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Psychology UNIT 3 and 4 > UNIT 3 AOS2 > Flashcards

UNIT 3 AOS2 Flashcards

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1
Q

Behaviourists approaches to learning:

A

Classical Conditioning and Operant Conditioning

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2
Q

Classical Conditioning (involuntary)

A

Is learning where a stimulus does not elicit a response, is repeatedly linked with a stimulus that does automatically get a response

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3
Q

Neutral Stimulus (NS)

A

Produces no naturally occurring response (restaurant)
= conditioned stimulus

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4
Q

Unconditioned Stimulus (UCS)

A

Stimulus that produces a naturally occurring response (disagreement)

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5
Q

Unconditioned Response (UCR)

A

An unlearned, innate response to an unconditioned stimulus (nerves)
= conditioned response

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6
Q

Conditioned Stimulus (CS)

A

Produces a conditioned response after repeatedly paired with an unconditioned stimulus (UCS)
= neutral stimulus

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7
Q

Conditioned Response (CR)

A

A response that is produced by the CS after learning has taken place
= unconditioned response

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8
Q

3 Phases of Learning - Classical Conditioning

A
  • Before Conditioning
  • Acquisition (During Conditioning)
  • After Conditioning
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9
Q

IN Before Conditioning

A

The NS ___ produced no relevant to response. The UCS ___ produced the UCR ___.

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10
Q

IN Acquisition

A

The NS ___ paired with the UCS ___ repeatedly, produces the UCR ___.

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11
Q

IN After Conditioning

A

The NS ___ becomes the CS ___ to produce the CR ___ in the absence of the UCS ___.

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12
Q

Operant Conditioning (voluntary)

A

Is 100% active

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13
Q

Operant 3-Phase Process (ABC)

A

Antecedent
Behaviour
Consequence

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14
Q

Antecedent

A

A stimulus that causes the learner to make a decision about the behaviour

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15
Q

Behaviour

A

The action of the learner (voluntary)

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16
Q

Consequence

A

Consequence applied to the learner
- Positive and Negative Reinforcement
- Positive and Negative Punishment

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17
Q

Reinforcement

A

Strengthen the likelihood of behaviour repetition
Positive - applying something desired to strengthen behaviour repetition
Negative - removing something unpleasant to strengthen repeat of behaviour

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18
Q

Punishment

A

Decreases the likelihood that behaviour is repeated
Positive - applying something undesirable to reduce behaviour repetition
Negative - taking away something desired to reduce repetition of behaviour

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19
Q

Observational Learning

A
  • Social and cognitive approach to learning
  • Active type of learning
  • Often occurs with children
  • Can be latent. Learning has occurred but not shown (until later)
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20
Q

Social

A

Observation of other

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21
Q

Cognitive

A

Thought process

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22
Q

5 stages leaner goes through

A

A - Attention
R - Retention
R - Reproduction
M - Motivation
R - Reinforcement

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23
Q

Attention

A

Learner actively watching a model

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24
Q

Retention

A

Mental representation of behaviour
(step by step in head)

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25
Q

Reproduction

A

Learner must have the capacity to reproduce behaviour
Example: a 16 month old might have watched a person cook but doesn’t have the capacity to cook

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26
Q

Motivation

A

Desire to repeat behaviour, dependent on characteristics of model
- Expertise
- Similar to learner
- Same gender
- Attractiveness

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27
Q

Reinforcement

A

Increases likelihood that learner will repeat behaviour
- Direct Reinforcement (them)
- Vicarious Reinforcement (model)

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28
Q

Memory

A

Is our brains storage system that recall information and experiences.
Internal record of a prior event

29
Q

Atkinson - Shiffren’s Multi-store model of memory

A

Stimuli -> Sensory memory —(Attention)–> Short term memory —(Encoding)–> Long Term Memory

30
Q

Stimulus

A
  • Vision
  • Touch
  • Taste
  • Smell
  • Hearing
    Sense organs to brain, spinal reflex
31
Q

Sensory Memory

A

> 0.3 seconds (Iconic, light)
3-4 seconds (echoic, sound)
UNLIMITED CAPACITY

32
Q

Short-Term Memory (STM)

A

Working memory
Duration of 20-30seconds
Capacity 5-9 items (7 average)

33
Q

Long-Term Memory (LTM)

A

Storage
Duration is unlimited
Capacity is unlimited

34
Q

Encoding

A

Converting information to a useable form so it can be stored

35
Q

Storage

A

Retaining information in memory over a period of time

36
Q

Retrieval

A

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

37
Q

Attention

A

Paying awareness to stimulus

38
Q

Duration

A

Time (how long)

39
Q

Capacity

A

Amount

40
Q

Improving the capacity of STM

A

Chunking; grouping items together so they are considered as one
Maintenance Rehearsal; repetition

41
Q

Elaborative Rehearsal

A

Making ‘meaning’ from the information

42
Q

Types of long term memory

A

Explicit memory
Implicit memory

43
Q

Explicit Memory

A

Consciously retrieving good and bad memories
Retrieved in response to a specific request or need
Semantic and Episodic

44
Q

Semantic Memory

A

Facts
ENCODED BY HIPPOCAMPUS
Example:
Remembering the rules of chess or the fact something is scary

45
Q

Episodic Memory

A

Personally relevant events
ENCODED BY HIPPOCAMPUS
Example:
Other experiences of playing chess

46
Q

Implicit Memory

A

Does not require conscious retrieval
Not necessarily aware or trying to remember
Procedural and classical conditioned

47
Q

Procedural Memory

A

How to do something
Voluntary motor movement, eg kicking a ball
ENCODED BY BASAL GANGLIA
Fine motor movements, eg posture
ENCODED BY CEREBELLUM

48
Q

Classical Conditioned Memory

A

Fear or reflexes
Emotional; fear
ENCODED BY AMYGDALA
Reflexive; involuntary eg. blinking
ENCODED BY CEREBELLUM

49
Q

Hippocampus

A

Encoding if explicit (STM)
- Aids in improving memories, consolidating more stable
- Acts in coordination with amygdala
Damage = recall of memories, although no new memories are formed

50
Q

Amygdala

A

Encoding if implicit (STM)
- Processing and regulating emotional reactions
- Encoding classically conditioned emotional response
- Activated by adrenaline, is released when threatened or excited
Damage = difficulty processing memory and emotional response

51
Q

Neocortex

A

(LTM)
- Processing, storage and retrieval of explicit memories
- Memory disrupted throughout neocortex
- Interacts with hippocampus when retrieving memories spread throughout neocortex

52
Q

Basal Ganglia

A

Implicit (STM)
- Encodes motor components of implicit procedural memories
- Includes voluntary motor movements, picking up a pencil
Damage = people with Parkinson’s disease

53
Q

Cerebellum

A
  • Encodes and stores implicit procedural memory
  • And classically conditioned simple reflexes
    Overtime some procedural memories are sent to neocortex
54
Q

Autobiographical Events

A

Personally lived experiences stored in long term memory
- Activates both semantic and episodic

55
Q

Retrieval of Autobiography Events

A

LTM is back to STM (consciously aware)
Example: Memory of a party
Hippocampus (retrieval) Episodic - Conversations at the party, taste of the cake, feeling of being happy

Temporal lobes (retrieval) Semantic - Location of party, what music was played, the flavour of the cake

56
Q

Constructing Possible Imagined Futures

A

Hypothetical experiences + possible situations.
Example: planning what to wear tomorrow at a semi-formal party
Episodic - Recalling memory of receiving compliments last time you wore a particular outfit

Semantic - Understanding what semi-formal means, knowing what to wear on a hot day

57
Q

Alzheimers Disease

A

Is a neurodegenerative disease that is characterised by memory decline

58
Q

Alzheimers Symptoms

A
  • Decrease in cognitive functions
  • Personality change + mood and emotions
  • Frequently becoming confused or disoriented
  • Difficulty with language and communication
59
Q

2 types of lesions, damaged tissue

A
  1. Neurofibrillary tangles
  2. Amyloid plagues
60
Q

Neurofibrillary tangles

A

Abnormal build-up of protein inside the neuron
TANGLES = NO SIGNAL = DEATH OF NEURON

61
Q

Amyloid plaques

A

Are resulted in an abnormal build-up of beta-amyloid protein between the synapses of neurons

62
Q

Alzheimers effect on semantic and episodic memory

A

Explicit memories are affected
- lacking the capacity to draw on semantic and episodic memories in order to plan for the future, creating new scenarios

63
Q

Aphantasia

A

When people lack the ability to generate mental imagery
Example:
Thinking about an apple and describing what it looks like but not creating a mental image of it

64
Q

Mental Imagery

A

Visual representation and experiences of sensory information without the presence of sensory stimuli

65
Q

Mnemonics

A

Improve your encoding and therefore retrieval
Written Cultures:
- Acronyms
- Acrostics
- Method of Loci

66
Q

Acronyms

A

Pronounceable word where each letter of the word is the first letter of a sentence
Example:
QANTAS
ANZAC
NASA

67
Q

Acrostics

A

Sentence or poem where the first letter of items create the sentence
Example:
NESW: Never Eat Soggy Weatbix

68
Q

Method of Loci

A

Memory associations between the environment and the target words that need to be remembered
Example:
House –> Mental image of a room
–> Associate term switch a different aspect

Psychology UNIT 3 and 4 (11 decks)

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