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Definition
| Relatively permanent change in behavior that occurs at the result of experience. |
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| learning about a single stimulus |
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| nonassociative learning that is characterized by a decresed behavioral response to an innocuous stimulus |
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| an increase in a behavioral response to an intense stimulus |
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| learning relationships among events |
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| a learning process in wh ich a preiously neutral stimululs becomes associated with another stimulus through repeated pairing with that stimulus |
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| an innate or unlearned response elicited by the ucs |
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| learning that the cs no longer predicts the ucs |
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| the original cr returns as time passes following extinction |
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| second order conditioning |
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Definition
| a cs comes to produce a cr despite never haveing been paired with a ucs |
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| the more similar the new stimuli are to the original cs the more likely they are to evoke the conditioned response |
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| a reaction to differences |
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| the ability of a cs to increase the probability or magnitude of a behavioral response |
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| the ability of a cs to decrease the probability or magnitude of a behavioral response |
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| instrumental conditioning |
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Definition
| certain responsess are learned because they operate on or affect the environment |
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| selects from a set of random responses only those that are foloowed by positive consequences |
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| the process whereby the delivery of an appetitive stimulus or the removal of an aversive stimulus increases the probability of a behavior |
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| a behavior that produces an appetitive stimulus |
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| behavior prevents an aversive stimulus |
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| the process by which delivery of an aversive stimulus or the removal of an appetitive stimulus decreases the probability of a behavior |
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| behavior prevents an appetitive stimulus |
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| reinforcing only variations in response that deviate in the direction desired by the experimenter |
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| a stimulus that has been consistently paired with a primary reinforcer |
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Definition
| reinforcement depends on the number of responses the organism makes |
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Term
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Definition
| the number of responses that have to be made is fixed at a particular value |
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| the organism is still reinforced only after making a certain number of responses but that number varies unpredictably |
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| reinforcement is available only after a certain time interval |
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Definition
| the organism is reinforced for it's first response after a certain amount of time has passed since its last reinforcement |
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| variable interval schedule |
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| reinforcement still depends on a certain interval having elapsed but the interval's duration varies unpredictably |
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| a mental representation of the layout of the maze |
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Definition
| a long lasting decrease in synaptic transmission at synapses in teh cerebellar cortex |
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| persistent increase in synaptic transmission |
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Definition
| changes in the morphology and or physiology of synapses involved in learning and memory |
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| when environmental information is translated into and stored as a meaningful entity |
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| when stored information is maintained over time |
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| when you attempt to pull from your memory information that you previously encoded and stored there |
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Definition
| we are asked whether we have seen a particular item before |
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Definition
| we have to produce the memorized items using minimal retrieval cues |
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Definition
| if we associate different items with the same cue, when we try to use that cue to retrieve one of the items (the target item) the other items may become active and interfere with our recovery of the target |
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Definition
| a mild electric current applied to the brain produces a brief epileptic-like seizure and momentary unconsciousness |
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| a vivid and relatively permanent record of the circumstances in which one learned of an emoitionally charged significant event. |
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| a profound inability to remember day-to-day events and hence to acquire new factual information |
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| inability to remember events that occurred prior to the injury or disease |
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| facilitation by prior exposure to a stimulus |
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| virtually no one can recall events from the first years of life, even through this ist he time when experience is at its richest |
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| memory of personal episodes |
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| memory of facts and general truths |
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| memory constructive and reconstructive process |
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| the memory for an event can and does depart systematically fromt he objective reality that gave rise to it, both at the time it is formed (via constructive processes) and then later over time (via reconstructive memory) |
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| what is perceived formst he basis for the initial memory; therefore, if what is originally percerived differs systematically from the objective world, the perceivers initial memory--and probably later memories as well--of what happenend will likewise be distorted |
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| the objects had to eventually be more focused for the observers to recognize them in the VOF condition than in the MOF condition |
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| post-event memory reconstruction |
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Definition
| we may add new information that is suggested to us by others |
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| mental representations of a class of people, objects, events or situations. |
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| personality traits or physical attributes of a whole class of people |
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| useful for connecting pairs of unrelated items |
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| a well know mnemonic system |
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| we start with a thought somehow translate it into a sentence and end up with sounds that express the sentence |
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| the comprehension of language |
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Definition
| we start by hearing sounds attach meanings to the sounds in the form of words combine the words to crate a sentence and then somehow extract meaning from it |
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| a multilevel system for relating thoughts to speech by means of word and sentence units |
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| discrete speech categories |
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| any small linguistic unit that carries meaning |
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| inculde what are commonly referred to as articles an prepositions |
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| a word can be viewed as the name of a concept and its meaning is the concept it names |
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| sentences as well as phrases |
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| can be divided into a subject and a predicate (a description) |
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| gives the predicate of the proposition |
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| deals with the relationships between words in phrases and sentences |
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| a patient with damage to Broca's area |
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| a patient with damage in Wernicke's area |
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| apply words to neighboring concepts |
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| who primarily have problems in retrieving and recognizing words |
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| the stream of sentences that we seem to "hear in our mind" |
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| images particulary visual ones that we can "see" in our minds |
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| represents an entire class it is the set of properties that we associate with a particular class |
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| the process of assigning an objet to a concept |
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| properties that describe the best examples of the concepts |
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| the properties that are most important for being a member of a concept |
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| the level at which we first cateog |
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| it is impossible for the ocnclusion of the argument to be false if its premises |
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| rules that are less abstract and more relelvant to everyday problems |
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| setting up a concrete representation of the situation |
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| it is improbable that the conclusion is false if the premises are true |
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| a short-cut procedure that is relatively easy to apply and can often yield the correct answer but not inevitably so |
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| estimated the similarity of the specific case to the prototype of the concepts |
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Definition
| people estimate the probability of a situation by the strength of the causal connections between the events in teh situation |
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Definition
| rotating the image of the letter in their minds |
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Definition
| we can think of our images as occurring in a mental medium whose grain limits the amount of detail we can detect in an image |
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Term
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Definition
| though not blind these patients ignore everything on the left side of their visual field |
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Definition
| we set up subgoals that when obtained put us in a state that is closer to our goal |
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Term
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Definition
| we compare our current state to the goal state in order to find the most important difference between them, and eliminating this difference becomes our main subgoal |
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Definition
| we reason from the goal to a subgoal, from that subgoal to another subgoal, and so on |
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| difficulty with the problem presumably because they represented the box as a container not as a platform |
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