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| long term change in mental representations or associations as a result of experience-result of experience rather than physiological maturation |
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| when a princliple( such as dolphins becoming chatty after given a fish for speaking) is observed over and over again and stands the test of time |
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| provide explanations about the underlying mechanisms involved in learning. Ex: People learn what they pay attention to. A reward increases learning when it makes ppl pay attention to the information to be learned. |
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| observable behaviors or responses ex: tying shoes, solving a subtraction problem, complain about feeling ill to avoid going to school |
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| focus on the THOUGHT processes involved in human learning. Ex: finding relationships b/w addition and subtraction facts, using memory gimmicks to remember French vocab words. |
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| What is the Graph of Human History?? |
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| a timelime of anywhere from 250,000 B.C. to 1500 AD when Galileu invented science ----anything that has happened is on this graph... |
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| thinking impaired to the point where one cannot function normally, unable to reason, make appropriate decisions, or control impulses |
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| brain and spinal cord--coordination center ex: controls what we sense( hear smell taste feel) and how we move our arms and legs |
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| Peripheral nervous system |
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| messenger system-carries info from receptor cells(detect light, sound, chemicals, heat, pressure) to central nervous system to various parts of body(muscles, organs) about how to respond to stimulation |
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| give structure and support to neurons |
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| space where neurons send chemical messages to their neighbors across tiny spaces |
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| provide the means through which the nervous system transmits and coordinates information. |
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| carry incoming info from recoptor cells--peripheral nervous system |
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| integrate and interprate input from multiple locations --central nervous system |
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| send messages about how to behave and respond to appropriate parts of the body--peripheral nervous system |
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| branchlike structures that recieve messages from other neurons |
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| long armlike structure that transmits information on to additional neurons |
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| contain certain chemical substances at the end of tiny branches on the axon |
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| chemicals that signal to the termial buttons |
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| lower part of brain-involved in basic physiological process like breathing, swallowing, sleeping, heart rate. Includes medulla, ons, and cerebellum. |
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| supportive in vision and hearing. Reticular formation is the most important-attention and consciousness. |
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| front and upper portions of the brain. most "mental" action . has celebral cortex(divided into hemisphere) |
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| usuallly in charge of language, reading, and mathematical skills |
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| visual and spatial processing, locating objects in space, percieving shapes, comparing quantitites, drawing and painting, mentally manipulating visual images, recognizing faces and facial expressions |
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when proliferation of synapses comes to a halt- neurons that touch other neurons will survive.
-picks up during brith
-3-12 months- synaptogenesis stops
-2-3 years-synaptic pruning |
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| neurons become specialists-assume duties |
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| If neurons are "unstimulating" and rarely excite their neighbors, they wither and die. --makes our brians more efficent |
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coatin neural axons-speeds up rate with which an elecrtical charge travels along the axon.
-myelin begins to appear around the age of 2 or 3 months
-insulates neurons from eachother
-reduces plasticity( locks in things you learn and makes learing new things more difficult)
-last area to become myelinated is the frontal cortex |
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| limited age ranges in which particular kinds of environmental stiumuli have their greatest impact in aspects of brain development. ex. children who began musical training before age 10 show greater activation in a certain part of their brains than those who began their training at an older age; also learing a new language |
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| brain uses the experiences that human beings encounter in virtually any environment to fine-tune its powers ex:brain can interpret signals from both eyes, but it will restructure itself to compensate for a nonseeing one. |
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| expereince and skills that emerge only when environmental conditions nurture them, and they can presumably emerge at any age. ex. an 85 year old woman changes locations- but quickly figures out how to get to the grocery store, hardware store, ect. to survive. |
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| language learning phenomenon |
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| infants having biologically built in knowledge about the physical world |
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| formation of new neurons-continues through the lifespan of a particular part of the hippocampus-new learning experiences |
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| when newly acquired info and skills seem to need some time to "firm up" in the cortex ex: a person who has a serious head injury often cannont recall things that happened several seconds, minutes, days, or months prior to the injury, whereas memories of long past events remain in tact. |
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| How are human babies born? |
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| Born prematurely so their heads will fit |
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| major time when neurons are formed 50,000 to 100,000 neurons/sec- |
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| neuron migration-crawl into position with aid from glial cells which act as a ladder |
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| neuron death- synaptogenesis-forming new synapses. |
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| S-O-R (stimulus-organism-response) |
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| conditioned by environmental events |
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| proposed that if we were to have complete knowledge of an organism's past experiences and present environmental circumstances, as well as knowledge of any genetic predispostions that the organism might have to behave in certain ways, we would be able to predict the organism's next response with total accuracy |
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| conciseness ex: classical conditioning |
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| a stiumuls to which the organism does not respond in any noticable way--is identified. In the case of Pavlov's dog, the bell was originally a neutral stiumuls that did not elicit a salivation response |
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| Unconditioned stimulus(UCS) |
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| neutral stiumulus is presented just before this one, this one does lead to a response |
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| unconditioned response(UCR) |
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| response to the unconditioned stimulus- responds without having to have learned to do so |
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| conditioned stiumulus(CS) |
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| paired with an unconditioned stiumuls, and now elicits a response |
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| a learned reaction to a conditioned stimulus that occurs because of prior conditioning |
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| brings about the response automatically |
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| associations b/w cetain stimuli are more likely to be made than are association b/w others. ex: associating nausea with a food that instigated it. |
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| classical conditioning occuring when the unconditioned stimulus and the would-be conditioned stimulus are presented approx at the same time |
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| conditioned response disappears |
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| the reappearance of the salivation response after it had previously been extinguished |
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| when learners responds to other stimuli in the same way that they respond to conditioned stimuli in the same way they respond to the conditioned stimuli |
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| when one stimulus(the CS+)is presented in conjunction with an unconditioned stimulus, and another stimulus(the CS-) is presented in the absence of the UCS |
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| second order conditioning(higher order conditioning) |
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| first a neutral(NS1) becomes a conditioned stiumul(CS1) by being paired with an unconditioned stimulus(UCS) so that it soon elicits a response(CR). Next a second neutral stimulus(NS2)is paired with CS1 and it too begins to elicit a conditioned response; that second stimulus has also become a conditioned stimulus. |
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