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General flashcards

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1
Q

The reward principle

A

If a behaviour is followed by a reward, it is more likely to increase the frequency then if it was not followed by a reward

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2
Q

Thorndike’s principle

A

Responses to a situation that are followed by satisfaction are strengthened, whereas responses followed by discomfort are weakened

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3
Q

Theory

A

An integrated statement of principles that attempts to explain a phenomenon and make predictions

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4
Q

Parsimony principle/Occam’s razor

A

Searching for explanations with the smallest total elements

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5
Q

Learning

A

A relatively permanent change in an organism that results from experience

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6
Q

Elements that change with learning

A

metacognition, brain, neurology, cognition & behaviour

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7
Q

R-complex/first brain

A

Oldest part of the brain, body temp, hunger, fight/flight

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8
Q

Limbic system/second brain

A

Hypothalamus, hippocampus, amygdala - feelings, emotion and motivation + memory

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9
Q

Third brain/neocortex

A

Lobes of the brain, higher order function

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10
Q

Critical period

A

Particular time in which experiences are necessary for brain development

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11
Q

Sensitive/optimal period

A

window of time in which brain is sensitive to environmental influences

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12
Q

British empiricism

A

Experience is the only source of knowledge

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13
Q

Continental rationalism

A

Reason and reflection as valid sources of knowledge

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14
Q

Cognitivism

A

Focus on intermediate, internal processes between stimulus and response

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15
Q

Semantic integration

A

Interrelating information from diverse sources

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16
Q

Propositions

A

Simple sentence between 2 concepts: The ants are in the kitchen

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17
Q

Tolman’s maze/experiment?

A

Latent learning, subjects rewarded after a long period of time rapidly became more proficient and learned faster then subjects never or regularly rewarded

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18
Q

Purpose behaviourism

A

Learning is the process of goal directed events rather than the formation of S-R connections

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19
Q

Depression effect

A

When a reward is expected but not delivered, disappointment ensues

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20
Q

Cognitive maps

A

Organisation of information to become aware of how things are organised in space

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21
Q

Transition experiment

A

An experience can not be reduced to it’s constituent parts - Chickens always go for darker square, not same colour square

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22
Q

Law of proximity

A

We group things together in space that are close together

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23
Q

Law of similarity

A

we observe an objects as they resemble others (counting red squares, then green triangles, then yellow circles to count all shapes in a space)

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24
Q

Law of closure

A

Filling in the missing pictures to complete a picture

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25
Late of Pragnanz
We tend to organise experiences as simply, concisely, symmetrically and completely as possible
26
Gestalt on problem solving
Mentally combining and recombining elements of a problem to create and organised structure = restructuring until insight
27
Law of figure-ground
the way certain parts of an image fade into the background or become more clear in definition
28
Verbal learning research
Emphasised serial learning, or remembering items in order. Information repeated/over learned is easier to recall, and distributive practice is more effect than massed practice
29
Memory
The process of saving information for a period of time
29
storing/storage
Process of putting information into memory
30
Encoding
The alteration of information to optimise storage and effective recall
31
Retrieval
Process of finding and recalling stored information from memory
32
Retrieval
Process of finding and recalling stored information from memory
33
Sensory register
Where information is first sensed (smell, taste, vision, touch etc) Brief (1-2secs) duration, can be moved to working memory if we pay attention to it
34
Factors effecting attention
Size, motion, intensity, novelty, incongruity, social cues and emotion
35
Working memory
What your attention is on, 7+/-2 items, very brief. Short term memory
36
Long term memory
What's in your mind, unlimited capacity, permanent memory, schema, productions, images etc
37
Forms of storage in WM
Phonological loop, visuospatial sketch-pad, and episodic buffer
38
Central executive
Head of the head, responsible for processes such as thinking, self regulation, decision making
39
Chunking
organising information into similar groups to increase the capacity of the WM
40
Meaningful learning
Making stimuli personally significant to help remember it by attaching new information to existing information
41
Maintenance rehearsal
Repeating information to keep it alive in WM and try to store it in LTM
42
Controlled processing
attention required. elaborating, repeating or organising information
43
Automatic processing
No attention needed, recalling of well learned information
44
Automatic processing
No attention needed, recalling of well learned information
45
Construction
Using bits and pieces of information to build a reasonable understanding
46
Saccades
4-5 second snapshots of visual memory which are filled in to complete the image. Can also be auditory register
47
Ambiguous stimuli
Stimuli that could be interpreted in different ways
48
Bartlett's war of the ghosts
Recall is not verbatim. Focus is on mot important points
49
Internal organisation
information is stored in an interconnected way
50
Elaboration
Embellishing of new information to improve encoding and retrieval
51
Elaboration
Embellishing of new information to improve encoding and retrieval
52
Misinformation effect
Distorted storage of information to create entirely new ideas/concepts
53
Self explanation
Explaining information to yourself to facilitate storage and retrieval
54
Distributed practice
Practicing over small periods of time rather than in one go to improve storage and retrieval
55
Spreading activation
recalling information through spreading activation of networks of information (remembering relevant information to remember specific information)
56
Encoding specificity
Retrieval is easier when we use the same thought process used during storage. It is mood and context dependant
57
Free recall
Having to recall information without prompts/cues
58
Cued recall
Recalling information after receiving a cue
59
Recognition
identifying the correct answer with multiple choices
60
Relearning
testing information by seeing how long it takes to relearn it
61
Recall tests
e.g. fill in the blanks
62
Recognition tests
matching, MCQs
63
Implanted memories
False memories that never happened
64
Source amnesia
misidentifying the source of learned information
65
Decay
the fading of information if it is not used
66
Proactive interference
When old information interferes with learning new information
67
Retroactive interference
New information interferes with previously learned information (e.g. after learning a new dance move, you cannot remember the old one)
67
Retroactive interference
New information interferes with previously learned information (e.g. after learning a new dance move, you cannot remember the old one)
68
Repression
the decay of memory caused by efforts not to retrieve
69
Failure to retrieve
Looking in the wrong places
70
Failure to store/consolidate
Not remembering because it was never really learnt
71
Declarative knowledge
Nature of what is, will be or was Semantic knowledge - one's general knowledge that's independent of experience Episodic knowledge - information from one's life experiences
72
Procedural knowledge
Knowing how to do things conditional knowledge - how to react under certain situations
73
Explicit knowledge
Easy to recall and explain - declarative knowledge
74
Implicit knowledge
Can't recall or explain, but we can do - procedural knowledge
75
Actions
movements - waving, hand movement - are encoded into the LTM
76
Symbols
words, numbers, maps or graphs that are encoded into the LTM verbal codes - labels for objects, poems lyrics or passages
77
Concepts
Concrete concepts - easily identified features or objects Abstract concepts - ideas that are not easily physically identified
78
Exemplars
Examples of a specific category
79
Prototypes
The most general example, example that captures the essence of a catagory
80
Deduction
creating a theory and testing it through observation
81
Induction
observing data and making a theory
82
Script
mental representation of often repeated information
83
Top-down processing
filling in the blanks, relating new information to existing schema
84
Bottom-up processing
creation of new schema
85
Cognitive load
Intrinsic - the difficulty of content Extrinsic - the methods/approaches you use to comprehend/pay attention Extraneous - noise of environment/distractions
86
Automaticity
Ability to recall information with little to no effort
87
Visuospatial sketch-pad
Short term WM storage of space/visual input
88
Phonological loop
Short term WM storage of verbal information
89
Episodic buffer
combination of information for VSSP, PL and LTM to create complex and intergrated memory
90
productions
If this happens, then do this - way procedural knowledge is encoded
91
Helpful techniques
Chunking summarising Distributive practice self testing encoding specificity spreading activation rehearsal meaningful learning elaboration internal organisation

EDUC121 (1 decks)

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