3- Additional Notes Flashcards
(50 cards)
Associative learning
Classical and Operant conditioning
Classical- Pavlov’s Dogs (2 stimuli), Little Albert
-acquisition
Operant- BF Skinner- pos/neg (behavior, response) reinforcement/punishment– voluntary behavior
pos punishment = aversive conditioning
Behaviorism = test behavior, not response; all behaviors that
Learning/behaviorist theory - language acquisition is by operant conditioning
Operant: primary reinforcer: treat after trick (fish for dolphin after trick)
secondary reinforcer = conditioned reinforcer = trick whenever trainer present b/c may give treat
Operant - shaping- reward broader to specific behaviors- break it down and build towards end behavior
Acquisition
when stimulus-response becomes conditioned
(the process of classical conditioning)
UCS-UCR
NS-no response
CS-CR
Extinction
Becoming habituated to CS not bringing the US with it
DEMINISHED CR
-spontaneous recovery
Discrimination + Generalization
Habituation + Dehabituation
- Habituation- get used to something
- Dehabituation- when the stimulus stops or is interrupted by another stimulus so you notice it again
ex) loud train, get used to it, it stops, notice it be quiet, re-notice when it’s loud again
* Habituation & Dishab- simplest organisms
Neg Reinforcement
-Escape learning- relieve immediate unpleasantness
(aspirin)
-Avoidance learning- reduce future unpleasantness
(failing test)
Reinforcement Schedules
-Variable Ratio most powerful and least likely to go extinct (ex- gambling)
VI = fishing; FR = commission; FI = salary
In variable schedules, don’t know how many times nee to do it, so perform behavior consistently
Fixed- adapt to meet requirements
Variable = consistent behavior; fixed = varying behavior b/c do bare minimum to get what’s needed
Factors in associative learning
Latent learning
-free of reward/incentive but demonstrated once possibility of award arises (ex- rat maze)
Problem-solving
ex) humans + puzzles
Potential solutions from mental set
Functional fixedness = dunno how to use object in non-traditional manner
-Trial and error, algorithms, deductive and inductive reasoning
Limitations:
Preparedness
-disposition to learn certain behaviors- easy to reinforce, hard to extinguish- such as a natural instinct
Instinctive drift
-hard to condition against natural instincts
Observational learning
-non-associative learning
Modeling
-what behaviors are acceptable based on repercussions
Bandura’s Bobo Doll
MIRROR NEURONS- in motor cortex and somatosensory cortex
-fire when perform action or when see someone else perform action
Encoding information
- automatic processing- w/o effort
- effortful/controlled processing- w/ effort
Weak: visual < auditory < elaborative (associate w/ LTM) < semantic (context, meaning) < self-reference effect (your own life)
Memorization techniques
- maintenance rehearsal = active repetition (working memory, STM)
- mnemonics for list of info; ex- FLAT PEG
- method of loci- locations along route/grocery list
- peg-word = numbers w/ rhymes
- clustering/chunking = chunks of info (ex- phone number)
–these last 2 are semantic encoding
Storing info
- Sensory memory- iconic, echoic - ex) an array of #s (<1 sec)
- STM - fade quickly w/o rehearsal - ex) phone numbers
- Working memory- integrates attention & function- ex) math
- STM and Working memory connected b/c the working needs info from STM and when working is done info to STM then gone or LTM
-LTM: explicit/declarative or implicit
Explicit = conscious recall Episodic = events; Semantic = facts
Implicit = unconscious; procedural = skills, tasks
whole-report vs partial report- test sensory memory
STM: 7+2 memory capacity, hippocampus
Working: hippocampus
LTM: elaborative rehearsal- associate w/ LTM; self-reference effect
flashbulb memory = explicit - episodic + semantic- remember stuff after remember emotionally important event (where were you when that happened)
LTM: explicit vs implicit
Implicit: procedural, priming
Explicit/declarative: Episodic, semantic, autobiographical
Retrieval
Relearn (faster recall 2nd time); Recall; Recognition
- location of learning = best recall (context effects); mental state (ex- state-dependent memory); serial position effects (primacy, recency)
- spacing effect; Ebbinghaus; relearn
Semantic Network
“web” of connected ideas; spreading activation
Retrieval cues: recall cue, context effect, source monitoring (origin of memory and is it real)
Priming- prepare brain to recall one thing w/ something related
pos priming- exposure to one stimulus improves processing of seconds stimulus; vs neg priming
Forgetting
- aging/disorders = memory dysfunction
- Ebbinghaus Forgetting Curve (Decay) (reverse exponential) = retention function
-Interference- formation/retention of memories depends on other memories = retrieval error
- proactive interference = old interferes w/ new
- retroactive interference= new interferes w/ old
- esp when similar things
Prospective memory= remembering TTDL for future
Confabulation
- false memories in attempt to fill in gap
- we don’t record memories like a video camera does (we do not have reproductive memory)
- we have a reconstructive memory - may get false memories
Hard to distinguish false memories from repressed/recovered memories; does psychotherapy help? idk
Misinformation effect
-New info from outside source can alter memory of what you perceived
ex- car stop sign
Intrusion error = include false detail into memory
this is NOT the misinformation effect b/c the error is not from an outside source
Source Amnesia / Source-monitoring error
Conflate (combine) or confuse semantic and episodic memory— I know it happened to you but I thought it happened to me (or in dream)
A conditioned response would be stored in
implicit memory
Neuroplasticity
-neural connections adapt in response to stimuli (change env, learn info, damage)
As infant, many neural connections; as adult, fewer- but quality ones, where we adapt and keep the ones we need
seizure kids had half a brain removed, still lived a normal life b/c brain adapted and took role of removed part
Synaptic pruning
-weak neural connections broken, strong neural connections strengthened
NMDA (glu receptor) is needed for strengthening synaptic connections
Long term potentiation
neurons become more efficient at releasing nt
Cognition
- how our brain handles a ton of info
- experiences and sensations lead to thoughts & processing which result in knowledge and understanding
input -> processed -> outputs
-humans = large frontal lobe
Informational Processing Model
Theory: brain like computer
-to explain how brain encodes, stores, retrieves info
Thinking- sensation, encoding, storing stimuli
Analyze- to make it useful for decision making
Situational modification- for new situations
Obstacle evaluation- context & complexity evaluated to solve problem
too simple; our brain handles more than facts; also sensations, emotions, memories
Dual-coding theory = verbal and visual needed
Cognitive development + Piaget
- ability to think through and solve our problems
- Piaget
- Infants learn through instinctual interaction w/ environment
- schema
- new info processed via adaptation system- schema:
a) assimilate- new info cleanly placed into existing schemata
b) accommodation- modify existing schemata to place new info into it- ex) know how to eat w/ spoon, now fork
Piaget’s stages:
1) sensorimotor- 0-2 yrs
-alter env to meet own physical needs
-Circular repetitive reactions
(primary = initial chance occurrence; soothing = repeat- ex) suck thumb)
(secondary- change env + env response; ex) throw toys, parents put back)
End of stage: object permanence- objects exist even if you can’t see them- peekaboo stops working
Representational thought- even w/o view, knows object exists
2) Preoperational- 2-7 y/o
-Symbolic thinking/imagination, egocentrism, centration
-centration=center of focus on one aspect of phenomenon– can’t understand conservation- parts are conserved after deformed
End of stage: Learn conservation + understanding others’ feelings and perspectives
3) Concrete operational- 7-11 y/o- logical thoughts analyze concrete info
- includes constancy- dif cup sizes, same amount of water; also gains conservation
4) Formal operational- 11+- abstract ideas
- pendulum expt- methodologically change one variable at time to see what affects frequency
- hypothetical reasoning
