Psych Exam 2

Learning

change in behavior or knowledge/skill that is due to experience

Classical Conditioning

Learning through associations between experiences

Unconditioned stimulus

stimulus provokes an unconditioned response without previous conditioning

unconditioned response

unlearned reaction to that occurs without conditioning, a reflex

conditioned stimulus

previous neutral stimulus has new meaning through conditioning and capacity to evoke a response

conditioned response

learned reaction that occurs because of previous conditioning

Classical conditioning takes place in daily life ex:

nostalgic childhood, romanitc, anxious

contiguity

onset of CS befure UCS, ends with UCS

novelty

newer stimuli leads ot faster learning because of no other assiociations

biological preparedness

prepared stimuli are those pairings that we are evolutionary prepared to learn more easily

Taste aversions, conditioned responses pairings

interal threats with internal stimuli and external threats with external stimuli

internal threats

taste or smell

external threats

light or sound

Learned fear

easier to fear a snake than a flower

extinction

repeated presentation of only CS without the UCS, CR will extinguish

spontaneous recovery

when the CR rebounds after a time of no exposure to CS `

discrimination

when learning becomes more specific

generlization

learned CR to other CS generalize to other CS

operant conditioning

learning controlled by consequences of a behavior

reinforcement

consequence of behavior increases tendnecy to respond the same way

positive reinforcement

response increases because of a positive

negative reinforcement

response increase because of removal of a negative

punishment

consequence of behavior decreases tendecy to make that response

positive punishment

response decrease becuase of negative ne

negative punishent

response decrease because remove of a positive

shaping

reinforcement of closer approximations of a behavior until you ge tthe one you want

chaining

reinforcing multiple previously learned behaviors into one behaviorla sequence chain, building one at a time in order

Extinction

behavior was previously reinforced, then becomes unreinforced, behavoir will extingush over time

overjustification effect

reward a behavior that otherwise was inherently inteserting or rewarding, can reduce interest in enganging the behavior without reward

resistance to extinction

when an unreinforced behavior continues to be emitted— often due to types of reinforcers or schedule used

primary reinforcers

events that are inherently reinforcing because they satisfy basic or biological needs (sweet, tastes, social approval, loud noise)

secondary reinforcers

events that acquire reinforcing qualities through association (money, grades)

continuous reinforcement schedule

every instance of the desired behavior is reinforced, good for initial learning

partial reinforcement schedule

desired behavior is reinforced only someo f the time, better for long term persistence of behavior

memory cues

automatic or effortful

context dependent

external cues (location odors)

state dependent

internal cues (mood drugs)

deja vu

confusion in memory cause by cues in a new situation that are strongly similar to cues in a past situation that strongly similar to cues

cognition

mental content and processes includes memory, representation, problem solving, intelligence, language

analog/sensory

corresponds to distinctive sensory features of the stimulus

propositional/symbolic

non-sensory but meaningful, verbal concepts and knowledge

prototype

best or idealized version of a concept, likely one you’ve never ever seen but key features of the concept

exemplar

actual examples of the concept you have personally experienced

schemas

group information about common concepts, siuations, roles

scripts

schemas that in addtion also carry information about appropriate sequences of behavior

functional fixedness

when representation is too rigid, one function for a object

mental set

solving the problem in another habitual way

insight

problems, the solution appear in a flash of insight

intelligence

good problem solver; ability to reason and use knowledge to problem solve

spearman

all intelligence derived from a single factor of mental ability with speed of processing and with working memory

catell

two types - fluid and crystallized intelligence

fluid intelligence

information processing in novel circumstances; ability to understand relationships between new things or problems, drops with aging

crystallized intelligence

acquired knowlege and skills, continues to grow with time

gardner

7-8 types of intelligence

reaction range

gneticlaly determine ranges on IQ, estimated w 20 point range

observational learning

learning through imitation

vicarious

reinforcement and punishment - higher impact on learning when the other recieves strong positive or negative consequences (stronger with liked or admired figures

memory

the persistence of learning over time; capacity to acquire and attain usable skills and knowledge + storage and retrieval of information

steps of successful memory

encoding, storing, retrieving

endcoding

processed to form a memory

stored

maintain encoded information over time

retrograde

amnesics have problem of retrieval

anterograde

problems of encoding and storage

encoding happen automatically during

highly emotional events, extermely vivid or unsual events

shallowing processing

structural encoding, noticing phsyical features, (presence or absence of a letter)

deep processing

meaning-based, liking how do they apply to you or the world at large, linking to to other knowledge

3 basic types of memory

sensory, short, long

sensory memory

1/3 of second, sensory information

short term/working memory

limited cpacity maintain unrehearsed material

long term

theoretically unlimited in capacity and unlimited in duration

short storage duartion

20 sec without rehersal or engagement

small capacity

7 +/- 2 items

chunking

create chunks of meaningful materials to help us remember, 7 chunks

long term

unlimited capacity, hold for unlimited time, organized, semantic networks

semantic networks

associations help explain how one idea might spur another idea

long term memory

declarative (explicit) and procedural (implicit)

declarative (explicit)

stuff we talk about organized in semantic networks

semantic memory

memory for facts, first president (can be spared )

episodic

memory for epecific events (in your life) ( can be lost)

procedural (implicit)

stuff you can do, ways of responding

memories stored

all over cortex

language

symbols that convey meaning, plus rules for combining those symbols

properties of language

symbolic, semantic, generative, structured

symbolic

simpler than the objects they represent

semantic (language)

meaning ful

generative

limited symbols, limitless possibilities

structured

rule bounded

other species with all language

prairie dog

Phonemes:

basic sounds used in langauge, (english has 40-45), evolutionary constraints

Vowel triangle

a i u ah ee ooh

categorical perception

perceives sounds of language as fallin ginto their meaningful phonemic categories, sense differences in acoustic stream

critical period

language learning

infants normal hearing babble

practicing sounds of their language before they can speak

babies use symbolic

word stands for something else, inferential problem

babies are hardwired to form categories

learn nouns first and more easily

joint attention

adult and child engage with same object or action in the world while adults talk about it

social stimulation makes babies smarter

depreivation of affection/social stimulation leads to lower IQ

universal human communication system

emotions, built into human system

basic emotions are

functional for survival, emerge early in life, universal across all humans and cultures

5 basic emotions

fear, anger, sadness joy disgust