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Psychology Units 3/4 > UNIT 3: AOS2: How Do People Learn And Remember? > Flashcards

UNIT 3: AOS2: How Do People Learn And Remember? Flashcards

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1
Q

Learning

A

A relatively permanent change in behavior that occurs as a result of experience

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2
Q

Classical Conditioning

A

A form of learning that occurs through repeated association of two different stimuli to produce a naturally occurring response.
Learner is passive.
Learning through association

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3
Q

Before Conditioning

A

1st Stage of classical conditioning, during which the neutral stimulus has no associatoins and does not produce any significant response.

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4
Q

During Conditioning

A

2nd stage of classical conditioning, during which the neutral stimulus is repeatedly paired with the unconditioned response

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5
Q

After conditioning

A

3rd stage of classical conditioning, during which the neutral stimulus becomes the conditioned stimulus, producing a conditioned response.

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6
Q

Neutral Stimulus

A

The stimulus that produces no significant response prior to conditioning

E.g.Pavlovs doggy wogy the rnging of the bell

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7
Q

Unconditioned Stimulus

A

The stimulus that produces an unconscious response

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8
Q

Unconditioned Response

A

A naturally occuring behavior in response to a stimulus

e.g.Pavlov’s dog salivating

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9
Q

Conditioned Stimulus

A

Stimulus that produces a conditioned response after being repeatedly paired with an unconditioned stimulus

eg bell in pavlovas dog

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10
Q

Observational Learning

A

Learning through watching

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11
Q

Operant Conditioning

A

Learning process where the likelihood of a behavior occuring is determined by the consequences of that behavior

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12
Q

Operant

A

A response that occurs on the environment to produce an effect behavior can be strengthened if the consequences are positive and weakened if they are negative

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13
Q

Three Phases of Operant Conditioning

A

Antecedent, Behavior, Consequence

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14
Q

Antecedent

A

Stimulus. Why did the behavior occur? Was there a trigger?

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15
Q

Behaviour

A

The response, what did you do?

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16
Q

Consequence

A

Sways or directs future behaviours

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17
Q

Reinforcement

A

When desirable behaviour is encouraged with the view to strengthen it.

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18
Q

Punishment

A

When undesirable behaviour is discouraged with a view to weakening

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19
Q

Continuous Reinforcement

A

Essential in the acquisition stage but not effective for maintaining meximum response rate.

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20
Q

Partial reinforcement

A

Reinforcing after some responses
Used after the acquisition stage and responses and responses tend to be stronger

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21
Q

Observational Learning

A

A type of social learning that occurs when a learner observes a model’s actions and their consequences to guide their future actions.

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22
Q

In Observational learning,

Learner

A

The individual who oberves, remembers and initiates the actions of the model

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23
Q

In Observational learning,

Model

A

The live, pre-recorded or symbolic person being observed.

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24
Q

In Observational learning,

Attention Stage

A

The learner actively watches the model’s behaviour and the consequences

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25
Q

In Observational learning,

Retention Stage

A

When the learner stores and retains a mental representation of the model’s behaviour

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26
Q

In Observational learning,

Repreduction Stage

A

The learner’s physical and mental capabilities enable them to perform the behaviour

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27
Q

In Observational learning,

Motivation

A

The learner’s desire to perform the behaviour

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28
Q

In Observational learning,

Reinforcement

A

Recieving a reward or desirable factor that increases the likelihood that the learner will reproduce the behaviour in the future

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29
Q

Stages of Observational Learning.

A

Attention, Retention, Reproduction, Motivation and Reinforcement

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30
Q

Differences between Classical Conditioning and Operant Conditioning

A

CC is involuntary and unconscious.
In CC, Learner is passive, and consequences are irrelevant and do not change the likeihood of a behaviours occurance.

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31
Q

Similarities between Observational Learning and Operant Conditioning

A

Both Voluntary, and conscious.
Both have active learner.
Both have important consequences.

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32
Q

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.

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33
Q

Country

A

Traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional and intellectual connections to and within it.

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34
Q

How is knowledge shared by Indigenous Australians?

A

Knowledge is embedded in Country, and shared across generations through oral narrative, symbols and imagery.

35
Q

8 Ways of Learning

A

Story sharing
Learning Maps
Non-Verbal
Symbols and images
Land Links
Non Linear
Deconstruct/Reconstruct
Community Links

36
Q

Memory

A

Active processing system that encodes, stores and recovers information when required.
-Consists of Sensory, Short Term and Long Term

37
Q

Information Processing Model

A

Encoding, Storage and Retrieval

38
Q

Encoding

A

Converting information into a useable form of storage

39
Q

Storage

A

Retaining information over time for future use

40
Q

Retrieval

A

Accessing previously stored information for use

41
Q

Atkinson-Shiffrin Model of Memory

A

Sensory, Short Term, Long Term

42
Q

Sensory Memory Function

A

Holds information very briefly as an exact replica.

43
Q

Sensory Memory Capacity

A

Unlimited

44
Q

Sensory Memory Duration

A

0.2- 4 seconds

45
Q

Short Term Memory Function

A

We hold whatever we are paying attention to in our STM.
First point where we try to add meaning and manipulate material in our consciousness.

46
Q

Short Term Memory Capacity

A

5-9 or 7+-2

47
Q

Short Term Memory Duration

A

18-30 Seconds

48
Q

Long Term Memory Function

A

Memory is converted into a meaningful form of storage so it can be kept and used whenever we retrieve it.

49
Q

Long Term Memory Capacity

A

Unlimted, as long as you can retrieve it.

50
Q

Long Term Memory Duration

A

Unlimited. Can take 30 mins to be consolidated.

51
Q

Types of Sensory Memory

A

Iconic, Echoic

52
Q

Iconic Memory

A

Information from eyes.
0.2-0.4 duration

53
Q

Echoic Memory

A

Information from ears.
Duration is longer than iconic at 3-4 seconds

54
Q

How to increase the capacity of our short term memory?

A

Chunking

55
Q

How to increase the duration of our short term memory?

A

Rehearsal

56
Q

Types of Explicit Memory

A

Semantic Memory, Episodic Memory

57
Q

Types of Implicit Memory

A

Procedural Memory, Conditioned Emotional Response

58
Q

Semantic Memory

A

Explicit memory of fact or knowledge about the world

59
Q

Episodic Memory

A

Explicit memory of personally experienced events

60
Q

Procedural Memory

A

Knowledge of skills, habits, actions

61
Q

Conditioned Emotional Response

A

Learned emotional response reaction that occurs in response to a stimulus that you have formed an association

62
Q

Brain Regions that are involved in memory

A

Hippocampus, Amydala, Neocortex, Basal Ganglia, Cerebellum

63
Q

Hippocampus

A

Encodes and stores explicit memories

64
Q

Amygdala

A

Encodes and Retrieves Explicit emotional memories

65
Q

Neocortex

A

Stores explicit memories
Influences attention to creating episodic memories

66
Q

Basal Ganglia

A

Encodes and stores implicit memories

67
Q

Cerebellum

A

Encodes, co-ordinates and stores implicit memories

68
Q

Alzheimer’s Disease

A

Is a type of diementia characterised by gradual widespread degeneration of brain neurons, causing memory loss, a decline in cognitive and social skill and personalitity changes.

69
Q

Amyloid Plaques

A

Proteins that clump and collect between neurons and disrupt cell function

70
Q

Neurofibrillary Tangles

A

Abnormal accumulations of tau protein that collect inside neurons. Associated with the death of brain cells.

71
Q

Retrograde Amnesia

A

The inability to retrieve previously stored episodic and semantic memories

72
Q

Anterograde Amnesia

A

The inability to form new episodic and semantic memories

73
Q

Mnemonic Device

A

Any technique used for improving or enhacing memory

74
Q

Acronym

A

Are formed using a type of ‘chunking’ or grouping procedure. An abbreviation formed from the first letter of each word and pronouced as a single word.

75
Q

Acrostics

A

Involves making verbal associations for items to be remembered by constructing sentences, using the first letters of the information to be remembered.

76
Q

Method of Loci

A

A mnemonic system that commits a familiar location or sequence of locations to memory, then visually links them with information that needs to be recalled.

77
Q

Oral Culture

A

A culture in which information and stories are communicated by word of mouth

78
Q

Sung Narrative

A

A story told through singing, music and dance

79
Q

Dreaming

A

A guide to life and living; not just stories, is it art, songs; written into the land itself.

80
Q

Songline

A

One of many sung narratives of the landscape that weave across Country and enable every significant place in Aborginal Dreaming to be known.

81
Q

Story Sharing

A

Where learning takes place through narrative and story-sharing
For example, sharing Dreaming stories to communicate complex knowledge relating to the natural world and survival.

82
Q

Non-Verbal

A

Sharing knowledge through non-verbal means, including dance, art, and observation.
For example, Traditional dances where the movements reflect the patterns of certain animals.

83
Q

Land Links

A

Where learning and knowledge are inherently linked to nature, land, and Country.

For example, learning about photosynthesis from the plants rather than the book.

Psychology Units 3/4 (4 decks)

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