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| relatively permanent change in organisms' behavior due to experience |
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| learning that certain events go together |
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| process of learning association |
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| three main types of learning |
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| classical conditioning, operant conditioning, observational learning |
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| type of learning in which a stimulus acquires the capacity to produce a response that was originally produced by another stimulus |
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| a stimulus that naturally triggers a response |
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| the unlearned, naturally occuring response to the UCS |
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| learned response to a previously neutral CS |
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| previously neutral stimulus that after association with an UCS comes to trigger a response |
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| the initial stage of learning, during which a response is established and gradually strengthened |
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| the reappearance of an extinguished CR |
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| tendency for stimuli similar to the CS to evoke the CR |
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| learned ability to distinguish b/n a CS and other stimuli |
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| developing aversion to certain tastes when you become ill shortly after experiencing that taste |
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| type of learning in which behavior is strengthened if followed by a reinforcer or weakened if followed by a punisher |
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| anything that strengthens behavior and makes it more likely to occur; if something is added |
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| anything that weakens a behavior and makes it less likely to occur; when something is taken away |
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| procedure in which reinforcers gradually guide organisms' actions toward desired behavior |
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| reinforce desired response every time it occurs; learning and extinction rapid |
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| reinforce desired response only sometimes; learning is slower; more resistant to extinction; 4 types |
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| reinforces response after set # of responses |
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| reinforces response after unpredictable # of responses |
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| reinforces response after set amount of time has passed |
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| reinforces response after unpredictable amount of time passes |
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| the desire to perform a behavior for its own sake |
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| desire to perform a behavior to get a reward or avoid a punishent |
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| learning that occurs through watching others |
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| the process of observing and imitating a specific behavior |
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| processes that allow us to record, store, and retrieve experiences and information |
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Definition
| encoding, storage, and retrieval |
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| getting info back out of memory |
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| the more deeply we process info, the better we remember it |
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| levels of processing theory |
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| shallow level of encoding |
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| intermediate level of encoding |
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| deepest level of encoding |
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| process of repeatedly verbalizing or thinking about info |
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| focusing on the meaning of the info and trying to expand on it |
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| creation of images to represent items that need to be remembered |
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| encoding info using multiple codes enhances memory |
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| mlinks things to be remembered with specific places so that places can be used as memory cues |
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| forming a word out of the first letters of words you want to remember; ex. ROY G. BIV |
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| forming a phrase in which the first letter of each word serves as a memory cue |
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| use computer metaphor to explain memory |
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Definition
| information processing theorists |
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Term
| Atkinson and Shiffrin's model of memory |
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Definition
| sensory, short-term, long-term |
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| holds incoming sensory info for less than a second; without attention, fades very quickly |
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| temporarily holds limited amount of info; can hold for a max of ~20 sec. |
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| limited capacity system that temp. stores and PROCESSES info |
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| unlimited capacity storage area that holds info over long periods of time |
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| detailed and vivid recollections of momentous events |
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| memory for skills and actions; usually automatic, effortless to recall; conscious effort may reduce recall |
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| memory for factual info; recall takes some effort |
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| types of declarative memory |
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| memory for general factual knowledge; not dated |
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| memory for personal experiences; dated memories of specific events |
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| accessing info that has been stored in memory |
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| must reproduce info w/o any extra cues |
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| must select previously leanred info from list of options |
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| must learn info once, let time pass, then learn info again |
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| developed first intelligence test in 1905 |
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| updated intelligence test in 1916 |
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| (mental age/actual age) X 100 |
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| consistency of scores from one testing to the next |
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| genetically determined limits on intelligence |
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| central executive, phonological loop, visual sketchpad, episodic buffer |
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| memory is enhanced when conditions during retrieval match conditions during encoding |
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Definition
| encoding specificity principle |
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| easier to remember something in the same environment as where you encoded it |
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| memory is enhanced when our internal state at encoding matches our internal state of retrieval |
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| we tend to recall things that match our current mood |
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| ability to recall item influenced by the item's position in the series to be remembered |
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| superior recall of items from beggining of list; due to first words getting more rehearsal and moving to LTM |
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| superior recall for words at the end of the list; due to last words still being in STM; only happens when recall is immediate |
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| organized framework of knowledge about an object or event; help encoding by organizing info making it easier to recall |
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| recall of events can be altered by introducing misleading information |
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| process of determining the origins of your memories |
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| information never was stored well to begin with; one reason forgetting occurs |
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| forgetting occurs because memory fades with time |
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| ineffective encoding, decay, storage problem |
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| forgetting occurs because of competition from other information |
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| forgetting information because we don't want to remember it |
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| memory loss that usually occurs after head trauma or injury, illness or disease, or psychological trauma |
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| loss of memory for events that happened before illess/injury |
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| inability to form memories after the injury |
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