Factors Influencing Learning

These flashcards cover key vocabulary and concepts related to learning processes and factors that influence learning as discussed in the lecture.

Learning

A process through which experience causes a relatively permanent change in knowledge, skills, or behavior.

Perceptual Learning

Improvement in the ability to respond to sensory stimuli as a result of experience (e.g., recognizing The Rock’s face faster due to repeated exposure).

Implicit Learning

Unintentional acquisition of knowledge (e.g., learning to ride a bike as a child). Happens without conscious effort.

Implicit Memory

Demonstrating prior learning unintentionally (e.g., being able to ride a bike again years later).

Explicit Learning

Intentional and conscious effort to learn information (e.g., studying for an exam).

Explicit Memory

Conscious recall of specific facts or experiences (e.g., remembering a specific bike ride).

Encoding

The process of transforming information into a form that can be stored in memory. Requires attention.

Consolidation

The stabilization of a memory trace after initial acquisition — occurs during the time between learning and recall.

Retrieval

Bringing stored information back to mind when needed (e.g., recalling facts during a test).

Working Memory

System for temporarily holding and manipulating information for reasoning and problem solving.

Short-Term Memory

Limited-capacity store for information (5–9 items, around 20–30 seconds). Shown in the digit-span task).

Working Memory vs Short-Term Memory

Short-term = holding info briefly; Working = actively manipulating that info.

Motivation

Higher motivation enhances learning performance.

Organization

Structuring and connecting related ideas aids memory.

Anxiety

High anxiety impairs learning and recall (e.g., math anxiety).

Expertise

Prior knowledge improves learning in familiar domains (e.g., chess experts recall board positions better).

Incidental Learning

Learning without trying — happens passively (e.g., survival processing task).

Intentional Learning

Conscious effort to memorize information (e.g., flashcards).

Survival Processing Effect

Thinking about information in a survival context leads to better memory than intentional memorization.

Generation Effect

Better memory when you produce information yourself (e.g., filling in “fruit: or__ge”).

Enactment Effect

Performing or miming actions associated with concepts improves memory.

Production Effect

Saying words aloud improves recall.

Visual Imagery Effect

Creating mental images enhances learning.

Drawing Effect

Creating visual representations (e.g., diagrams or concept maps) boosts recall.

Spacing Effect

Studying material in spaced sessions improves long-term retention compared to cramming.

Interleaving

Mixing different topics or problem types during study improves long-term learning over blocked practice.

Retrieval Practice (Testing Effect)

Practicing recalling information strengthens memory more than rereading.

Transfer-Appropriate Processing

Memory improves when learning and retrieval conditions match (e.g., studying in a similar context as the test).

Classical (Pavlovian) Conditioning

Learning through association between a neutral stimulus and an unconditioned stimulus (e.g., bell + food = salivation).

Unconditioned Stimulus (US)

A stimulus that naturally elicits a response (e.g., food).

Unconditioned Response (UR)

An unlearned reaction to the US (e.g., salivation to food).

Conditioned Stimulus (CS)

A previously neutral stimulus that elicits a response after association with the US (e.g., bell).

Conditioned Response (CR)

Learned response to the CS (e.g., salivation to bell).

Fear Conditioning

A type of classical conditioning where a neutral stimulus is paired with something aversive (e.g., “Little Albert” experiment).

Extinction

Reduction of a conditioned response when the CS is repeatedly presented without the US.

Spontaneous Recovery

Reappearance of a conditioned response after extinction and rest period.

Blocking

When a previously learned CS prevents new learning about a second stimulus because it adds no new information.

Renewal Effect

Return of a conditioned response when the context changes after extinction.

Operant Conditioning (Instrumental)

Learning where behavior is influenced by its consequences (rewards or punishments).

Reinforcer

A stimulus that increases the likelihood of a behavior (e.g., food reward).

Punisher

A stimulus that decreases the likelihood of a behavior (e.g., shock).

Law of Effect (Thorndike)

Behaviors followed by satisfying outcomes are more likely to recur; behaviors followed by unpleasant outcomes are less likely.

Shaping

Gradually reinforcing behaviors that lead toward the desired behavior.

Real-World Example

Crows trained to pick up cigarette butts for food rewards — learned through operant conditioning.

Context-Dependent Learning

Memory is better when the learning and testing environments are similar (e.g., scuba divers recall better underwater if they learned underwater).

State-Dependent Learning

Memory retrieval is improved when internal states (e.g., mood, alertness) match between learning and recall.

Knowledge Emotions

Curiosity, surprise, confusion, and awe — motivate exploration and deeper learning.

Curiosity

Intrinsic desire to seek new information.

Confusion

A learning emotion that drives effort to resolve uncertainty and understand.

Awe

Feeling of wonder in response to vast or novel experiences; promotes cognitive accommodation.

Habituation

decreased response after repeated exposure.

Sensitization

increased response after exposure to a strong stimulus.

Nonassociative Learning

A change in behavior following repeated exposure to a single stimulus (includes habituation and sensitization).