unit 3 aos 2

causes of alzheimers

causes of alzheimers

1. amyloid proteins builds up to form amyloid plaques outside and around neurons inhibiting communication between neurons

2. another protien tau accumulates forming neurofibrillary tangles

reproduction - observational learning

to have the physicla and psychological ability to be able to perform the modelled behaviour.

acrostic

phrases of poems where the first letter of each word functions as cue too help with recall

neocortex

interacts with the hippocampus in consolidation and storage of retrieval of explicit memories, semantic memory - frontal lobe , episodic right temporal lobe

basal ganglia

involved with implicit memories involving motot skills as well as the forming of habits

cerebellum

involved in the encoding and temporary storage of implicit procedural memories (motor skills, coordination and balance

amygdala

involved with the formation and encoding of memories associated with emotion especially fear as well as classical conditioned responspes

hippocampus

involved in transferring new memories from STM to LTM and the formation and encoding of new explicit memories

explicit

memories with conscious awareness and can be described verbally

semantic

memories of factual knowledge about the world epi

episodic

memories of personal experience

maintenance rehearsal

repeating information over and over so it will be retained in STM

elaborative rehearsal

process of linking new info in a meaningful way with info already stored in memory

chunking

grouping seperate pieces if info into a larger single unit therefore reducing the items of info

LTM

unlimited capacity unlimited duration

STM

duration - 18-30 secs capacity - 5-9 items

inmformation is lost from STM by

decay not being used and displacement old info being pushed out for new info (capacity is exceeded)

sensory memory capacity

unlimited

iconic memory

visual sensory memory duration- 0.3-0.5 secs

echoic memory

auditory sensory memory durartion - 3-4 secs

retrieval

information is recovered form storage when needed

encoding

info is converted into a code that can be stored in memory

storage

information is retained over time in the brain

memory

an actiev info processing system that receives, organises, stores and recovers information

classical conditioning

passive learning which is based on the repeated association of two different stimuli

UCS pavlov

stimulus that produces a natural occuring involuntary response - sight of the food

UCR

involuntary responspe to the UCS - salivating at the sight of the food

NS

does not initially cause the involuntary resposnpe

CS

through repeated association produces the involuntary resposnpe

CR

learned responspe that is produced by the CS

factors that influence classical conditioning

timing of the UCS and NS pairing, the nS should be presented before teh UCS with a very short time between the pairing

three phases

ABC antecedent, behaviour, consequence

antecedent

the enviroment

behaviour

the action that generates the consequence

consequence

the outcome

positive reinforcement

the addition of a pleasant stimulus creating a pleasant outcome therefore strengthening the likelihood the behaviour will be repeated

negative reinfocement

is taking away an unpleasant stimulus creating a pleasant outcome strengthening the likelihood of teh behaviour being repeated

positive punishment

the addition of an unpleasant stimulus creating an unpleasant outcome hence weakening the likelihood of the behaviour being repeated

negative punishment

taking away a pleasant stimulus creating an unpleasant outcome hence weakening the likelihood of the behaviour being repeated

factors that influecne the effectiveness of consequences (O.C)

order of presentation consequence must be presented after behaviour

timing consequence must be given just after the behaviour is occured

appropriateness reinforcement must provide a pleasant consequence

vicarious conditioning

the individual watches another person displaying a behaviour which is eitehr punished or reinforced and then subsequently displays or refrains from performing the same behaviour

with in subjects design

when all particpants takes part in all conditions both the controlled group and experiental group

with in subjects design disadvantage

order effects participants may perform better the second time as they have practised the task

with in subjects design advantage

there are no individual participant differences therefore no extraneous variables

method of loci and how it can help remebering items on a list

• Method of loci involves linking new information with information related to a location that is already stored in long term memory.

• where info is need to learn in sequential order an easily distinguishable series of locations (like landmarks walking home from school)

• Convert the items on list into mental images and link with well-known locations. For example: picturing a bag of apples sitting at the school gate