Exam 3 Psy 201

learning

relatively permanent change in behavior due to experience

behaviorism

broad perspective from which we study learning

associative learning

how do we learn to connect 2 events

in advertising - sex, celebrities, and branding

classic conditioning

Ivan Pavlov’s dog salivation

• tone, then feed → dog salivates

• tone - food - salivate

  • just tone = salivate —dog creates an association now, neutral - conditioned response

conditioned vs unconditioned

conditioned - learned

unconditioned - inate, automatic, not learned

stimulus vs. response

stimulus - object/event in the environment

response - triggered by stimulus, behavior that happens whenever stimulus is present

extinction

removing unconditioned, just present conditioned, association declines

pause between then spontaneous recovery

after extinction and rest period gets reappearnace of conditioned

• didn’t forget learning, response with just the conditioned stimulus, don’t salivate as much only ½

generalization

weaker response to similar stimulus

• other metalic ringing similar to tuning fork - thus salivation

  • little Albert - fear little fuzzy rabbit, clang behind now any white fuzzy, now fear

discrimination

train organism to respond only to stimulus trained on

opernant conditioning

skinner’s work

Skinner’s work

train rats and pigeons on repeated behaviors prior to getting food pellets

• box skinner - food pellet, shock, lights, sound, lever - click when complete

  • shaping - trying to get them to pull lever, reinforcers that gradually guide actions toward a desired behavior, look in that direction, more closer, lever related, paws on lever every click

reinforcement

• better than punishment

  • any event that increases frequency of behavior

postive reinforcement

add to increase liklihood of behavior

negative reinforcment

remove to increase liklihood of behavior

primary reinforcement

inately important to the learning, food - don’t need to teach this is correct

secondary reinforcement

something you must learn is reinforced , money

immediate reinforcement

makes it easier to learn like for kids

delayed reinforcement

period of time that passed between good behavior and reward

• more congnitively advanced more can delay

continious reinforcement

reinforced every time response happens, fast learning, and extinction

partial reinforcement

response reinforced only sometimes, longer learning and hard to extinct

fixed interval

fixed amount of time, same amount of time between successive reinforcement

variable interval

unpredictable amount of time between successive reinforcement —- pop quiz

interval

time

ratio

number of responses

fixed ratio

set number of responses then reinforces - free shipping

variable ratio

unpredictable number of responses between reinforcements - slot machine

punishment

decrease frequency of target behavior

postive punishment

add to decrease behavior - don’t beat or spank your kids

negative punishment

remove to decrease behavior

skinner ignores - biological predispositions and congition

• biological presdispositions - genetic programming promotiong certain association - food posioning

  • cognition - thinking affects how we make connections — could limit taste aversion w/ therapist consent drug to ruin drink - not always work

latent learning - cognitive map

solve map faster 1st and then 2nd time

observational learning

indirect, don’t have to learn it by something happening to you, you just watch

Bandura’s work with the bobo doll

children watch a violent adult or a peaceful adult play with the bobo doll and this affected how they played with it - imitate

desensitized

model behavior is shown and then kids will follow

-theraputic if kids are scared of dogs they look through a 2 way mirror and watch another kid play nice —then 2/3 willing to go pet the dog

memory

ability to store and retrieve information that has been learned

Clive - video

musician lost - damage hippocampus - can’t process new memories - think only then gone

also damage to frontal lobe - emotions are more intense

-can still play, read music and conduct-but cant remember that he can do this

Feng Wang - book- most people remember ±7 but he remembers

200 - 300

normal people remember concept and not details

source amnesia

remember intial information or meaning but forget source of who told them

information processing model

approach mind like computer - understand parts then how they fit together

encoding → storage ←→ retrieval

could have error at any part

encoding

getting the information from outside into your head

automatic processing - 1. space 2. time 3.frequency - repated vs. rare events-stick out

storage

putting it in your brain’s filing system

retrieval

finding that file and accessing the information

3 step model - atkinson and shiffrin

1. sensory - 1st thing hit brain - intial/momentary kind of memory

2. short-term/working - current consciousness, whatever you’re thinking -30s w/o effort

3. long-term - storing and hanging onto the information - has no time or capacity limits

external →(sensory stimulus) → sensory memory→ (encoding-attending to important stimulus) → short term→(retrieval) ←long term

echoic memory

momentary auditory sensory memory - 3-4s

the play back in your head

neurotransmitters and horomones

chemical changes happen when memories form, horomones more emotional make memory more solid

flashbulb memory

more emotional make memory more solid

so vivid emotion causes a well-depicted memory

explicit/ declarative memory

know we know the information - process in hippocampus and then during REM sleep it transfers to the storage place of the frontal lobe

• semantic - fact

• episodic - personal experiences

implicit memory

unconscious capacity for learning, do skill without knowing you learned it - basal ganglia and cerebellum processed - sorta muscle memory

• procedural - motor or cognitive skill so well learned - automatic for you

retrieval

1. recall - on spot generation of information - fill in the blank/essay

2. recongnition - identify correct information - m/c question

3. relearning - knew information but forgot - learn again 2nd + time it comes back faster

retrieval cues

how to get the right information out

1. priming - identify and associate an idea that might lead us to that information

2. context - getsprocessed with memory itself

   1. state dependent - physical state

   2. mood congruent - mood affects memory

forgetting due to retrieval

1. retrieval failure - information is there just need to find it - tip of the tongue

2. interference - similar things accessed together, proactive old → new forward thinking, retroactive old ← new

3. motivated forgetting - Freud - motivated to forget/repress really painful memories, not good for therapy and doesn’t work this way - actual - forget boring things since not using those neural pathways

memory construction → reconsolidation

alter our memories unintentionally just by thinking of them

altered - if you see yourslef in the scene - 3rd view

wording matters - smash vs. bumped, eye witnesses are v questionable

thinking - forming concept

mental catagory based on similarities - prototypes

prototype

best example then compare objects to this - ex: chair

doesn’t work well for colors

trial and eror

randomly testing all options - not v effective

insight

sudden flash of inspiration - just have a feeling

algorithm

systematic feeling of every possible option - guarentee but not long time

heuristic

cognitive shortcut - not guarentted

obstacles

can help but can hurt our thinking

confirmation bias

only look for information that confirms/supports your ideas

fixation

can’t stop looking at a problem in 1 narrow way

functional fixedness

special type of fixaton - lack creativity, fixation is dedicated to the item’s designed purpose

availabilty heuristic

base judgement frequency on availibility of information in memory — often leads to right thing but not 100% of the time

rehersal

how well it works depending on: time, spacing, sleep, testing, and serial positioning

time

spent doing something affects how much you remember: more time=better memory

spacing effect/distributed practice

break up study time you will remember it better - need sleep- REM to process it

testing effect

being quizzed or tested improves our memories

serial position effect

series easier to remember at beginning and the end, but the middle is often forgotten

chunking

±2 of 7

mnemonic

memory aide - imagination

dkpcofgs - do kings play/ domain, kingdom, phylum

hierarchies

break down by organizational structure

general → specific

meaningful

deeper processing is when there is personal relevance

forgetting due to encoding error

means the memory never got processed into long term

sensory memory

momentary brief memory - iconic and echoic

iconic memory

visual momentary sensory memory - 1/ 20th of a second

representativeness heuristic

base judgement of liklihood on how well something matches our prototype

overconfidence

sure we know more than we do - overestimate the accuracy of our current knowledge

belief perservence

cling to our beliefs even in the face of contrary evidence - once form a belief hard for it to change

framing

present same information in different ways

20% fat or 80% fat free

intuition

fast automatic unreasoned thoughts, can be adapted if need to make a fast decision, unconscious not forceable

creativity

ability to produce new and valueable ideas

components - expertise, imaginative thinking, venturesome personality, intrinsic motivation, creative environment

language

most complex cognitive ability- refers to spoken, writeen, or gestured way to communicate reasoning

receptive

ability to see or listen and understand

dog understand 20ish words

productive

ability to produce words and gestures

language development

universal order latter narrowing in based on culture, timing varies from kid to kid, but even similar to deaf to hearing child

stages in acquisition

easier for kids to acquire information

babbling

4 months old, random sounds

10 mounths - words they’re hearing they babble

one word stage

1 year - a word to designate what they’re saying

holophase

1 word conveying the whole idea

2 word stage

2 year - piece together sentences w 2 words

telegraphic speech

charged by word so just use essential words

sentences and grammar

smart errors - add s, mouse → mouses

animial language/thinking

don’t have muscles to physically say or make the shapes to talk to use but communitcate w sign language/gestures w/o grammar

inferential thinking

infer from interactions the meaning

dogs - point and know what you mean like a 2 yr old and social inference - point at food = eat

thinking and language

ways thinking determines language

linguistic determinism/relativism

language inturn shapes how we think, aren’t seperable

thinking in images

more difficult because no language to structure

mental rehersal

atheletes use to image their plays in their head before they perform them

intelligence

ability to learn from experience - solve problems and use knowledge to adapt to new situations