Year 11 Psychology - Learning and Memory Flashcards

Comprehensive vocabulary flashcards covering Classical Conditioning, Operant Conditioning, Observational Learning, Research Methods, Memory, and Aboriginal and Torres Strait Islander Ways of Knowing based on the provided Psychology Unit outline.

NS (Neutral Stimulus)

Any object or event that does not normally produce a predictable response; it is not learned.

UCS (Unconditioned Stimulus)

Any stimulus that consistently produces a particular naturally occurring, involuntary response; it is not learned.

UCR (Unconditioned Response)

An involuntary response that occurs when the unconditioned stimulus is presented; it is not learned.

CS (Conditioned Stimulus)

A stimulus that is initially neutral and does not normally produce the unconditioned response but eventually becomes associated with the unconditioned stimulus and elicits a conditioned response; it is learned.

CR (Conditioned Response)

The learned or acquired response to the conditioned stimulus.

Contiguity

The formation of a connection or an association between two events when the events occur close together (half a second) in time and/or space.

Ideal NS-UCS Timing

The NS should occur not more than half a second before the UCS in order for the association to be most effectively made.

Positive Reinforcement

The presentation of a positive reinforcer following a desired response to strengthen or increase the frequency of that response.

Positive Reinforcer

A stimulus that strengthens or increases the frequency or likelihood of a desired response, such as teacher praise.

Negative Reinforcement

The removal of an unpleasant or aversive stimulus, thereby strengthening or making a desired response more likely to reoccur.

Positive Punishment

The presentation or introduction of a stimulus, thereby decreasing the likelihood of a response occurring again.

Negative Punishment

The removal or loss of a stimulus, thereby decreasing or weakening the likelihood of a response occurring again.

External Reinforcement

A type of reinforcement that is comparable to learning by consequences.

Vicarious Reinforcement

Occurs indirectly by observing the modelled behaviour being reinforced without personally experiencing the reinforcement.

Self-reinforcement

Occurs when we are reinforced by meeting certain standards of performance we set for ourselves, often including feelings of pride, achievement, and fulfilment.

Self-efficacy

Our belief in our ability to accomplish tasks and succeed in particular situations.

Role of the Learner (Observational Learning)

To actively engage with and follow the guided demonstration provided by the model (teacher) and progress through the 5 stages in order to learn.

Role of the Model (Teacher)

To provide the observer(s) with a guided demonstration to follow, supplying an opportunity for learning.

Hypothesis

A research statement that can start with ‘It was hypothesised that …’ and is typically written in the past tense in research reports.

Extraneous Variables

Any variable other than the independent variable that can cause a change in the dependent variable and therefore affect the validity of the results in an unwanted way.

Learning

A relatively permanent change in behaviour due to experience.

Memory

A collection of interconnected and interacting systems, each of which has distinguishable functions and is represented throughout the brain by different neural mechanisms.

Encoding

The conversion of sensory information into a usable form so that it can be neurologically represented and stored in memory.

Storage

The retention of encoded information over time.

Retrieval

The recovery of stored information for use when needed.

Short-term Memory

A memory system with limited storage capacity that maintains information in conscious awareness and functions as ‘working memory’.

Capacity of Short-term Memory

$7 \pm 2$ pieces of information.

Duration of Short-term Memory

$18-30$ seconds, which can be extended with repetition or maintenance rehearsal.

ATSI Ways of Knowing: Setting

Typically occurring outdoors using landmarks, contrasted with western indoor formal settings.

ATSI Ways of Knowing: Goal

To build, maintain, and pass on relationships to Country, community, and ancestral knowledge.