Learning, Memory, and Intelligence - Emotion and Motivation

LEARNING

It serves as the foundation of his activities and a proof of his being rational.

HABITUATION

This is a phenomenon whereby “we get used” to something, meaning that we know and we get used to what it is.

ASSOCIATIVE LEARNING

It is the next level of learning wherein we form new associations between a stimulus and a response (S-R Theory).

CLASSICAL CONDITIONING

This involves the transfer of response from one stimulus to another through repeated pairings

ACQUISITION

The phase of classical conditioning whereby the stimulus association is learned.

Trial

The constant pairing of a conditioned stimulus and an unconditioned stimulus.

REINFORCEMENT

Refers to an event that may enhance or maintain the strength of a response.

EXTINCTION

This refers to a decrease in the strength of a conditioned response resulting from repeatedly eliciting the response in the absence of the reinforcement.

SPONTANEOUS RECOVERY

A possible recurrence of an extinguished conditioned response.

GENERALIZATION

This is the tendency of the stimulus that is similar to the conditioned stimulus to elicit the conditioned response.

DISCRIMINATION

This is the opposite of generalization. It is the process of responding to the variation or differences between stimuli.

HIGHER-ORDER CONDITIONING

This is a phenomenon, which aids the individual to become flexible with his response to the environment.

OPERANT OR INSTRUMENTAL CONDITIONING

The learner is allowed to discover how his behavior response affects the environment and vice-versa

SHAPING

Refers to a series of responses wherein each response leads to the next response.

EXTINCTION

It is a progress weakening of instrumental learning due to the withdrawal of reinforcement.

STIMULUS GENERALIZATION

Refers to the tendency of a stimulus, which is similar to the one used in training to elicit the same response.

DISCRIMINATION LEARNING

In here, the response made in one stimulus is not made in one stimulus and is not made possible for the others.

PARTIAL REINFORCEMENT

There is a possibility of maintaining operant response in a schedule of intermittent or partial reinforcement wherein the responses made by an individual are reinforced only part of the time.

SECONDARY REINFORCEMENT

These reinforcers are learned, they are referred to a stimulus that has gained a reinforcing property by having been paired with a primary reinforcer like money, grades, and praises.

Albert Bandura

The most prominent social learning theorist in the United States, who has engaged in many experiments involving learning by observing which is otherwise known as vicarious learning or modelling, because a model is being imitated.

ATTENTION

Sensing and perceiving the important aspects of the behavior to be imitated.

RETENTION

Remembering the behavior either through mental images or languages.

MOTORIC REPRODUCTION

Converting the recalled observation into action.

REINFORCEMENT

Being encouraged and motivated to adopt the behavior.

SKILL LEARNING

The three stages in learning this are cognition, fixation, and automation.

VERBAL LEARNING

It involves the use of words, either as stimuli or responses.

SERIAL-ANTICIPATION LEARNING

Where the first item in a list serves as a stimulus to the second serves as a stimulus to the next. Thus, the first and last items in the list are better remembered than the middle item.

FREE RECALL LEARNING

Involves the organization of the verbal materials like groupings of vegetables and fruits.

PAIRED-ASSOCIATE LEARNING

This kind of learning involves establishing a relationship between the two elements, where one element serves as a stimulus to the other which is the response

COGNITIVE LEARNING

A process that we cannot observe and see is taking place.

MEMORY

Defined as the extent to which original and previously learned information persists.

RECALL

The process of reproducing past learning/experience without any clue.

RECOGNITION

Denotes the ability to identify learned items that are familiar

REINTEGRATION

Involves the recollection of past learning/experience with the presence of cues.

RELEARNING

Simplify refers to reviewing previous learning, the easiest method.

Basic Steps of Memory

PERCEPTION, ENCODING/ACQUISITION, STORAGE, RETRIEVAL

PERCEPTION

This step may be involuntary, for instance, when we hear a sound or we see something which makes an impression on us.

ENCODING/ACQUISITION

Process of classifying information. For information to be ready for storage, we have to organize it first in a meaningful manner.

STORAGE

Process of holding the memory of an encoded material or information for future use.

RETRIEVAL

It involves getting the remembered information out of storage. We have to bring back to the conscious level a stored memory of information.

SHORT-TERM MEMORY (STM)

This is our working memory and our active memory containing the information that we are presently using.

LONG-TERM MEMORY (LTM)

Pieces of information stored in the brain for many years that could be retrieved when we need them without any rehearsal.

SEMANTIC MEMORY

Memories of rules and concepts. This also involves mental modules of our environment.

PROCEDURAL MEMORY

Most simple and basic form of LTM.

EPISODIC MEMORY

It refers to records of personal experiences which are of great significance like your first love, debut party, first dance, and anniversaries.

MEMORISTS

Refer to individuals with exceptional memory.

EIDETIKERS

These are individuals who possess eidetic imagery power.

MEMORY DISORDER

Like in the case of amnesia where the memory breaks down.

ANTEROGRADE AMNESIA

The inability of the individual to form new permanent memories

RETROGRADE AMNESIA

The inability to reproduce and recall pieces of information learned before amnesia

PSYCHOGENIC AMNESIA

A rare form of amnesia which is a memory disorder brought about by emotionally disturbing events

FORGETTING

Failure to retain what was previously learned.

INTERFERENCE THEORY

Conflict among information learned earlier or later.

DECAY THEORY

Lapse of time.

RETRIEVAL-BASED FORGETTING

Cue-dependent forgetting

STORAGE-BASED FORGETTING

Distortion of learned information in the long-term memory

MOTIVATED FORGETTING

Form of suppression, purposeful or voluntary process

INTELLIGENCE

Level of this of an individual can affect his behavioral responses, his manner of adjustment, and even his state of mental well-being

Lewis Terman (1921)

Developed the Stanford-Binet intelligence scale

David Weschler (1944)

Developed the widely-used intelligence test for varying ages.

Jean Piaget

Develop the theory of cognitive development “one’s ability to adapt to one’s surroundings”

THE SPEARMAN’S TWO-FACTOR THEORY

G factor (General Intelligence) and S factor (Specific Abilities)

G factor (General Intelligence)

An inherited intellectual capacity that influenced all- around performance

THURSTONE’S PRIMARY MENTAL ABILITIES

WORD FLUENCY, VERBAL COMPREHENSION, REASONING, MEMORY, PERCEPTUAL SPEED, SPACE, NUMBER

WORD FLUENCY

The ability of an individual to think of words rapidly.

VERBAL COMPREHENSION

Which is the ability to understand and define words.

REASONING

The ability to find rules and conventions to justify and solve issues (logical thought).

MEMORY

The ability to recall and associate previously learned items.

PERCEPTUAL SPEED

The ability to detect similarities and differences between designs and objects.

SPACE

The ability to draw a design from memory to recognize a figure whose position in the space has been distorted.

NUMBER

The ability to deal with numbers speedily and accurately either theoretically or practically.

J.P. Guilford's Structure of Intellect (SI) theory,

intelligence is viewed as comprising operations (the ways one thinks), contents (what one thinks about), and products (results of the application of an operation to a certain content, or our kind of thinking towards a certain subject).

Fluid Intelligence

Ability to reason quickly and to think abstractly

Crystallized Intelligence

Knowledge and skills that are accumulated over a lifetime.

STERNBERG’S INFORMATION PROCESSING APPROACH

A theory of intelligence focused on problem-solving approaches rather than problem-solving ability.

ENCODING

Trying to identify some important facts and to retrieve from one long-term memory (LTM) whatever available information is important.

INFERRING

Drawing a relationship between the pieces of facts and information.

MAPPING

Finding the relationship between a past situation and a present one.

APPLICATION

Applies the relationship between one situation with the other

JUSTIFICATION

Justify or provide some supporting evidence to your answer.

RESPONSE

Identifying the best solution or answer which depends on accurate thinking at each stage.

ANALYTICAL INTELLIGENCE

This component refers to problem-solving abilities.

CREATIVE INTELLIGENCE

This aspect of intelligence involves the ability to deal with new situations using past experiences and current skills.

PRACTICAL INTELLIGENCE

This element refers to the ability to adapt to a changing environment.

HOWARD GARDNER’S MULTIPLE INTELLIGENCES

It posits that the seven intelligences work together to solve problems and develop skills.

LINGUISTIC INTELLIGENCE

It is the ability to use language effectively either poetically or rhetorically.

LOGICAL-MATHEMATICAL INTELLIGENCE

Involves sensitivity in analyzing problems and solving mathematical operations as well as investigating issues scientifically.

MUSICAL INTELLIGENCE

Refers to the skills in performance, composition, and appreciation of patterns in the music.

BODILY-KINESTHETIC INTELLIGENCE

Entails the potential to use mental abilities to coordinate bodily movements.

SPATIAL INTELLIGENCE

Encompasses the potential to visualize and use patterns of wide space and also confined areas.

INTERPERSONAL INTELLIGENCE

The ability to understand other's motives, desires, and goals.

INTRAPERSONAL INTELLIGENCE

Concerned with the ability to understand oneself, to appreciate one's motives, desires, feelings, and an effective working model of oneself.

EXISTENTIAL INTELLIGENCE

It is the capacity to raise and reflect on philosophical questions about life, death, and ultimate realities.

MORAL

These capacities were excluded because they are normative rather than descriptive.

ROBERT STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE

Defined intelligence as "mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life"

COMPONENTIAL INTELLIGENCE

Which pertains to the meta components, performance components, and knowledge acquisition components or simply one's academic problem-solving skills measured by intelligence tests.

EXPERIENTIAL INTELLIGENCE

This pertains to the ability to deal with novelty and to automatize processing or the practical intelligence needed for routine/daily tasks.

CONTEXTUAL INTELLIGENCE

Which pertains to practical and social intelligence or one's creative intelligence like reacting to new situations.

Alfred Binet (1905)

Invented the first IQ test