Term
|
Definition
| enduring change in potential behavior that results from experience |
|
|
Term
|
Definition
| EC Tolman & rats in maze: learning we don't see until reinforcement is available |
|
|
Term
|
Definition
| umbrella for pavlovian or operant conditioning: learning by making association bt 2 stimulus events |
|
|
Term
|
Definition
| classical conditioning: neutral stimulus paired with stimulus yielding unconditioned response, until neutral stimulus-->CR. rarely occurs on conscious level |
|
|
Term
|
Definition
| learning an association bt one's behavior and its consequence (reinforcement or punishment) |
|
|
Term
|
Definition
| depends on certain type of perceptual experience at certain developmental time. for ex language learning |
|
|
Term
|
Definition
| UCS= meat powder UCR= salivate CS= experimenter, later bell |
|
|
Term
| which is more intense: UCR or CR? |
|
Definition
|
|
Term
|
Definition
| process of learning to associate CS with UCS- each presentation of the two is called a trial. easier when CS more salient, more intense, more contingent, presented just before UCS |
|
|
Term
|
Definition
| CS presented just before UCS and held until UCS ends |
|
|
Term
| simultaneous conditioning |
|
Definition
| CS and UCS presented at same time for same amnt of time |
|
|
Term
|
Definition
| CS presented and ends just before UCS presented |
|
|
Term
|
Definition
| UCS presented just before CS |
|
|
Term
|
Definition
| garcia effect: rats and saccharin/radiation; common for those who underwent chemo/radiation therapy; evolutionarily designed to avoid dangerous food |
|
|
Term
|
Definition
| make sense evolutionarily: most intense are to animals, lightning, heights- no car phobias |
|
|
Term
|
Definition
| tendency to revert to instinctive behaviors- raccoons rubbing poker chips together, easier to teach dog than monkey to go outside the house |
|
|
Term
|
Definition
| only learn associations that make sense: taste-illness>taste-shock, audio/visual-shock>audio/visual-illness |
|
|
Term
|
Definition
| pav: CR eliminated through presentation of CS w/out UCS; op: discontinuation of reinforcement |
|
|
Term
|
Definition
| reappearance of a CR after extinction has happened- much faster learning than first time |
|
|
Term
|
Definition
| organism responds to stimuli similar to CS, w/out being conditioned to each similar stimulus (war vet dives for cover when car backfires) |
|
|
Term
|
Definition
| takes time. process by which responses restricted to specific stimuli- vet learns not to dive when noise not accompanied by whizzing bullets |
|
|
Term
| second order conditioning |
|
Definition
| learned association bt 2 conditioned stimuli that occurs following conditioning to CS1 with UCS. we have ∞ capacity to make associations bt events |
|
|
Term
|
Definition
| thorndike- foundation operant conditioning- behavior followed by reinf strengthens behavior, followed by punishment weakens |
|
|
Term
| response strengths or response selection? |
|
Definition
| skinner realized reinfor doesnt just strengthen but selects and guides behavior. rats press bar bc effective, ineffective actions have been abandoned |
|
|
Term
|
Definition
| most common measure of operant behavior is its rate. chart recording operant responses over time- response rate ^-->slope ^ |
|
|
Term
|
Definition
| stimulus that controls response by signaling availability of reinf- light over rat's bar |
|
|
Term
| types of reinf/punishment |
|
Definition
|
|
Term
|
Definition
| learning that takes place when organism performs response that will terminate an aversive stimulus |
|
|
Term
|
Definition
| learned response to discriminative stimulus (warning) allowing organism to avoid aversive stimulus |
|
|
Term
|
Definition
| stimulus that satisfies viologically based drive/need (hunger, thirst, sleep); parental contact |
|
|
Term
|
Definition
| stimulus takes on reinf properties after association w/ primary reinf- money-->food |
|
|
Term
| continuous reinf schedule |
|
Definition
| presentation of reinforcer for each occurrence of behavior. almost always yield highest rate of acquisition of new behavior |
|
|
Term
| partial reinforcement schedule |
|
Definition
| reinforces behavior on a schedule- ratio or interval scale. yields persistent/enduring behavior (partial reinf effect) |
|
|
Term
| ratio schedule/interval schedule |
|
Definition
| ever x times; reinf for 1st behavior after certain amnt time passed |
|
|
Term
|
Definition
| reinforcement provided after an avg # of times- occurence between reinf varies- produce high response rates, no post-reinf pause |
|
|
Term
| variable interval schedule |
|
Definition
| after avg amnt of time (assuming behavior happened)- produces more steady presistent behavior than fixed interval |
|
|
Term
|
Definition
| technique where responses increasingly similar to desire behavior are reinf step by step (cat standing story, child learning to speak) |
|
|
Term
|
Definition
| learned behavior by observing someone else- basket weavers |
|
|
Term
|
Definition
| presentation of a stimulus following a response-->decrease in strength/frequency of response. doesn't always have lasting results |
|
|
Term
| side effects of punishment |
|
Definition
| punisher or place of punishment becomes controlled stimulus for fear/anger |
|
|
Term
| differences between pav & operant |
|
Definition
| pav: responses reflexive, change in emotional/motivational state; op: responses voluntary, decisions |
|
|
Term
|
Definition
| when both pav and operant are involved- "theory of avoidance learning" |
|
|
Term
|
Definition
| pav: conditioned fear to medicinal odors; op: avoidance response maintained by neg reinforcement |
|
|
Term
| cognitive learning theory |
|
Definition
| theoretical perspective-study role of thinking and memory processes in learning- stress active participation in learning |
|
|
Term
| cognitive perspective of pavlov |
|
Definition
| CS not associated just bc occur together- CS provides info about UCS that individual retrieves and uses |
|
|
Term
|
Definition
| a second stimulus provides no new info- does not become a CS |
|
|
Term
| observational learning steps |
|
Definition
| 1) attention drawn to modeled behavior 2) store mental representation of behavior in memories 3) if actions reinforced, add behavior to repertoire of responses |
|
|
Term
|
Definition
| perceiving/categorizing/organizing info so can be stored and easily recalled |
|
|
Term
|
Definition
| process by which encoded material retained over time in memory |
|
|
Term
|
Definition
| process by which stored info is accessed- the more effort put into storage, the easier to retrieve |
|
|
Term
|
Definition
| large capacity- brief impressions from an of sense are stored fleetingly- holds impressions of sensory stimuli just until important aspects transferred to short-term |
|
|
Term
|
Definition
| immediate recollection of stimuli- about 20 seconds or 5-9 items |
|
|
Term
|
Definition
| infinite capacity, yrs duration |
|
|
Term
|
Definition
| visual- brief afterimage or original stimulus pattern- 0.5 seconds |
|
|
Term
|
Definition
| auditory- filters important sounds into short term memory- 2-3 seconds |
|
|
Term
|
Definition
| info recalled better if heard rather than seen- bc echoic memory longer |
|
|
Term
|
Definition
| repeating info to keep it in short term memory |
|
|
Term
|
Definition
| grouping items into longer meaningful units to make easier to remember |
|
|
Term
|
Definition
| most info in stm is in acoustic form- for ex recalling name of suddenly appearing bird rather than its image |
|
|
Term
|
Definition
| recall for skills- automatic, unconscious |
|
|
Term
|
Definition
| recall of specific facts- established quickly, but vulnerable to forgetting |
|
|
Term
|
Definition
|
|
Term
|
Definition
| general, nonpersonal knowledge about meaning of facts/concepts |
|
|
Term
|
Definition
| photographic memory- more common in children |
|
|
Term
|
Definition
| associating diff points on a mental trip with aspects you need to remember |
|
|
Term
|
Definition
| involves repeatedly rehearsing info w/out attempting to find meaning |
|
|
Term
|
Definition
| using mnemonic devices- connecting info to something already learned |
|
|
Term
|
Definition
| easier to remember things when associated w/ specific cues- experiment with fill in the blanks: craik/tulving |
|
|
Term
|
Definition
| tests subject's ability to reproduce info previously exposed to- fill in the blank, essay |
|
|
Term
|
Definition
| tests ability to recognize whether had bene previously exposed- mult choice, t/f |
|
|
Term
|
Definition
| measuring how quickly can relearn mterial that was learned before- performing same task again, presumably better each time (nonsense syllables) |
|
|
Term
|
Definition
| nonsense syllables, forgetting curve |
|
|
Term
|
Definition
| memorizing material by rehearsing info after it has already been learned |
|
|
Term
| explicit memories; implicit memories |
|
Definition
| recalled through conscious effort; unavailable to consciousness but contribute to explicit: sense of familiarity |
|
|
Term
|
Definition
| false memories: mother's death, lost in a mall experiment, car crash questionnaire |
|
|
Term
|
Definition
| conceptual frameworks used to make sense out of information; piaget: mental structures formed to assimilate/organize processed info. sometimes memories distorted to fit schema |
|
|
Term
|
Definition
| presentation of misleading info leads ppl to remember incorrectly |
|
|
Term
|
Definition
| memory aided when subj is in same context/physiological state- bar buddies |
|
|
Term
|
Definition
| vivid recall for event associated w extreme emotions-not necessarily more accurate, but we are more confident in their accuracy |
|
|
Term
|
Definition
| neurochemical/anatomical changes in brain that encode memories- fades over time |
|
|
Term
| decay theory of forgetting |
|
Definition
| impossible to prove: would have to ensure that no activity interferes between learning and recall |
|
|
Term
|
Definition
| new info interferes with recall of earlier info- distracted while running to phone |
|
|
Term
|
Definition
| old info disrupts memory for later learning- similarity of info ^ interference |
|
|
Term
|
Definition
| tendency to remember items at beginning/end of series |
|
|
Term
|
Definition
| freud; active process involving prefrontal cortex and inhibition of hippocampal activity |
|
|
Term
|
Definition
| memory deficits caused by altered physiology of brain: accidents, illnesses, retrograde amnesia, anterograde amnesia |
|
|
Term
|
Definition
| loss of details that occurred prior to brain trauma- often return gradually, older coming back first; reflects temporary loss of access, not destruction; affects declarative/episodic |
|
|
Term
|
Definition
| loss of info processed after trauma by injury or alcoholism; HM & removed hippocampus- still had procedural |
|
|
Term
|
Definition
| Icircadian rhythms) natural variations in bio functions/hormonal activity/temp/sleep- cycle every 24 hrs, have to reset bc don't exactly match light/dark patterns |
|
|
Term
|
Definition
| in hypothalamus, controls biological clock |
|
|
Term
|
Definition
| EEG- measures activity of cortex- showed there's activity during sleep, we're not just inactive- doesn't localize, just brain wave patterns |
|
|
Term
|
Definition
| rapid eye mov't: no body mov't, true stage, 5-40 minutes, dreaming, esp imp for mental function |
|
|
Term
|
Definition
| on EEG- awake, alert: low amp, high freq; relaxed, drowsy: high amp, slow freq |
|
|
Term
|
Definition
| transition, 5-15 min; low freq, low amp (theta) waves; easily awakened |
|
|
Term
|
Definition
| true sleep, 20-40 min; sleep spindles, k complex; can't be aroused by slight sounds |
|
|
Term
|
Definition
| brief bursts of brain activity in stage 2 |
|
|
Term
|
Definition
| low freq, high amp wave in response to external stimulus in stage 2 |
|
|
Term
|
Definition
| transition stage, 5-10 min; 20% delta waves; slow breathing, pulse |
|
|
Term
|
Definition
| low freq, high amp waves in stage 3 & 4 |
|
|
Term
|
Definition
| true sleep, 20-40 min; dominated by delta, almost no eye movt; difficult to arouse; important for physical restoration |
|
|
Term
| sleep changes throughout life |
|
Definition
| amnt time sleeping decreases, amnt of time outside REM ^, late in like stage 4 disappears |
|
|
Term
|
Definition
| neural circuits controlling arousal/alertness-awakens, responsible for awakened state |
|
|
Term
|
Definition
| serotonin-containing neurons active during sleep, inhibits RAS to promote sleep onset |
|
|
Term
| neurotransmitters of sleep/awake |
|
Definition
| norepinephrine/acetylocholine; serotonin/adenosine |
|
|
Term
|
Definition
| to avoid predation- prohibits org from interacting w environment when not suited to function adaptively (man has bad night vision, grazing animals don't sleep a lot) |
|
|
Term
|
Definition
| body uses sleep to repair itself- exercise ^ slow-wave sleep time |
|
|
Term
|
Definition
| body persistently tries to return to REM after deprived of it |
|
|
Term
|
Definition
| most common insomnia- related to stress: loss of a job, death/illness, relationship etc |
|
|
Term
|
Definition
| long lasting sleep loss, usually associated w anxiety/depression |
|
|
Term
|
Definition
| irregular breathing during sleep |
|
|
Term
|
Definition
| a dyssomnia, unrelenting daytime sleeping, intrusion of REM into awake, 2-6X/day, treated w med & behavior theories |
|
|
Term
|
Definition
| person awakes from stage 4, no recollection |
|
|
Term
| circadian rhythm sleep disorder |
|
Definition
| sleep patterns don't match schedule in life- depressed child who slept 7am-4pm |
|
|
Term
|
Definition
| strange set of events during sleep- stage 4 |
|
|
Term
| activation synthesis model |
|
Definition
| j allen hobson- certain neural circuits activated in day, others randomly while asleep- brain tries to place all into coherent schema |
|
|
