learning and memory - psych SAC 1

classical conditioning

type of learning that occurs thru repeated assoc of 2 stimuli

• involuntary responses

• learner is passive

operant conditioning

type of learning whereby conseqs of action determine likelihood of reoccurrence voluntary responses

• learner is active

neutral stimulus

stimulus that naturally doesn’t produce any response in organism

unconditioned stimulus (UCS)

any stimulus consistently produces naturally occurring reflex response

unconditioned response (UCR)

response occurs automatically when UCS is presented

conditioned stimulus (CS)

stimulus that’s neutral at the start of conditioning but isn’t after acquisition has occurred

conditioned response (CR)

learned behaviour occurs in response to CS

reinforcement

stimulus that increases likelihood of behaviour reoccurring

positive reinforcement

addition of desirable stimulus to increase likelihood of behaviour reoccurring

negative reinforcement

removal of undesirable stimulus which increases likelihood of behaviour reoccurring

punishment

conseq that decreases likelihood of behaviour reoccurring

positive punishment

addition of undesirable stimulus to decrease likelihood of behaviour reoccurring

negative punishment

removal of desirable stimulus to decrease likelihood of behaviour reoccurring

observational learning

process of learning that invls someone watching behaviour of model and conseqs of that behaviour to guide their own future actions

vicarious conditioning

observes model being reinforced for behaviour, uses this to guide future actions

the stages for observational learning - ARRMR

ARRMR

• attention

• retention

• reproduction

• motivation

• reinforcement

stages of observational learning - attention

learner must actively watch models behaviour + conseqs of it

stages of observational learning - retention

learner must create and store mental rep of models behaviour in LTM to use it later

stages of observational learning - reproduction

learner must be physically/mentally capable to convert mental rep into actions

stages of observational learning - motivation

learner must want/desire to reproduce the behaviour

learning

relative permanent change in behaviour that occurs in a result of experience

operant conditioning three phase model

antecedent

behaviour

consequence

operant conditioning three phase model - antecedent

stimulus that triggers voluntary behaviour

operant conditioning three phase model - behaviour

voluntary action occurs in response to antecedent

operant conditioning three phase model - consequence

occurs after behaviour, influences likelihood of behaviour being repeated

behaviourist approach

type of learning occurs by interacting w the enviro and invls behaviours that can be directly observed and measured

socio-cultural approach

types of learning that takes place in social setting involving various cognitive processes

country

traditional lands of particular lang or cultural grp asw as spiritual and emotional entities within it

systems of knowledge

based on interconnected social, physical and spiritual understandings in turn inform survival/contribute to strong sense of identity

kinship system

relos ppl have w eo, knowledge they are responsible for and entities within Country they have responsibility to care for

factors that influence effectiveness of reinforcement and punishment

(OAT)

order, appropriateness, timing

Aboriginal and Torres Strait Islander approaches

dependent on relos between teacher/learner and their relos w Country

classical conditioning - three phase formula answer

• before conditioning:

  • NS produces no relevant response

  • UCS naturally produces the UCR

• during conditioning:

  • repeated assoc of NS before UCS to produce UCR

• after conditioning:

  • CS alone produces the CR

ethical concepts (bin jr)

• beneficence

• integrity

• non-maleficence

• justice

• respect

(bin jr)

ethical guidelines (wvidcd)

• withdrawal rights

• voluntary participation

• informed consent

• debriefing

• confidentiality

• deception

ethical concept - beneficence

maximising benefit and minimising risks involved

ethics committee

• consider the risk of harm to participants

• ensure potential benefits from study

• outweigh risks make sure study is carried out in an acceptable manner

ethics

standards that guide ppl to conduct themselves appropriately and make suitable moral judgements

ethical concept - non-maleficence

commitment to avoiding harm on others

(if degree of harm is invl) shouldn’t be disproportionate to benefits

ethical concept - respect

considering all living things have an intrinsic value due regard to autonomy

+all living things have capacity to make their own decisions

ethical concept - justice

moral obligation to make sure there's fair consideration of competing claims

no unfair burden on specific groups

fair distri and access to benefits of an action

ethical concept - integrity

commitment to searching for knowledge/understanding

• honest reporting of all sources of info and results (favourable/unfavourable)

ethical guidelines

rights of participants are entitled to

• ensure they are left w no lasting psychological/physiological harm

• set out by APS

ethical guideline - confidentiality

all personal deets/info frm participants shld be kept priv

ethical guideline - voluntary participation

participants must not be forced to be invl in the study

ethical guideline - informed consent

participants must be told nature/purpose of study + any potential risks

• permission form if underage/unable to give consent

ethical guideline - withdrawal rights

participants are allowed to stop participating at any time

• can ask for results to be removed once study is done

ethical guideline - deception

permissible to withhold true purpose of study if participants’ knowledge abt it alters their behaviour in study

• only used when necessary

ethical guideline - debriefing

ensures participants leave understanding aim, results & conclusion

all Qs to be answered and support shld be offered

investigation methodologies cflms

• case study

• fieldwork

• literature review

• modelling

• simulation

case study

in depth investigation of particular phenomenon

fieldwork

observing/interacting w ppl in an enviro to determine correlation relo

case study advantages

• useful when can’t run experiment

• gathers info abt rare phenomena

field work advantages

• collect data quickly/priv

• natural enviros will result in more realistic behaviours

literature review

collection/analysis of secondary data

literature review advantages

• uncovers patterns/gaps in knowledge

• helps identify experts in the field

literature review disadvantages

• time consuming

• hard if little research has been made

modelling

construction/manipulation of physical or conceptual model

modelling advantages

• assists w understanding of unobservable concepts

• help generate new hypotheses to guide research

modelling disadvantages

oversimplify concepts

can be exy

simulation

using a model to study the behaviour of a real or theoretical system

simulation advantages

• easier to replicate due to higher levels of control

• low health and safety risks

simulation disadvantages

• artificial enviro may change behaviours

• time consuming and exy

diff w reinforcement and punishment

reinforcement increases likelihood

punishment decreases likelihood

of behaviour reoccurring

classical v operant conditioning - similarities

both invl learning thru interaction w enviro

classical v operant conditioning - differences

• classical - assoc of 2 stimuli to produce response

• operant - learning frm conseqs of behaviour

• classical - involuntary/passive

• operant - voluntary/active

diff between operant conditioning and observational learning

operant - conseqs are always direct

observational - conseqs can be direct/indirect

ways of knowing clm

• connection to Country

• learning embedded in relos

• multi modal systems

atikinson shiffrin model

three independent memory stores that function simultaneously and interact with each other to process info

memory

process of encoding, storing and retrieving info that has been previously encountered

encoding

converting sensory info into useable form that can be processed by brain

storage

retaining info over time in LTM

retrieval

accessing info that has previously been stored and moving it into conscious awareness i.e STM

capacity

amount of info held

duration

length of time info is held

sensory memory

memory register that receives unlimited amount of sensory info

sensory memory duration

holds info for 0.2-4 secs

short term memory

memory store w limited capacity & short duration

short term memory capacity

5-9 items

short term memory duration

12-30 secs

displacement

when new info pushes existing info out of STM

decay

when info in STM fades away bc lack of rehearsal

long term memory

relatively permanent memory

holds unlimited amounts of info, potentially forever

explicit memory

info in LTM that is consciously retrieved and can be expressed

semantic memory - type of LTM

general knowledge and facts

episodic memory

type of LTM involves specific events or personal experiences

implicit memory

info in LTM can be retrieved unconsciously

procedural memory

memory of motor skills, habits or actions

hippocampus role

formation of explicit mems and retrieval of episodic ltms

amygdala location

medial temporal lobe

amygdala role

encodes and retrieves implicit, emotional LTMs

neocortex

top layer of cerebral cortex

involved in storage of LTMs

• stores explicit/implicit LTMs where 1st processed

basal ganglia

• encodes, temporarily stores and retrieves implicit, procedural LTMs

cerebellum role

encodes, temp stores and retrieves implicit, procedural LTMs

what does the cerebellum assist with

• fine motor movements and balance

what does the basal ganglia assist with

smooth performance of actions and habit formation

autobiographical memories - memory system

eps recollected frm individuals life

• incl retrieval of episodic + semantic LTMS

possible imagined futures

hypothetical situs individual creates, rely on previous stored explicit LTMs

Alzheimer’s disease

neurodegenerative disease characterised by
- progressive deterioration of brain neurons

- decline in cognitive, social skills and personality changes