Term
|
Definition
| a systematic, relatively permanent change in behavior that occurs through experience |
|
|
Term
|
Definition
| a theory of learning that occurs when we make a connection, or an association, between 2 events |
|
|
Term
|
Definition
| the process of learning associations between two events |
|
|
Term
|
Definition
| learning that occurs when a person observes and imitates another's behavior |
|
|
Term
|
Definition
| learning process in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capactiy to elicit a similar response |
|
|
Term
|
Definition
| automatic stimulus-response connections |
|
|
Term
| unconditioned stimulus (UCS) |
|
Definition
| a stimulus that produces a reponse without prior learning (food) |
|
|
Term
| unconditioned response (UCR) |
|
Definition
| an unlearned reaction that is automatically elicited by the UCS; involuntary (salivating) |
|
|
Term
| conditioned stimulus (CS) |
|
Definition
| a previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus (bell) |
|
|
Term
|
Definition
| the learned response to the conditioned stimulus that occurs after the CS-UCS pairing; similar to, but not as strong as the UCR (salivating) |
|
|
Term
|
Definition
| the initial learning of the connection between the UCS and the CS when these 2 stimuli are paired |
|
|
Term
1. contiguity
2. contingency |
|
Definition
| 2 important factors that must be present for acquisition to happen |
|
|
Term
|
Definition
| the CS and UCS are presented very close together in time |
|
|
Term
|
Definition
| the CS must serve as a reliable stimulus that the UCS is on the way |
|
|
Term
|
Definition
| the tendency of a new stimulus that is similar to the original CS to elicit a response that is similar to the CR |
|
|
Term
|
Definition
| the process of learning to respond to certain stimuli and not others |
|
|
Term
|
Definition
| the weakening of the CR when the UCS is absent |
|
|
Term
|
Definition
| the process in classical conditioning by which a CR can recur after a time delay, without further conditioning |
|
|
Term
|
Definition
| the recovery of the CR when the organism is placed in a novel context |
|
|
Term
|
Definition
| who performed the Little Albert Experiment? |
|
|
Term
|
Definition
| a classical conditioning procedure for changing the relationship between a CS and its CR |
|
|
Term
|
Definition
| a form of treatment that consists of repeated pairings of a stimulus with a very unpleasant stimulus |
|
|
Term
|
Definition
| a decrease in the production of antibodies, which can lower a person's ability to fight disease |
|
|
Term
| sympathetic nervous system |
|
Definition
| what nervous system plays an important role in the learned associations between a conditioned stimulus and immune and endocrine functioning |
|
|
Term
|
Definition
| a special kind of classical conditioning involving the learned association between a particular taste and nausea |
|
|
Term
|
Definition
| decreased responsiveness to a stimulus after repeated presentations |
|
|
Term
| overdoses usually happen because they take the drug in places of unusual circumstances, so there is no conditioned stimulus signal and the body is unprepared for the drug's effects |
|
Definition
|
|
Term
cc for involuntary behaviors
oc for voluntary behaviors |
|
Definition
| Classical conditioning is for _________ behaviors, whereas operant conditioning is for _________ behaviors |
|
|
Term
|
Definition
| Who defined operant conditiong? |
|
|
Term
|
Definition
| who first studied classical conditioning? |
|
|
Term
| operant conditioning / instrumental conditioning |
|
Definition
| a form of associative learning in which the consequences of a behavior change the probability of the behavior's occurence |
|
|
Term
|
Definition
| Thorndike's law stating that behaviors followed by positive outcomes are strengthened and that behaviors followed by negative outcomes are weakened |
|
|
Term
|
Definition
| rewarding approximations of a desired behavior |
|
|
Term
|
Definition
| the process by which a rewarding stimulus or event (a reinforcer) following a particular behavior increases the probability that the behavior will happen again |
|
|
Term
|
Definition
| an increase in the frequency of a behavior in response to the subsequent presentation of something that is good |
|
|
Term
|
Definition
| an increase in the frequency of a behavior in response to the subsequent removal of something that is unpleasant |
|
|
Term
|
Definition
| an organism's learning that it can altogether avoid a negative stimulus by making a particular response |
|
|
Term
| learned helplessness. studied by Seligman |
|
Definition
| an organism's learning through experience with unavoidable negative stimuli that it has no control over negative outcomes. Who studied this concept? |
|
|
Term
|
Definition
| a reinforcer that is innately satisfying; one that does not take any learning on the organism's part to make it pleasurable (food, water, sexual satisfaction) |
|
|
Term
|
Definition
| a reinforcer that acquires its positive value through an organism's experience; a learned or conditioned reinforcer (getting an A, getting a paycheck) |
|
|
Term
|
Definition
| behaviors are rewarded with tokens that can be exchanged later for desired rewards |
|
|
Term
|
Definition
| performing a reinforced behavior in a different situation |
|
|
Term
|
Definition
| responding appropriately to stimuli that signal that a behavior will or will not be reinforced |
|
|
Term
|
Definition
| decreases in the frequency of a beavhior when the behavior is no longer reinforced |
|
|
Term
|
Definition
| a behavior is reinforced every time it occurs |
|
|
Term
|
Definition
| a reinforcer follows a behavior only a portion of the time; characterizes most of life's experiences |
|
|
Term
| schedules of reinforcement |
|
Definition
| specific patterns that determine when a behavior will be reinforced |
|
|
Term
|
Definition
| reinforces a behavior after a set number of performance of that behavior |
|
|
Term
|
Definition
| a time table in which behaviors are rewarded an average number of times but on an unpredictable basis (most resistant to extinction) |
|
|
Term
|
Definition
| reinforces the first behavior after a fixed amount of time has elapsed |
|
|
Term
| variable-interval schedule |
|
Definition
| a time table in which a behavior is reinforced after a variable amount of time has elapsed |
|
|
Term
|
Definition
| a consequence that decreases the likelihood that a behavior will occur |
|
|
Term
|
Definition
| the presentation of an unpleasant stimulus following a given behavior in order to decrease the frequency of that behavior (spanking, scolding) |
|
|
Term
|
Definition
| the removal of a positive stimulus following a given behavior in order to decrease the frequency of that behavior (time-out, grounding) |
|
|
Term
| applied behavior analysis |
|
Definition
| also called behavior modification, the use of operant conditioning principles to change human behavior |
|
|
Term
|
Definition
| also called imitation or modeling; learning that occurs when a person observes and imitates behavior |
|
|
Term
| Bandura and the Bobo Doll study |
|
Definition
| who studied observational learning? what was his study called? |
|
|
Term
1. attention
2. retention
3. motor reproduction
4. reinforcement |
|
Definition
| four main processes involved in observational learning |
|
|
Term
|
Definition
| who said that much of behavior is goal-directed (purposive behavior) |
|
|
Term
| latent learning / implicit learning |
|
Definition
| unreinforced learning that is not immediately reflected in behavior |
|
|
Term
|
Definition
| a form of problem solving in which the organism develops a sudden insight into or understanding of a problem's solution |
|
|
Term
|
Definition
| the tendency of animals to revert to instinctive behavior that interferes with learning |
|
|
Term
|
Definition
| the species-specific biological predisposition to learn in certain ways but not others |
|
|
Term
-influences the degree to which learning processes are used
-culture can determine the content of learning |
|
Definition
| how culture influences learning... two things |
|
|
Term
|
Definition
| the way our beliefs about ability dictate what goals we set for ourselves (fixed vs. growth _____) |
|
|
Term
|
Definition
| people who have astonishing memory abilities |
|
|
Term
|
Definition
| the retention of information or experience over time as the result of three key processes: encoding, storage, and retrieval |
|
|
Term
|
Definition
| the first step in memory; the process by which information gets into memory storage |
|
|
Term
-attention
-levels of processing
-elaboration
-imagery |
|
Definition
| processes the require effort (4) |
|
|
Term
|
Definition
| focusing on a specific aspect of experience while ignoring others |
|
|
Term
|
Definition
| concentrating on more than one activity at the same time |
|
|
Term
|
Definition
| also called vigilance, the ability to maintain attention to a selected stimulus for a prolonged period of time |
|
|
Term
|
Definition
| a continuum of memory processing from shallow to intermediate to deep, with deeper processing producing better memory |
|
|
Term
|
Definition
| the formation of different connections around a stimulus at a given level of memory encoding |
|
|
Term
|
Definition
| relating material to your own experience |
|
|
Term
|
Definition
| the retention of information over time and how this information is represented in memory |
|
|
Term
|
Definition
theory stating that memory storage involves 3 separate systems:
1) sensory memory
2) short-term memory
3) long-term memory |
|
|
Term
|
Definition
| time frames of a fraction of a second to several seconds |
|
|
Term
|
Definition
| time frames up to 30 seconds |
|
|
Term
|
Definition
| time frames up to a lifetime |
|
|
Term
|
Definition
| memory system that involves holding information from the world in its original sensory form for only an instant, not much longer than the brief time it is exposed to the visual, auditory, and other senses |
|
|
Term
|
Definition
| auditory sensory memory (retained for up to several seconds) |
|
|
Term
|
Definition
| visual sensory memory (retained for about 1/4 of a second) |
|
|
Term
|
Definition
| limited capacity memory system in which information is usually retained for as long as 30 seconds unless we use strategies to retain it longer |
|
|
Term
|
Definition
|
|
Term
|
Definition
| the number of digits an individual can report back in order after a single presentation of them |
|
|
Term
|
Definition
| grouping information that exceeds the 7 plus or minus 2 memory span into higher-order units that can be remembered as single units |
|
|
Term
|
Definition
| the conscious repetition of information |
|
|
Term
|
Definition
| a three-part system that allows us to hold information temporarily as we perform cognitive tasks; a kind of mental workbench on which the brain manipulates and assembles information to help us understand, make decisions, and solve problems |
|
|
Term
1. the phonological loop
2. visuospatial working memory
3. central executive |
|
Definition
| 3 components to Baddeley's working memory model |
|
|
Term
|
Definition
| briefly stores speech-based information about the sounds of language; contains an acoustic code and rehearsal |
|
|
Term
| visuospatial working memory |
|
Definition
| stores visual and spatial information, including visual imagery |
|
|
Term
|
Definition
| integrates information from not only the phonological loop and visuospatial working memory but also from long-term memory (attention, planning, organizing) |
|
|
Term
|
Definition
| a relatively permanent type of memory that stores huge amounts of information for a long time |
|
|
Term
| explicit memory / declarative memory |
|
Definition
| the conscious recollection of information, such as specific facts or events and, at least in humans, information that can be verbally communicated |
|
|
Term
|
Definition
| the retention of information about the where, when, and what of life's happenings -- that is, how individuals remember life's episodes (autobiographical) |
|
|
Term
|
Definition
| a person's knowledge about the world, including his or her areas of expertise; general knowledge, such as of things learned in school; and everyday knowledge |
|
|
Term
| implicit memory / nondeclarative memory |
|
Definition
| memory in which behavior is affected by prior experience without a conscious recollection of that experience |
|
|
Term
|
Definition
| memory for skills (typing, driving) |
|
|
Term
|
Definition
| the activation of information that people already have in storage to help them remember new information better and faster |
|
|
Term
1 schemas
2 connectionist networks |
|
Definition
| how memory is organized (2 ways) |
|
|
Term
|
Definition
| a preexisting mental concept or framework that helps people to organize and interpret information. __________ from prior encounters with the environment influence the way we encode, make inferences about, and retrieve information |
|
|
Term
|
Definition
| a schema for an event, often containing information about physical features, people, and typical occurences |
|
|
Term
| connectionism / parallel distributed processing (PDP) |
|
Definition
| the theory that memory is stored throughout the brain in connections among neurons, several of which may work together to process a single memory |
|
|
Term
|
Definition
| if 2 neurons are activated at the same time, the connection between them -- and thus the memory -- may be strengthened |
|
|
Term
|
Definition
| the memory process that occurs when information that was retained in memory comes out of storage |
|
|
Term
|
Definition
| the tendency to recall the items at the beginning and end of a list more readily than those in the middle (primacy and recency effects) |
|
|
Term
| encoding specificity principle |
|
Definition
| states that information present at the time of encoding or learning tends to be effective as a retrieval code |
|
|
Term
|
Definition
| a special form of episodic memory, consisting of a person's recollections of his or her life experiences |
|
|
Term
|
Definition
| the effect that adults remember more events from the second and third decades of life than from other decades |
|
|
Term
|
Definition
| the memory of emotionally significant events that people often recall with more accuracy and vivid imagery than everyday events |
|
|
Term
|
Definition
| forgetting that occurs when something is so painful or anxiety-laden that remember it is intolerable |
|
|
Term
|
Definition
| the theory that people forget not because memories are lost from storage but because other information gets in the way of what they want to remember |
|
|
Term
|
Definition
| situation in which material that was learned earlier disrupts the recall of material that was learned later |
|
|
Term
|
Definition
| situation in which material that was learned later disrupts the retrieval of information that was learned earlier |
|
|
Term
|
Definition
| theory stating that when we learn something new, a neurochemical memory trace forms, but over time this trace disintegrates; suggests that the passage of time always increases forgetting |
|
|
Term
| tip-of-the tongue (TOT) phenomenon |
|
Definition
| a type of effortful retrieval that occurs when we are confident that we know something but cannot quite pull it put of memory |
|
|
Term
|
Definition
| remembering information from the past |
|
|
Term
|
Definition
| remembering information about doing something in the future; includes memory for intentions |
|
|
Term
|
Definition
|
|
Term
|
Definition
| memory loss for a segment of the past but not for new events |
|
|
Term
|
Definition
| a memory disorder that affects the retention of new information and events |
|
|
