Psych Exam 3

ch 8, 6, 9, 11

Memory

A set of processes used to encode, store, and retrieve information

Encoding

Input of information into memory; connects new/existing concepts, organizes info

Storage

Retention of information

Retrieval

Moving information out of memory back into awareness

Atkinson-Shiffrin Memory Model Parts

1. Sensory Register

2. STM

3. LTM

Sensory Register

Large capacity, contains sensory information, very brief retention of images

• Retention: up to ½ sec for visual; 2 sec for auditory

Short-Term Memory

Limited capacity, brief storage of items, involved in conscious processing of information

• Storage: up to 30 sec without rehearsal

Long-Term Memory

Unlimited capacity, some permanent memories, information organized and indexed

LTM Parts

1. Explicit Memory

2. Implicit Memory

Explicit Memory

Consciously remember/recall

Explicit Memory Parts

1. Episodic

2. Semantic

Episodic

Events and experiences

Semantic

Concepts and facts

Implicit Memory

Not conscious recall

Implicit Memory Parts

1. Procedural

2. Priming

3. Emotional Conditioning

Procedural

How to do things

Priming

Stimulus exposure affects responses to a later stimulus

Emotional Conditioning

Stimulus exposure affects responses to a later stimulus

Brain Areas

1. Amygdala

2. Hippocampus

3. Cerebellum

4. Prefrontal Cortex

Amygdala

Processes emotional information; fear

Hippocampus

Projects information to cortical regions that gives memories meaning and connect them with other memories

• Explicit, recognition, and spatial memory

Cerebellum

Processing procedural memories

Prefrontal Cortex

Involved semantic (concepts, fact, word meaning)

Memory Retrieval

Moving information out of memory storage and back into conscious awareness

Recall

Ability to retrieve and reproduce information from previously learned material

Recognition

Ability to identify information that you have previously learned after encountering it again

Memory Reconstruction

Memories are altered/modified as they are retrieved

Memory Reconstruction Types

1. Suggestibility

2. Source Misattribution

3. Flashbulb Memories

Suggestibility

Tendency to misremember an event after exposure to incorrect information

Source Misattribution Types

1. Inability to distinguish an actual memory of an event from information you learned about the event elsewhere

2. Confusion of an event that happened to someone else with one that happened to you

3. A belief that you remember something that never happened

Flashbulb Memories

Unusual, shocking, or tragic events that hold a special place in memory

Transience/Memory Decay

Information in memory eventually disappears if not accessed

Interference

Similar items interfere with one another

Interference Types

1. Retroactive

2. Proactive

Retroactive

Recently learned material interferes with ability to remember similar material stored previously

Proactive

When previously stored material interferes with the ability to remember similar, more recently learned material

Effective Encoding

1. Pay attention and select main points

2. Label concepts and associate with personal experiences/knowledge

Deep Processing

Processing of meaning rather than the physical/sensory features of a stimulus

Rehearsal

1. Maintenance

2. Elaborative

Maintenance

Repetition of material to maintain memory availability

Elaborative

Association of new information with stored knowledge, and analyze the new information to make it memorable

Behaviorism Paradigm

Simple stimulus-response reaction without regard for internal process

Black Box Model

Stimulus → Response → Consequences → Stimulus

Learning

Relatively permanent change in behavior/knowledge due to experience

Conditioning

Basic kind of learning that involves associations among environmental stimuli and an organism’s behavior

Classical Conditioning

Neutral stimulus becomes associated with a stimulus that already elicits a response and acquires the capacity to elicit a similar/related response

Classical Conditioning Parts

1. US

2. UR

3. Neutral Stimulus

4. CS

5. CR

Unconditioned Stimulus (US)

Automatically elicits response without learning

Unconditioned Response (UR)

Reflexive response elicited by unconditioned stimulus without learning

Neutral Stimulus

Doesn’t automatically elicit a response

Conditioned Stimulus (CS)

Initially neutral stimulus elicits a CR after being associated with an US

Conditioned Response (CR)

Response elicited by a CS – occurs after CS is associated with US

Higher-Order Conditioning

Neutral stimulus becomes a conditioned stimulus by being paired with an existing conditioned stimulus

Stimulus Generalization

Stimulus that resembles the conditioned stimulus elicits the conditioned response

Stimulus Discrimination

Stimulus similar to the conditioned stimulus fails to evoke a conditioned response

Extinction

Weakening and eventual disappearance of a learned response

CC Examples

1. Fears/Phobias

2. Reactions to Med Treatments

3. Food Aversions

Operant Conditioning

Process by which a response becomes more/less likely to occur depending on its consequences

Operant Conditioning Types

1. Reinforcement

2. Punishment

Reinforcement

Process by which a stimulus/event strengthens the probability of the response that it follows

Positive Reinforcement

Response is followed by the presentation of/increase in intensity of a reinforcing stimulus, resulting in response becoming stronger/more likely to occur

Negative Reinforcement

Response is followed by the removal/delay/decrease in intensity of an unpleasant stimulus, resulting in response becoming stronger/more likely to occur

Primary Reinforcer

Inherently reinforcing – typically satisfy physiological need

Secondary Reinforcer

Stimuli that have acquired reinforcing properties through associations with other reinforcers

Continuous Reinforcement

Every occurrence of a response is reinforced

Intermittent Reinforcement

Only some occurrences of a response are reinforced

Punishment

Process by which a stimulus/event weakens the probability of the response that it follows

Positive Punishment

Response is followed by the presentation of/increase in intensity of a reinforcing stimulus, resulting in response becoming weaker/less likely to occur

Negative Punishment

Response is followed by the removal/delay/decrease in intensity of an unpleasant stimulus, resulting in response becoming weaker/less likely to occur

Shaping

Teach complex behaviors; reinforce “successive approximations” of desired response

Successive Approximation

Behaviors ordered by increasing similarity to desired response

Misuse of Rewards

Undeserved rewards to boost self-esteem; Lack of constructive feedback

Intrinsic Reinforcers

Inherently related to activity being reinforced – enjoyment, satisfaction, pride

Extrinsic Reinforcers

Not inherently related to activity being reinforced (external/arbitrary)

Social-Cognitive Theories

1. Modeling

2. Latent Learning

3. Cognition

Modeling

Learning by observing the behavior of another rather than through direct experience

Latent Learning

Learning not immediately expressed in overt response

Cognition

Plans, expectations, and beliefs

Development Psych Types

1. Physical

2. Cognitive

3. Psychosocial

Physical Development

Growth and changes in the body/brain, sense, motor skills, and health/wellness

Cognitive Development

Learning, attention, memory language, thinking, reasoning, creativity

Psychosocial Development

Emotions, personality, social relationships

Key Issues

1. Continuous vs Discontinuous

2. One Course of Development or Many

3. Nature vs Nurture

Continuous vs Discontinuous

Is development a gradual/cumulative OR occur more suddenly at specific times (ages/stages)?

One Course of Development or Many

Is development universal for everyone OR does it vary depending on genetics and environment/culture?

Teratogen

Environmental agents (biological, chemical, physical) that causes damage to the developing embryo/fetus

Prenatal Develop Factors

1. Alcohol

2. Smoking

3. Drugs

4. Radiation/Viruses

Motor Reflexes

Automatic behaviors necessary for survival

Motor Reflexes Types

1. Rooting

2. Sucking

3. Grasping

4. Moro

Rooting

Head turns when cheek is stimulated

Sucking

Suck on objects placed by the mouth

Grasping

Cling to objects placed in hands

Moro Reflex

Baby spreads arms and pulls them back in when they are startled/feel like falling

Newborn Vision

Least developed sense, preference for faces

Newborn Hearing

Preference for human voices; prefers mother’s voice over stranger’s

Newborn Olfaction

Can distinguish smell of their own mother from others

Attachment

Deep emotional bond between infant and primary caregiver

Contact Comfort

Innate pleasure derived from close physical contact

Separation Anxiety

Distress most children develop (6-10 months old) when they are temporarily separated from their primary caregivers

Attachment Styles

1. Secure

2. Avoidant

3. Resistant

4. Disorganized