learning, cognition, and behavior final

stimulus

elicits a feeling or response

pavlovian conditioning (classical)

associating a stimulus (S) with and outcome (O)

exposure therapy

exposure to stimuli that elicit fear, without the unconditioned fear stimulus

instrumental (operant) conditioning

response controls outcome

respondent behavior

controlled by its antecedents (what happens before; "elicited")

operant behavior

controlled by its consequences; "emitted"

law of effect

operant behavior depends on consequence (outcomes)

positive reinforcement

outcome is added; response increases; clean room > get allowance

positive punishment

outcome is added; response decreases; tease sister > recieve parental scolding

negative reinforcement

outcome is removed; response increases; take aspirin > headache goes away

negative punishment

outcome is removed; response decreases; fight with other children > time out from play

discriminative stimulus

signaling that emitting R will lead to an O, ex. of stimulus control

conditioned compensatory response

opposite to the unconditioned response

drug tolerance

drug effect decreases over time; cues in environment predicting drug effect increase compensatory response

causal learning

learning about the causes of certain effect or associating cues (causes) with outcomes (effects)

category learning

classifying items (eg. symptoms) as belonging to a category (eg. a disease) or associating cues (features) with outcomes (categories)

fixed ratio (FR)

after every (specific amount of response) there is a reinforcer

variable ratio (VR)

after average of certain number of responses theres a reinforcer; generates higher rate of responding

fixed interval (FI)

after every (specific amount of time) there's a reinforcer

variable interval (VI)

after every (average amount of time) there's a reinforcer; most commonly used; highest reinforcement

concurrent reinforcement schedule

2 (or more) responses possible, each reinforced on its own schedule

the matching law

rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative

quantitative law of effect

The effectiveness of a reinforcer at strengthening an operant response depends on the amount of reinforcement earned for all alternative behaviors.

the premack principle

target behavior allows access to a more preferred behavior

partial reinforcement extinction effect (PREE)

50% of responses reinforced; slightly less learned behavior but extincts slower

frustration theory

during partial reinforcement extinction, you are reinforced for responding while frustrated > therefore you learn to respond (and persist) in the face of frustration

generalization theory

extinction trails are different from conditioning you stop responding in extinction when you stop generalizing from conditioning

spontaneous recovery

overtime original behavior reappears

renewal effect

occurs outside of where you learned extinction

preparedness

what the cue is depends if learning will happen; some CS are more easily associated with other US

pavlovian instrumental transfer (PIT)

pavlovian cues affect instrumental behavior

reinforcer devaluation effect

the association of a reinforcer with an aversive event, which reduces the behavioral control that reinforcer exerts

actions

goal directed, thoughtful; sensitive to reinforcer devaluation

habits

automatic, mechanical, mindless; insensitive to reinforcer devaluation

incentive learning

you learn how a reinforcer makes you feel when you're in a particular motivational state

cue-potentiated feeding

when full, overeating can occur in response to a cue

S > O

pavlovian

S > R

habit (instrumental)

R > O

action (instrumental)

outcome specific PIT

CS can invigorate a specific instrumental response that leads to the same outcome; not affected by reinforcer devaluation

general PIT

CS can invigorate an instrumental response that leads to other (usually related) outcomes

delay discounting

longer the delay the more you discount the reward (decrease subjective value)

contingency management

"nudging" better choices; incentive based treatment

declarative memory

things you know that you can tell others

episodic

event related; what, where, when; remembering your first day of school

semantic

factual; knowing the capital of france

non declarative (procedural) memory

things you know you can show by doing

skill learning

knowing how to ride a bike

priming

being more likely to use a word you heard recently

conditioning

salivating when you see your favorite food

encoding

transforming an external stimulus into memory (input)

consolidation (storage)

storing memory in long-term memory

retrieval

accessing a memory in long-term memory

serial position

early and late items in a list better remembered than middle items

spacing

spaced items are better remembered than massed items

isolation effect

distinctive items are better remembered

meaningfulness

prior knowledge reduces how much we have to encode (chunking)

depth of processing

putting meaning on the material in the moment; depth to which you make an association with the material

generation effect

generating connection/answers (material) yourself (strengthens encoding) rather than just reading them

method of loci

walking by a series of familiar locations (mentally) and placing image of each word in each location

fixation consolidation

occurs in the hours following new learning; involves cellular process to stabilize new learning

reconsolidation

occurs in hours following memory retrieval; involves cellular processes to re-stabilize the retrieval memory

semantic networks

propose that semantic memories are organized as "concepts" and "properties" that are associated with each other

concept node

abstract representation of a class of objects

property

feature of a concept

link

can connect concept to each other or to properties (association)

spreading activation

when a concept node is activated that activation spreads through links which takes time; activation gradually decays (keeps whole network from becoming activated)

neural networks

involve spreading activation among simple neuron-like processing units; these learn and can generalize through changes in strengths of connections

back propagation of error

error feedback; adjustment of connections

error adjustments

changing the strength of connection weights

retroactive interference

second thing learned interferes with meaning of first thing learned

proactive interference

first thing learned interferes with memory of second thing learned

encoding specific principle

what is stored determines what kinds of cues will be effective at retrieval

repeated retrieval

more beneficial than repeated studying

transfer appropriate processing

memory performance is better when cognitive processes used during learning match those required during retrieval

flashbulb memory

very vivid memory with surprising, emotional, and consequential event

misinformation efect

it must be hard to discriminate between 2 sources of infor OR decision criteria is too relaxed

damage to hippocampus only

only episodic memory damaged

systems consolidation

consolidation of episodic memories over weeks to years across brain systems

standard model

episodic memories are initially hippocampal-dependent; over time gradually become hippocampal-independent

multiple trace model

episodic memories are always hippocampal-dependent; gradullay can become semantic memories (which do not required the hippocampus)

temporally-graded retrograde amnesia

sometimes stronger for recent episodic memories compared to remote episodic memories

retrograde amnesia

memories for events before injury gone (difficulty retrieving old memories)

anterograde amnesia

difficulty forming new memories after injury

implicit memory

the memory of a past event can influence our subsequent behavior, even on the absense of explicit recall of that episode

repetition priming

an improvement in automatic retrieval of a stimulus because of an earlier encounter with the same stimulus

semantic priming

an improvement in processing of a stimulus because of an earlier encounter with a stimulus that is related in meaning

implicit association test (IAT)

measures the automatic retrieval of (unconscious) associations

short term memory

limited capacity and limited duration memory storage

brown peterson task

suggests that proactive interference contributes to the brief duration of short-term memory (cause is build of conflicting info)

recoding

grouping "bits" of material into larger "bits" (extends capacity); taking meaning from longer term memory and extending capacity of short term

rehearsal

silently repeating info to yourself (extends duration)

metacognition

monitoring your own thoughts

mental images

can be three-dimensional and have size

allocentric

representing objects in relation to each other; comprehensive view of space; static

static

does not change as you move

egocentric

representing objects in relation to the observer; limited view of space; dynamic

dynamic

updated as you move

executive functions

working memory, inhibitory control, cognitive flexibility

working memory

short-term maintenance and manipulation of info