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| Learning not to respond to stimulation (simplest form of learning) |
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| Relatively permanent change in behavior and mental processes due to experience |
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| Learned preference for stimuli we've been previously exposed to |
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| Based on consequences of behavior, such as rewards and punishments, influence the probability that the behavior is repeated |
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| (Mouse->maze) Learner gradually learns the correct response by attempting many behaviors and noting which ones produce the desired consequence |
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| A stimulus that produces an innate relex that becomes associated with a previously neutral stimulus. (What happens before something happens) |
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| Weakening association in the absence of an unconditioned stimulus (ringing the bell without bringing food) |
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| Relearning or remembering the associations (Weaker than in acquisition, but stronger than extinction) |
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| (Process of learning) Initial stage in classical conditioning (Pairing the NS with the UCS = CR) |
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| Anything that triggers a biological reaction (unconditioned response)[Puff of air->blink] [Food->dog salivates] |
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| Conditioned response similar to the conditioned stimulus (buzzer, bell) |
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| Behaving differently with similar conditioned stimulus |
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| Any stimulus that produces no conditioned response prior to learning (The bell) |
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| (Behaviorism)"The power of reinforcement" (Mouse->box) [Radical Behaviorist] |
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| Adding a pleasant stimulus so the behavior will happen again [Tell dog to sit, if he sits, he gets a treat] |
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| Remove an unpleasant stimulus to continue a behavior (Annoying bell when you don't put on your seatbelt) |
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| All correct responses are reinforced |
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| Partial (Intermittent) Reinforcement |
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| Responses are only sometimes reinforced (Slot machines) |
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| Reinforcement depends on number of correct responses (Set number to attain reinforcer) |
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| Reinforcement depends on timed interval that has elapsed |
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| Rewards appear after a certain set number of responses |
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| Unpredictable; rewards after a certain number of responses, but number varies from trial to trial |
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| Certain amount of time; rewards appear regardless of number of responses (Paycheck) |
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| (Tremendous resistance to extinguishment) Rewards appear after a certain amount of time, but that amount of time varies trial to trial (Fishing) |
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| Non-learned, satisfy physiological need (Food, water, etc.( |
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| Learned (Grades, praise and approval) |
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| Innate response tendencies interfere with learned behaviors; innate tendencies can override behaviors learned through environment (cats clawing) |
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| Reinforce low frequency response; a preferred activity can reinforce a less preferred activity (if children finish homework, they can go outside and play with friends) |
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| (Goal: Diminish/stop behavior) Different from negative reinforcement |
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| Adding aversive stimulus after a response (Kicking/spanking a cat when it misbehaves) |
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| Removing attractive stimuls after a response (Taking video game away after misbehavior) |
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| Add bonus; encourages desirable behaviors |
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| Take aspirin, removes headache |
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| [Kohler] Problem-solving occurs by suddenly perceiving new forms or relationships (Monkey->crates->bananas) [Lightbulb Moment] |
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| A mental image used to navigate through a familiar environment [Thinking of how many window are in your house; "Is there a Dillard's in Lynnhaven Mall?" "Yes."] |
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| Learning without reinforcement (Blank keyboard->fill it out) |
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| Rewards and punishments only impact an individual; it works on the person watching and receiving (Albert Bandura) |
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| Acquire new responses after watching others' behaviors |
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| Physical changes strengthen synapses; neurons fire rapidly; once we've learned it, the firing slows down |
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| Active cognitive system (stores, organizes, alters and retrieves information)Basic Functions->Encode, Store, and Retrieval |
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| Adding meaning to encoded information so it's more easily stored and retrieved |
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| Retention of encoded info over time |
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| Involves location and recovery of information |
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| Preserves brief sensory impressions of stimuli, also called sensory register |
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| (Also referred to as Short Term Memory) Sketchpad; preserves recently perceived events or experiences briefly (phonetically--based on sound) |
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| CIAFBIMTVRCACBS (Breaking information into smaller, meaningful units) |
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| New info, connect with long-term info |
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| Level-of-processing Theory |
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| The more thoroughly you connect new information with what you already know, the better you'll remember it. |
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| Storehouse of knowledge; limitless, stores material organized according to meaning |
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| Storage of information regarding skills (Typing, riding a bike, etc.) |
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| Store factual information (dates) [Amnesia patients lose this] |
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| Subdivision of declarative; stores memories for personal events, times, and places (Graduation) |
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| Subdivision of declarative, impersonal facts; general knowledge [12 months in a year] |
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| Unconscious forgetting of painful, traumatic, embarrassing memories out of awareness |
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| Consciously forgetting; put out of your mind so you won't remember |
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| Inability to form new memories for new information ("50 First Dates) |
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| Inability to remember things stored in long-term memory ("The Notebook") |
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| Intentional attention (conscious, deliberate) to something that occurred ("Who is the Father of Psychology?" "Wundt.") |
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| Unconscious memories outside of our awareness (Driving, know keys on keyboard, etc.) |
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| Cues are used to activate hidden memories based on something already seen or experienced |
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| Retrieves explicit memories; direct retrieval of facts or information; required on essay tests |
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| Cues presented to you (multiple-choice exams)less demanding |
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| Encoding Specificity Principle |
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| Memory is encoded and stored with specific cues in the context it was formed (Seeing professor in the grocery store in sweats with three children; it takes a minute to recognize her) |
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| Happy moods are likely to trigger happy memories, vice-versa |
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| Memory retrieval is influenced by physical body state (Study drunk, take test in class drunk) |
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| Remembering to perform an action at a later date; remember to remember |
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| Trying to keep intended actions in mind (Appointment is on Wednesday) |
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| Tip-of-the-Tongue Phenomenon |
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| Inability to remember information at the time |
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| Memories appear to weaken over time |
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| What you remember after time has passed |
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| Quick drop; then it just plateaus |
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| Relative ease of remembering first items (last items) |
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| Forgetting caused by shifting attention elsewhere (retrieval issue) ["Where are my keys?"] |
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| Forgetting occurs where a memory cannot be retrieved (Too similarity of materials-> Taking Spanish and French for a semester; when info is meaningless; emotional->family member dies; breakup) |
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| Prior learning interrupts the learning interrupts the learning of new info (Write 2011 instead of 2012 in the new year) |
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| New info interferes with old memories |
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| Memory fault occurs when memories retrieved are associated with the wrong time, place, or person. |
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| Memories can be created or distorted by suggestion (can be deliberate/inadvertent)[Misinformation effect, fabricated memories] |
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| Attitude, belief, emotion, or experience that distorts [Expectancy bias, self-consistency bias) memory |
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| Unwanted memories cannot be put out of mind (related to negative things) |
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| Technique or trick for improving memory; especially by making connections between new material and new information already in long-term memory |
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| Associate items on a list (grocery list) [Visualize food items in the bedroom] |
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| Natural Language Mediators |
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| Acronyms; words associated with new information |
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| Wet cement; memories stay; short-term memories are changed to long-term memories over a period of time |
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| Working-memory process where information is repeated or reviewed to keep it from fading while in working memory |
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