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Psychology UNIT 3 and 4 > UNIT 3 AOS2 > Flashcards

UNIT 3 AOS2 Flashcards

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1
Q

What are the behaviourist approaches to learning?

A

Classical Conditioning and Operant conditioning.

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2
Q

What is classical conditioning?

A

A simple form of learning; occurs through the repeated association of 2 different stimuli, producing a naturally occurring response.
The learner is PASSIVE: involuntary responses.
eg. Salivation + Blinking.

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3
Q

Behaviourism.

A

Psychological approach, proposing learning occurs by interacting with the external environment.

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4
Q

Neutral stimulus

A

Produces no significant response prior to conditioning; same as Conditioned stimulus.

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5
Q

Unconditioned stimulus.

A

Produces an unconscious response, naturally made response.

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6
Q

Unconditioned response.

A

Naturally occurring behaviour in response to stimuli; same as a conditioned response.

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7
Q

Conditioned stimulus.

A

Produces a conditioned response after repeatedly paired with an unconditioned stimulus; same as the neutral stimulus.

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8
Q

Conditioned response.

A

The response that occurs involuntry after the conditioned stimulus is presented; is the same as unconditioned response.

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9
Q

3 phases of learning - Classical Conditioning.

A
  • Before conditioning.
  • During conditioning.
  • After conditioning.
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10
Q

Before conditioning

A

Neutral stimulus –> produces no relevant response.
The unconditioned stimulus causes the Unconditioned response.
eg.
(NS)Bell –> no relevant response.
(UCS) Food –> (UCR)Salivation.

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11
Q

During conditioning.

A

The neutral stimulus is immediately followed by the unconditioned stimulus repeatedly associated with the unconditioning response.
The neutral stimulus was repeatedly associated with the unconditioned stimulus producing the unconditioned response.
eg.
(NS) Bell immediately followed by (UCS)Food —> (UCR)Salivation.

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12
Q

After conditioning.

A

Conditioned stimulus produces the conditioned response.
eg.
(CS) Bell –> (CR) Salivation.

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13
Q

Operant Conditioning.

A
  • Learning; behaviour becomes controlled by consequences.
  • Voluntary Behaviour –> decides the behaviour.
  • Active; the learner is involved in the learning.
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14
Q

Operant 3-phase process.

A

Antecedent
Behaviour
Consequence

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15
Q

Antecedent

A

Situation/environment that allows the learner to decide on the behaviour.
Stimulus conditions that exist in the environment prior to the response.

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16
Q

Behaviour.

A

The action.
Response; voluntary behaviour.

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17
Q

Consequence

A

Result of your actions; applied to the response.
Reinforcement and Punishment.

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18
Q

Reinforcement

A

Any stimulus that strengthens or increases a response.
Makes the repetition of behaviour more likely.
More likely to repeat behaviour.
2 types:
Positive.
Negative.

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19
Q

Positive Reinforcement.

A

Applied, given(desired). Reward that strengthens a response
eg. Lollies, praise.

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20
Q

Negative Reinforcement.

A

Taking away (unpleasant). Reduction or prevention of an unpleasant stimulus.
eg. Removing pain, less homework.

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21
Q

Punishment.

A

Less likely to repeat the behaviour.
Makes repetition of behaviour less likely.
2 types:
Positive
Response cost (negative).

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22
Q

Positive Punishment.

A

Apply (unpleasant).
Something unpleasant is applied.
eg. Pain, labour (extra work).

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23
Q

Response cost (Negative punishment).

A

Take away (desired)
Something desired is removed.
eg. jail time, loss of freedom.

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24
Q

Is punishment always effective?

A

Depends on the time and consistency.
Must fit the crime; not too harsh or too soft.
The limitation is that it doesn’t teach what’s right, only what’s wrong.

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25
Q

Classical VS Operant.

A

Operant; Conscious –> voluntary/choice.
Classical; Unconscious.

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26
Q

Observational learning (social cognitive approaches to learning)

A

Steps of learning; watching someone do something and then doing the same.
Observing the behaviour of a model, and the consequence of those behaviours, in order to guide future behaviours.
Learning by watching someone’s behaviour.
Can be immediate or latent. (learning now, behaviour shown later)
Active.
Modelled behaviour.

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27
Q

Steps of Observational Learning.

A

Attention.
Retention.
Reproduction.
Motivation.
Reinforcement.

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28
Q

Attention.

A

Actively watching the behaviour of the model and the consequences of said behaviour (focus).

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29
Q

Retention.

A

Making a mental representation of the behaviour.

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30
Q

Reproduction.

A

The learner needs to have the capability to repeat the behaviour.

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31
Q

Motivation.

A

Desire to reproduce that behaviour; doing it.
Influenced by the model.

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32
Q

Reinforcement (Observational)

A

Learner (direct) –> watcher.
Model (indirect) –> Vicarious reinforcement; reward + consequence.

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33
Q

Aboriginal connection to country.

A

Ongoing life responsibilities, to the land where a person is born or where their ancestors were born.
eg. Land, Seasons, Waterways, Culture.

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34
Q

Aboriginal ways of knowing.

A

Learning is relational and interconnected, taking place in a community where family and kin learn from each other.
Connections between concepts are highlighted and understood; holistic.

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35
Q

Aboriginal systems of knowledge.

A

Knowledge and skills are based on interconnected social, physical and spiritual understandings. Inform survival and contribute to a strong sense of identity.
Developed by communities working together and sharing traditional expertise/knowledge.
Informed by culture; who can learn what and where.

36
Q

Aboriginal Multimodal System of Learning

A

Approaches to learning are multimodal by nature; use a variety of methods.
- Story sharing.
- Learning maps.
- Artwork.
- Community links.
- Non-verbal; dance.
- Pattern of nature; seasons.

37
Q

Aboriginal Learning Embedded in Relationships.

A

Deeply embedded in relationships
- Between concepts.
- Learner and Teacher.
- Individuals and families.
Learning begins with the relationship between the learner and the teacher. and understanding connections between people.
Family-based learning, teaching themselves.

38
Q

Aboriginal KinShip

A
  • Connections to country.
  • Complex and Diverse.
  • Individual relationships and responsibilities to country and people.
  • Individual and group rights.
  • Scaffolding knowledge.
    Disrupted Kinship = Disrupte Knowledge.
39
Q

Aboriginal; Patterned(created) on country.

A
  • Country is everything; its family, life and connection.
  • Contains complex ideas; Law, place, custom, identity, and family.
40
Q

Acknowledging country.

A

Shows respect towards the Traditional owners, and acknowledges Aboriginal and Torres Strait Islander ownership and custodianship of the land, ancestors and traditions.

41
Q

Welcome to the country.

A

Goes back to when visitors had to wait to be welcomed into a camp/ceremony.
being welcomed to the country means you are talking to spiritual ancestors; saying they can come through.
Trust on doing no harm.

42
Q

Models of memory

A

Storage + retrieval of information required through learning.
Internal record/representation of some prior event or experience.

43
Q

Encoding

A

Converting information to a storeable form.

44
Q

Storage.

A

Retaining information in memory overtime.

45
Q

Retrieval.

A

Locating and recovering the stored information from memory when needed so that we can use it.

46
Q

Atkinson - Shiffren’s Multi-store model of memory.

A

Stimuli -> Sensory memory —(Attention)–> Short term memory —(Encoding)–> Long Term Memory
(Retrieval; back to short term, LTM to STM) (Elaborative rehersal. STM to LTM)

47
Q

Sensory memory.

A

0.3-4 seconds.
iconic(light)
0.2-0.4seconds.
echoic memory(sound)
4seconds.

UNLIMITED CAPACITY.

48
Q

Short-term memory.

A

Working memory.

Duration of up to 30seconds.
Capacity of (5-9) items.
Increase capacity by ‘chunking’

49
Q

Long-term memory

A

Storage.

Duration is unlimited.
Capacity unlimited.

50
Q

Improving the capacity of STM.

A

Chunking; grouping items together so they are counted as one.

51
Q

Improving duration of STM.

A

Maintenance rehearsal; repetition.

52
Q

Elaborative rehearsal.

A

Making ‘meaning’ from the information.

53
Q

Types of long-term memory

A

Explicit (consciously); Semantic and Episodic.
Implicit (unconscious); Procedural (voluntary and fine) classical conditioned (Emotional and Reflexive).

54
Q

Explicit

A

Semantic; ‘facts’
ENCODED BY HIPPOCAMPUS.

Episodic; ‘personally relevant’ eg. birthdate.
ENCODED BY HIPPOCAMPUS.

55
Q

Implicit

A

Procedural; ‘how to’
Voluntary motor movement, eg. kicking a ball. ENCODED BY BASAL GANGLIA.
Fine motor movement, eg. posture. ENCODED BY CEREBELLUM.

Classical conditioned.
Emotional; ‘fear’
ENCODED BY AMYGDALA
Reflexive; involuntary eg. blinking.
ENCODED BY CEREBELLUM.

56
Q

Hippocampus

A

Encodes new explicit semantic and episodic memories.
Aids with making new memories
Acts in coordination with the amygdala.
Damage = recall of memories; no new memories.

57
Q

Amygdala.

A

Processing/regulating emotional reactions.
Classically conditioned emotional response - encoding.
Adrenalin - increases emotional arousal and activates the release of noradrenaline, stimulating the Amygdala.
Amygdala regulates the hippocampus.
Damage = difficulty processing memory and emotional response.

58
Q

Neocortex

A

Process, store and retrieve explicit memories.
Memory is distributed widely throughout the neocortex.
Retrieval of an entire memory - requires retrieval of different aspects of the experience from different areas of the neocortex.

59
Q

Basal Ganglia

A

Encodes motor component of implicit procedural memories (voluntary).
Voluntary motor movement.
Parkinson’s; damage to Basal Ganglia.
Stores memories of implicit(habituation) learning

60
Q

Cerebellum.

A

Encodes and stores implicit procedural memories (fine motor movement).
Simple reflexes learned by classical conditioning.
Balance, posture and fine motor movement.

61
Q

Elaborative Rehearsal.

A
  • Makes connections between components of new memory information.
    The more connections = the easier to retrieve information.
62
Q

Retrieval cues.

A

Connections between new and existing information act as a retrieval cue.
Improves the ability to locate the information in the neocortex and recall back to STM.
eg. Smells that are similar remind us of other experiences. Linked exposure

63
Q

Autobiographical events.

A

Activates both semantic and episodic components.
Retrieval of an event from both episodic (personally relevant) and semantic (factual) components.

64
Q

Retrieval of Autobiographical events.

A

LTM is back to STM. (conscious awareness).
A simple memory involves retrieval from many storage locations.
From there, the memory is reconstructed to form a whole (jigsaw) –> anything missing is ‘filled in’ using semantic memories.

65
Q

The hippocampus is involved in the retrieval of…

A

Episodic memory.

66
Q

Frontal (neocortex) and temporal lobes retrieval of…

A

Semantic memory.

67
Q

Constructing possible imagined futures.

A

Hypothetical experiences + situations.
eg. what you are going to do tomorrow.

Episodic - Imagined future; subjective.
- relive the past and use the past experiences to imagine the future.

Semantic - envision possible scenarios.
- consistent and fit in.

68
Q

Alzheimer’s disease.

A

Neurogenerative disease - the progressive loss of neurons. (a form of dementia)
Symptoms: Decrease in cognitive functions, personality change, change in mood/emotion.

Hippocampus.
- Encodes + consolidates new explicit memories.
- Retireves episodic memories.
Damage:
- New memories will not be encoded.
Therefore not stored - No explicit memory.

69
Q

Gradual Progression.

A

Death of neurons accumulates.
More of the hippocampus is affected.
- Less encoding (forget more explicit memories)
- Retrieval of your episodic memories reduced.
- Overtime neocortex is affected.
- IMPLICIT MEMORIES UNAFFECTED.

70
Q

2 types of legions.

A

Amyloid plaques.
Neurofibrillary tangles.

71
Q

Amyloid plaques.

A

fragments of the protein beta-amyloid accumulate into insoluble plaques that inhibit communication between neurons.
Neuron dies; no nutrients.

72
Q

Neurofibrillary tangles.

A

accumulation of the protein tau that forms insoluble tangles within a neuron, inhibiting the transportation of essential substances and eventually killing the neuron.
TANGLES = NO SIGNAL = DEATH OF NEURON.

73
Q

Aphantasia.

A

Individuals lack the capacity to generate a mental image.
- Visual representation and experiences of sensory information without the presence of sensory stimuli.
- Organised in short-term and transferred to long-term memory to recreate perceptual experiences.

Semantic memories may remain intact, the visual component of these memories may also be lacking.

74
Q

Mnemonics

A

Improve encoding and therefore retrieval.

Written cultures:
- Acronyms.
- Acrostic.
- Method of loci.

75
Q

Acronyms.

A

Chunking
- encodes less information at a particular time.
- cues for retrieval ( each letter is a cue for retrieval).
Uses the first letter of each word to produce a pronounceable phrase.
eg. KFC –> Kentucky Fried Chicken.

76
Q

Acrostic

A

Uses the first letter of words to create: phrases, poems and rhymes
eg.
D danger
R response
S send for help
A airways
B breathing
C cpr

77
Q

Method of loci

A
  • using a familiar environment.
  • memory associations between the environment and the target words that need to be remembered.
    eg. house –> Mental image of a room.
    –> Associate term switch a different aspect
    (eg. furniture) in the room.
78
Q

8 ways of learning, ABORIGINAL

A
  • Story Sharing.
  • Learning Maps.
  • Non-Verbal.
  • Symbols + Images.
  • Non-linear.
  • Land links.
  • Community links.
  • Deconstruct/reconstruct.
79
Q

Story sharing.

A

Learning through narrative. Verbal.

80
Q

Learning Maps.

A

Planning and visualising process and knowledge.

81
Q

Non-Verbal.

A

Dance, art; observation.

82
Q

Symbols and Images.

A

images, symbols and metaphors.

83
Q

Non-linear.

A

Knowledge from different viewpoints.

84
Q

Land Links.

A

Inherently linked to nature, land and country.

85
Q

Community Links

A

Local values, needs and knowledge are shared with others.

86
Q

Deconstruct/reconstruct.

A

knowledge is broken down from whole to parts and applied knowledge.
The learner is guided through each turn of knowledge.

87
Q

Songlines.

A

Oral; knowledge from stories, and songlines.
Recall information about the country using songlines.
Stories linking to important aspects of countries
To remember information about country; land, sky and seas.

Psychology UNIT 3 and 4 (8 decks)

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