Exam 3 - PSYCHOLOGY

Learning

Permeant change in behavior

Behaviorism

search for universal rules, that guide us

Associative learning

Learning to connect 2 events ( right after another )

Ex: lighting and thunder

Conditioned ( Pavlov’s experiment )

Had to be learned

Ex: touching a hot stove

Unconditional ( Pavlov’s Experiment )

Don’t have to learn

Ex: dog salivating

Stimulus

Event or object in environment

Ex: Dog food

Response

Behavior when stimulus is present

Ex: salvation from dog food

Extinction

After training, diminished conditioned

• response, repeatedly presenting conditions stimulus alone

Ex: un training

Spontaneous Recovery

Held on to learning, but ( had rest period ) went away if you kept the extinction

Generalization

Similar response to stimuli used in some way during training

Ex: tuning form - learning to be scared of bees

Discrimination

only to the stimulus ( Condition ) they were trained on

Ex: only reinforced on specific tone

Skinner work

Training animals

Skinner box

goal - train animals to push a lever ( gives reward or shock to train them )

Shaping

Reinforces that guide action towards a desire behavior ( gradually )

Reinforcement ( Positive )

adding something

Ex: toy, ice cream, getting praise for good things

Reinforcement ( negative )

something removed

Ex: iPad, toy, games

Primary

“ Important” automatic = doesn’t have to teach

Secondary

has to be taught ( value of money )

immediate

get the reinforcement right away after the desire behavior

Easier to learn = better for shaping

delay

Learn to work for - ( waiting for a test grade )

Ex: have a test - doesn’t go party - waits for grade - get good grade

Continuous

response = reinforcement every time it occurs

Partial schedule

only sometimes reinforced

Ex: learning slower rate = holding behavior longer

Fixed interval

“ set “ - period of time

same amount of time between reinforcement and success

Variable interval

“ change” amount of time

different amount of time between success and reinforcement

Fixed ratio

( they control it )

set # of responses between success and reinforcement

ex: punch card for free set of nails

variable ration ( # of responses )

don’t know how many responses

high rate = unpredictable

Punishment ( behavior = positive )

add something to decrease that unwanted behavior

Ex: being yelled at

Punishment ( behavior = negative )

takes something away ( wants to decrease the unwanted behavior )

Ex: takes phone, grounded, no car

Biological predisposition

our genetic programming are it easier to associate with it

Ex: Spoiled food

Cognition

We are very aware of what goes on - how we think makes difference in actions and associations

Observational Learning

How we are learning to observing others - Ex: not learned - never been to store - follows crowd

Bandura’s Work

bobo doll study : video tape of adults to show the violence vs. unviolence and how kids would react

Application

therapy w/ dog

Clive - memory

Cannot remember anything, only lives in the moment.

Amnesia : different level of loss

Feng Wang - memory

can remember so much - in competitions

Normal people - memory

good for content, but not details - when we forget stuff

Information processing model

Encoding - Storing - Retrieving

( transfer info to brain - memory files - having to pull out the right info )

Sensory Memory

Momentary sense

Short term memory

working memory

• current consciousness

Long term memory

Retrieval

Automatic processing ( Encoding )

No effort - just automatically

Space ( encoding )

loco, visual space ( Ex :remembering where things are )

Time ( Encoding )

Passage of time, estimate of studying ( no effort to try and remember )

Frequency ( encoding )

Of events and timelines ( Ex: how many snow days in the year )

Effortful Processing

Controlled, put in the effort.

Rehearsal

repeat and practice info

Time

More time = better you will remember info

spacing effect/ distribute practice

remember info if space it across several, point in time

Ex: 2 hrs - 30 min - 4 days

Testing effects

Testing ourselves, test memory and more effective

Ex: end of chapter - quiz

Serial Position Effect

Remember things at the beginning and end ( better than the middle ) when studying

First - more rehearsal time

end - its fresher easier because it’s more recent

Chunking

Combined information into meaningful units

Mnemonics

Memory acid ( imagery )

externally - phone and alarms

Hierarchies

long-term - two branches - explicit memory and implicit memory and more branches

Meaningful ( deeper processing )

Info we have personal connection - makes easier to memories

Ex: helps when connects to family and self

Forgetting due to encoding

Not fully paid attention enough to have it memorized

Sensory Memory

pre loading - senses pick it up

Iconic Memory

Momentary visual, sensory memory

• very short - not even a full second

Echoic memory

Momentary auditory sensory memory

• ears : what you hear and 3-4 seconds

• can “ bring “ memory/capture memory

Short Term Memory

Current Conciseness ( working )

• just a thought ( last 30 seconds )

• limited space

Long - Term memory and hormones

Flashing bulb memory : perfect and detailed

when we have a lot of emotion ( Ex: covid, 9/11)

Last longtime - unlimited duration

Everything process in hippocampus, chemical change - remembers

lose info - if you don’t access it enough

Hormones

interact w/ neurotransmitters

Explicit Memory

We know what we know

Ex: birthdays, names

Semantic

Facts - faces, dates, names

Episodic

personal experiences

Ex: trips, Christmas, birthdays

Implicit Memory

Automatic movements ( cerebellum )

Procedural Memories

Preform Action Skillfully w/out saying you learned it

• done so much it’s automatic ( don’t have to think before )

• Preformed repeatedly

Retrieval

Long term memory - pull out

Recall

On spot generation info

Ex: essay questions and fill in the blanks

Recognition

Identify the correct info

Ex: multiple choice question

Relearning

Knew something before and forget it, but learning again learn much faster

Priming

Store related thing in our brain

“MAP” - many paths

active/trigger associate memories - helps retrieving memories

Context

State dependent, mood congruent

• current state changes ways people remember

• how you learn and where and who - helps retrieve it back

Retrieval Failure

you can get info back, long term memory - you have to get it and prime it to remember

Interference

info blocks you from getting to certain memory

• proactive - OLD - NEW

• Retroactive - NEW - OLD

Motivative forgetting

Painful memories - motivated to forget theory - research = not true

Memory construction

Seeing yourself w/in memory

Prototype

best example of categories/concept

Ex: Compare new vs. prototype thing

insight

answers come to you

• sudden flash of inspiration

algorith

step by step approach

heuristic

cognitive short cut

conformation bias

only looks at info/ex that confirms what we already know

fixation

stuck on a certain thing

functional fixedness

object we can only see that is used for one way and it’s intended way - instead of seeing what else we can do with it

availability heuristic

base judgments on how frequent our memory is

representative heuristic

how well something matches our prototype

receptive language

ability to listen/see or understand

Productive language

ability to use gestures

imperental thinking

directing someones direction

Binet

mental age

terman

IQ math