Unit 4: How You Learn Flashcards
Classical Conditioning
Method of learning in which stimulus is paired with an automatic response after which a second neutral stimulus is introduced. The subject is taught to automatically associate the new stimulus with the response.
Elements of Classical Conditioning
-Neutral Stimulus: Elicits no response before conditioning
-Unconditioned Response: Natural, automatically occurring response
-Unconditioned stimulus: stimulus that naturally and automatically Elicits a response
Conditioned stimulus
Stimulus that triggers a response, which before conditions would not have led to any change in behavior
Conditioned Response
Learned response now associated with a previously neutral stimulus.
Acquisition
When an automatic behavior is paired with a neutral response resulting in a behavior change.
Extinction
If neutral stimulus is repeatedly used without pairing to the automatic response, the conditioned response will begin to fade.
Spontaneous Recovery
After extinction, if conditioned stimulus is again introduced, the response returns.
Generalization
We learn to react in the same way to similar sounds
Discrimination
As we are conditioned, we learn to discriminate between similar stimuli.
Systematic desensitization
Pairs relaxation with your fears
Aversion therapy
Pairs an undesirable behavior with an unpleasant stimulus.
Operant conditioning
Type of associative learning. Understanding that two event are related to one another.
-Positive Reinforcement: Add something to increase behavior
-Negative reinforcement: Take something away to increase a behavior
Secondary/Conditioned reinforcers
linked with primary reinforcer to increase a behavior.
Reinforcement Schedule
-Fixed-ratio Schedule: Reinforcement is administered after a specific number of responses
-Variable-ratio schedule: Reinforcement occurs after an unpredictable number of responses.
-Fixed-Interval Schedule: Reinforcement is given only after certain amount of time has passed.
-Variable-interval Schedule: Reinforcement occurs at an unpredictable time
Social Learning Theory
-Observation: Learner must first observe behavior
-Attention: Learner must have some degree of focused attention on the model
-Retention: Learner must be able to store observed information
-Reproduction: Reproduction makes learning meaningful
-Motivation: Motivation is essential to learning
Modeling
When behavior is observed and imitated.
Pro/Antisocial behavior
Pro social: Kind, uplifting, helpful behavior, considerate of needs/feelings of others
Antisocial: Individual shows little to no regard for feelings or rights of others and has little sense of right and wrong.
Types of Encoding
Acoustic: Takes place when the memory of sounds is stored
-Visual: Transfers information in picture form
-Semantic: When the focus is placed on the meaning of information
Influencers of Encoding:
High Stress Levels, Lack of sleep, Drug use, Lack of motivation
Shallow/Surface processing
Occurs when the basic sensory characteristics of information are encoded
Elaborate processing
When we put meaning and connection behind information
Mnemonics
Create deeper associations with the information
-Chunking: When large piece of info is broken down into smaller, meaningful pieces
-Rhyming: Used to make facts memorable
-Acrostics/Acronyms: When first letter of each word is used to make new memorable word(acronym)/phrase(acrostic)
-Visualization: Transferring information into images helps encode memories
Working Memory
Information that is used and stored for a short amount of time to complete a task and then discarded.
Explicit memories
Information consisting of acts and experiences that we thoughtfully retrieve.
Implicit Memories
Learned skills or association that are classically conditioned
Semantic Memory
Facts and general knowledge (Info for classes)
Episodic Memory
Events you have experienced that are stored and then recalled when you are telling someone about your day.
Priming
Unconsciously activating a component associated with memory
Proactive interference
When you are unable to recall new memories because of the dominance of old memories
Retroactive interference
When new memories make it difficult to recall older information
Infantile Amnesia
Inability to recall information from childhood (First 3 year)
Post-Traumatic Amnesia
Result of trauma or injury to head. Results in retrograde amnesia, or inability to recall experiences directly before even, or anterograde amnesia, an inability to recall info since trauma
Transient Global Amnesia
Loss of memory for less than 24-hours. Usually only happens in middle age and beyond
Dissociative Amnesia
Forgetting specific events/periods of time-related to trauma
Dementia
General Term for degraded memory and thinking skills and is related to many diseases and psychiatric disorders. (Trouble with memory, language skills, and thinking clearly)
