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| Any relatively durable change in behavior or knowledge that is due to experience |
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| Behaviors followed by desirable consequences are more likely to be repeated |
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| reinforcement contingencies |
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| the circumstances or rules that determine whether responses lead to the presentation of reinforcers (hungry rat) |
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| establishes operant responses, consists of reinforcement of closer and closer approximation of a desired response |
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| cues that influence operant behavior by indicating the probable consequences of a response |
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| inherently reinforcing because they satisfy biological needs |
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| events that acquire reinforcing qualities by being associated with primary reinforcers(money goods grade flattery) |
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| when an animals innate response tendencies interfere with conditioning processes |
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| 4 processes in observational learning |
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| attention, retention, reproduction, motivation |
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| Worse for evens before the injury. Events from long ago are more likely to be safe. |
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| A memory that binds contextual details to time to create a coherent episode |
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| A feeling of previous experience in time often lacking in contextual details |
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| he banged his head -> epilepsy -> temporal lobectomy -> ability to form and hold new memories was limited to about 20 seconds & limited past memories |
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a persistent anterograde amnesia as a result of brain injury following meningitis
his ability to perform at normal levels on some tests of recognition, despite his consistent deficit on tests of recall |
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Versed: Very strong but shorting acting
Roofies
Ambien: short term memory loss |
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| memory test, compare speed of original learning to the speed of relearning |
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| the scientific study of thinking and thought processes |
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| behavioral perspective on learning and the three kinds |
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observable stimuli and responses
classical and operant and observational |
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| Cognitive perspective on learning |
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| hypothetical mental entities |
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| Extinction (and in CC terms) and is it gone? |
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the gradual weakening and disappearance of a conditioned response tendency
when the cs without the US, it eventually stops eliciting the R
no |
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| skinners view on behavior |
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| behavior is a product of our environment |
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| Skinner's theory and define |
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operant conditioning (expanded law of effect)
A type of learning in which organisms behave in ways that result in consequences |
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Operates (acts) on environment
Produces consequences |
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| any event that strengthens the behavior that it follows |
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| Punishment: positive and negative |
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+ An addition of aversive stimulus
- subtraction of desirable stimulus |
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focus on one message and ignore the rest
ex reading |
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focus on multiple messages simultaneously
driving and talking and etc. |
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colin cherry's study
listened to two stories, attempt to attend to only one message.
pitch and volume helps in divided attention
shadowing: repeating the message heard
cocktail effect |
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broadbent
early selection model
Sensory memory Filter detector short term memory
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| Problems with the filter theory |
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Loss of information occurs early
People can hear their own name
Physical attribution can trigger a switch, not semantics
People continued shadowing study to other ear for awhile |
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| visual search and the two types of it's processing |
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looking for a target
High ecological value
Allows investigation of how complex scenes are perceived
serial and parallel processing
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| a target stimulus is defined not by any single visual feature, but by a combination of two or more features. This behavior is as if the subject were forced to examine each item in the search array one at a time before deciding whether or not it was the search target |
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| selection of stimuli for final processing doesn’t occur until after the information has been analyzed for it meaning |
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initial stage of learning something, depends on stimulus contiguity, the occurrence of stimuli together
the creation of an association |
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| when someone that’s has learned a response to specific stimulus responds in the same way to new stimuli that are similar to original stimulus |
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| when an organism has learned a response to a specific stimulus does not respond in the same way to new stimulus does not respond in the same way to new stimuli that are similar to the original stimulus |
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| Associate a desirable UCS and pair it with CS |
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| higher order conditioning |
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A conditioned stimulus functions as if it were an unconditioned stimulus
Trial: in classical, any presentation of a stimulus or pair of stimuli |
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| Top down processing and learning |
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| expectations can influence what we learn and rememeber in a given situation |
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rat maze/operant: The act of learning happens...
cognition is important why? |
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...because of consequences
consequences drive whether we demonstrate that learning |
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| Still learning, but no motivations to make learning apparent |
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| Albert Bandura’s experiments |
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Kid observes parent’s behavior and consequences
Stores mental representation
Likelihood of replicating behavior based on observed consequences |
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| observational learning and media violence |
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increased aggression after watching adult violent mode/violent programming
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Spanking tends to lead to increased levels of aggression in kids.
How can observational learning explain this? Shows they can be aggressive |
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| cognitive factors in observational learning |
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Watching aggressive behavior in person or on TV impacts later aggressive behavior
Consequences impact likelihood of repeating behavior
Media and violence |
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| short term duration and capacity |
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Duration: ~ 30 seconds
Capacity: 7+/- 2 |
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| Baddeley’s working memory model |
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Central executive
Phonological loop
Visouspatial Sketchpad
(episodic buffer ) |
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Temporarily maintains acoustic information.
Divided into 2 parts:
Phonological store: tape loop – 2 second memory
Sub-vocal rehearsal process: inner speech*?*
Articulatory suppression |
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Temporarily maintains visual and spatial info
From memory or perception
Working memory: visuspatial sketchpad |
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The boss of working memory
Duties:
Shifts in attention
Plans cognitive tasks
Integrates information from LTM
Initiates retrieval and decision processes
Coordinates the slave systems |
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| binds together the various part of a meaningful experience |
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| levels of processing principle |
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| how easily you retrieve a memory depends on the number and typos of associations you form |
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| encoding specificity (principle) |
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Similarity between encoding and retrieval conditions
the associations you form at the time of learning will be the most effective retrieval cues |
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| Lots of research shows that deep processing leads to the best retention |
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| Craik & Tulving’s levels of processing study |
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subjects study words with 3 tasks
lowercase, rhyme, category
Meaning matters, the more meaningful something it is the better
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| Stoff & Eagle’s study time/strategy study |
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subjects sees words for 1 or 3 seconds
Ss said words over and over or formed associations
Associations are best |
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| Encoding specificity factors |
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| physical state and context |
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| Godden & Baddeley’s SCUBA diver study |
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Physical context
boat study.
best was boat to boat |
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| Goodwin et al.’s alcohol & memory study |
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Retrieval factor: physical state
learning sober or intoxicated
Recall: sober vs. intoxicated |
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| several choices and asked to select the correct one |
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| to produce a response without cue |
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| receive significant hints about the material |
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| recognition, free recall, cued recall |
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| Cannot remember events prior to brain damage |
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cannot later remember events that occur after brain damage
short term memory loss
unable to form new memories
time deficit varies |
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| Involvement of the hippocampus |
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Forming new memories
Retrieving old ones
Tying context to semantic facts to create episodes
Context: Details pertaining to time
Semantics: Facts independent of time |
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You can Declare or say outright things that are contained within them. (explicit)
Semantic, Episodic |
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You cannot declare or say things in them. (implicit)
Priming, procedural, conditioning |
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| Relating to Knowledge or Facts often independent of time. Might be referred to as encyclopedic in nature |
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| Representing episodes of time in life |
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| People respond faster to an item if it was preceded by an item with similar meaning. Priming is intact with amnesia |
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| memory of skills and procedures, or "how to" knowledge |
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| Delayed Conditioning and amnesia |
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Impaired in Korsakoff’s amnesics
Intact in Medial Temporal Lobe Amnesics |
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| Trace Conditioning and amnesia |
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| Impaired in Temporal Lobe Amnesics: Impaired in Medial-Temporal amnesics |
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| Recall is disrupted in ____ Amnesia |
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| Korsakoff’s, dissociative, pharmacological |
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If you don’t use a memory it decays (just like habits)
Predicts that older memories should be more decayed than newer memories |
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| problems with decay theory |
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1. Time as an explanation (metal rusts not b/c of time, but because of water)
2. Impossible to test |
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| New memories interfere with older memories |
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| Old memories interfere with new memories |
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| Memory is lost in the system rather than from the system. |
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| Dependence on retrieval cues |
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Memory can be thought of on 2 dimensions
availability and accesibility |
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| the degree to which the memory can be retrieved now |
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| Problem with theory of retrieval cues/failures |
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No matter how much you cue, they won’t get it
Can’t test it |
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| 3 conditions necessary to implant false memories |
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1. plausibility
2. person has to form an image or story
3. Source monitoring breakdown |
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| Reconstructive nature of memory |
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If you are missing details, we fill in using our schemas. Memories are not like a picture
Memory is reconstructive |
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