hippocampus
  • strength of LTM formed is influenced by amount of noradrenaline at times of emotional arousal
    > stimulates the amygdala to attach more emotional significance & signal hippocampus to encode the relevant emotional details.
53
Q

neocortex

A
  • largest (~90%) & most recently evolved part of the cerebral cortex
  • plays a role in interaction with the hippocampus in the formation, consolidation & retrieval of long term explicit memories
  • LTM’s stored here gradually become independent of the hippocampus, amygdala and other structures
54
Q

basal ganglia

A
  • role in voluntary movement and long term implicit memories involving motor skills
  • involved with habituation & the associated memories
    > habituation: growing accustomed to a situation or stimulus. decrease in responsiveness following repeated exposure to a stimulus
  • associated with impaired voluntary movements of people with parkinson’s disease
55
Q

cerebellum

A
  • located at base of the brain
  • coordinates fine muscle movements, regulates posture & balance
  • everyday voluntary, purposeful movements
  • activities requiring a skilled sequence of movements that require timing.
  • involved in encoding & temporary storage of implicit procedural memories for motor skills
56
Q

mnemonics by written and oral cultures

A

mnemonics: techniques used to improve memory, by organising information in LTM, making it easier to locate and retrieve.
- acronyms (written)
- acrostics (written)
- method of loci (written)
- aboriginal peoples use of songlines (oral)

57
Q

acronyms

A
  • pronounceable words formed from the first letters of a group of words
  • letters act as retrieval cues to prompt recall of the associated info
  • formed using a type of ‘chunking’
  • eg. ANZAC, FOMO
58
Q

acrostics

A
  • phrase or sentence using the first letters of each piece of info to be remembered
  • first letter of each word acts as a retrieval cue, which assists recall of relevant info
  • useful to remember info in sequential order
59
Q

method of loci

A
  • familiar locations are visually linked with information that needs to be remembered. each location acts as a retrieval cue for each piece of info to be remembered
  • easier to recall if the location is personal or bizzare
  • number of locations should correspond to the number of items to be remembered
60
Q

songlines

A
  • used by aboriginal and torres strait islander people to memorise and communicate information
  • sung narratives which link info with a physical location
  • songline acts as a retrieval cue for each significant site and the specific rituals that occur there.
    > retrieval cues for for a range of information encoded within stories, songs and dances performed at each location.
  • encoding, storage & retrieval of knowledge communicated at different locations are enhanced through stories with vivid characters
61
Q

role of semantic & episodic memory in autobiographical events

A

autobiographical memory: memory of experiences that have occurred at some time in our lives, based on semantic and episodic memory.
- links past events together together into a personal history through past, present and future, creating a life narrative
- stored in episodic memory.
- ability to mentally travel through time & remember thoughts & feelings from the past is unique to episodic memory

62
Q

constructing possible imagined futures

A
  • mental time travel: capacity to mentally reconstruct past personal events to imagine future scenarios
  • episodic future thinking: involves a process of construction of events that have not happened yet, but are based on past events and knowledge.
  • episodic memory provides the episodic elements (people, objects), used to construct future events, and semantic memory provides context for constructing the episodic future thinking
  • episodic memory allows us to ‘relive’ the past and use past experiences to construct an imagined future
63
Q

alzheimers disease

A
  • neurodegenerative disorder caused by deterioration of brain neurons, progressively causing memory decline, decline in cognitive skills and personality changes
  • primarily affects explicit episodic and semantic memories
  • damage to hippocampus associated with impairment in the ability to remember past experiences and episodic future thinking
  • episodic and semantic memory play key roles in imagining the future
64
Q

aphantasia

A
  • absence of visual imagery
  • suggested that brain areas involved in visual imagery, such as the visual cortex may be underactive
    symptoms:
  • struggle to relive past autobiographical events/ less vivid autobiographical memories
  • affects ability to imagine future events
  • dreaming less
  • problems with facial recognition.

Psych 3/4 (5 decks)

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