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EPPP > Learning, CBT, and Memory > Flashcards

Learning, CBT, and Memory Flashcards

1
Q

Founder of classical conditioning

A

Ivan Pavlov

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2
Q

Process of classical conditioning

A

A naturally occurring stimulus (US) produces a natural response (UR)

Pair a neutral stimulus with the US, and the neutral stimulus will then produce a response (CR)

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3
Q

Effects of temporal relationships in conditioning

A

The CS must precede and overlap with the US (ideally by 0.5 seconds) for the best effect - called delay conditioning

Second best is trace conditioning, when you present and terminate the CS before showing the US.

Even less effective is simultaneous conditioning, when you show the neutral stimulus and the US at the same time

Worst is backward conditioning - US, then CS - produces no conditioning

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4
Q

Impact of the number of conditioning trials in classical conditioning

A

The greater the number of conditioning trials, the stronger the CR

However, the strength of the CR will likely always be a bit weaker than the UR

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5
Q

Impacts of pre-exposure on classical conditioning

A

Repeated exposure to the US or CS before they are paired slows down the acquisition of the CR

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6
Q

Classical extinction

A

The gradual disappearance of the CR with the CS

To avoid: add in occasional refresher trials with the CS and US pairing

Following extinction, fewer trials are needed to get the CS-CR response back

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7
Q

Spontaneous Recovery

A

In the days following an extinction, the CS can still elicit a weak CR

Demonstrates that learning is never lost (per Pavlov), it is just inhibited
(The CR is suppressed, rather than eliminated)

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8
Q

Stimulus generalization

A

When stimuli similar to the CS also produce a CR

In some instances, this can also occur across senses

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9
Q

Stimulus discrimination

A

The ability to discriminate between the CS and stimuli similar to the CS

Stimulus discrimination is established through discrimination training, where you selectively reinforce the CS, and don’t reinforce the similar stimuli

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10
Q

Experimental neurosis

A

Occurs during discrimination training when the animal/subject can no longer distinguish between the CS and the similar objects (when the two stimuli are too similar)

Dogs in Pavlov’s studies would exhibit agitation, aggressiveness, restlessness

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11
Q

Higher-order conditioning

A

Pair a CS with a neutral stimulus, which then becomes the higher-order conditioned stimulus

Explains how CRs are acquired in the absence of a US

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12
Q

Blocking

A

When you present a CS, US, and neutral stimulus at the same time

The presence of the CS will block the pairing of the US and neutral stimulus

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13
Q

Overshadowing

A

If you pair two neutral stimuli with a US to elicit a CR…

If you break up the two neutral stimuli, only one will come to elicit the CR and the other will not

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14
Q

Little Albert

A

John Watson

Classical conditioning with a baby
White rats, stimulus generalization

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15
Q

Interventions based on counterconditioning are based on the underlying technique of reciprocal inhibition…

What is reciprocal inhibition?

A

Pairing a stimulus that invokes anxiety (CS) with a stimulus that invokes relation (CS)

Pair the anxiety-provoking stimuli with something naturally relaxing (US)

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16
Q

Two types of interventions based on counterconditioning

A

Systematic desensitization

Behavioral sex therapy

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17
Q

Four stages to systematic desensitization

A

Relaxation training (PMR, imagery)

Construction of the hierarchy (10-15 events, SUDS 1-100)

Desensitization in imagination (start from bottom of hierarchy; relax, then imagine, then bring back to relaxation)

In vivo desensitization (do after 75-85% imagination, do with things already desensitized via imagination)

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18
Q

Evaluation research on systematic desensitization

A

Extinction is responsible for systematic desensitization (as opposed to the combination of anxiety and counter-relaxation states)

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19
Q

Behavioral Sex Therapy is best indicated for…

A

Disorders related to (or exacerbated by) performance anxiety

Premature ejaculation (squeeze technique is prominent)

Vaginismus (relaxation with dilators is prominent)

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20
Q

How behavioral sex therapy works

A

Through use of senate focus

Pairing a situation that avoids anxiety with pleasurable sensations and relaxation

Ex. Abstaining from sex and focusing only on non-genital touching or massage for pleasure, then progressing to non-demand genital touching

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21
Q

Two interventions based on aversive counterconditioning

A

In vivo aversion therapy

Covert sensitization

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22
Q

In vivo aversion therapy

A

Form of aversive counterconditioning

Pair a maladaptive behavior (CS) with a US that naturally elicits a noxious response (shock, odor, emetic drug)

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23
Q

Types of conditions that may benefit from aversive counterconditioning

A

Substance use disorders

Paraphilias

Self-injurious behavior

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24
Q

Research on aversive counterconditioning

A

Most effective with cigarette smoking, moderately effective sometimes in the short term for everything else

High relapse rates, limited generalizability

Most effective when the adverse method is similar to the maladaptive method (eg. alcoholism with taking a drug), AND when supplemented with other treatment modalities

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25
Q

Covert sensitization process

A

Type of aversive counterconditioning

Imagining the noxious event (in as much detail as possible) while willfully engaging in the maladaptive behavior (Ex. Smoking and imagining feeling nauseous, vomiting, and being embarrassed)

May also incorporate a “relief scene” where you imagine not doing the maladaptive behavior and experiencing relaxation

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26
Q

Three therapies based on classical extinction techniques

A

In vivo exposure and response prevention

Implosive therapy

EMDR

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27
Q

Two variations to in vivo exposure with response prevention

A

Flooding - highest ranking anxiety stimulus for a prolonged period of time

Graded - start with the lowest stimulus and work up to the highest

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28
Q

In vivo expose and response prevention

A

Exposed to real-life anxiety-inducing events for prolonged periods, and prohibiting the person from engaging in avoidance behaviors or rituals

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29
Q

Evaluation of in vivo and response prevention therapy

A

Exposure AND response prevention are both needed

Prolonged exposure > several brief exposures

High anxiety situations may not always be necessary

Group and self-directed treatments can be as equally efficacious

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30
Q

Implosive therapy

A

Imagine the situations that bring about high anxiety and prevent the person from engaging in avoidance tactics

Embellished with psychodynamic themes

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31
Q

EMDR

A

Eye movement desensitization and reprocessing

Originally for PTSD

Lateral eye movements paired with CBT and psychodynamic techniques

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32
Q

Criticism to EMDR

A

The lateral eye movements are dumb and needless

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33
Q

Law of Effect

A

Thorndike

Any response followed by a satisfying “state of affairs” will be repeated and any response followed by an annoying state of affairs is less likely to recur.

Behaviors are instrumental to helping animals achieve a goal - instrumental learning

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34
Q

Instrumental learning

A

Thorndike

Behaviors can be instrumental to helping an organism achieve goals

Laws of effect - if it’s pleasant and helps you achieve a goal, you’re more likely to do the thing

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35
Q

Psychologist most associated with operant conditioning

A

Skinner

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36
Q

Operant conditioning

A

Skinner

The most complex behaviors are voluntarily emitted (or not) as a result of how they OPERATE on the environment (consequences)

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37
Q

Positive v Negative

Reinforcement v Punishment

A

Positive - application of a stimulus
Negative - withholding or removing a stimulus

Reinforcement - increases the behavior it follows
Punishment - decreases the behavior it follows

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38
Q

Positive reinforcement

A

The application of a stimulus (reinforcer) increases the performance of a behavior

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39
Q

Negative reinforcement

A

Withdrawal or termination of a stimulus (reinforcer) leads to an increase in a given behavior

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40
Q

Reinforcement

A

Increases the behavior it follows

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41
Q

Punishment

A

Decreases the behavior that it follows

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42
Q

Positive punishment

A

Behavior decreases as a result of applying a stimulus

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43
Q

Negative punishment

A

Behavior decreases as a result of removing or withholding a stimulus

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44
Q

Operant extinction

A

Occurs when reinforcement is consistently withheld from a previously reinforced behavior to decrease or eliminate that behavior

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45
Q

Extinction (response) burst

A

Removal of a reinforcer does not automatically lead to extinction

The extinction burst is the period just before extinction where the behavior occurs multiple times, sometimes more rapidly, despite there being no reinforcement

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46
Q

Primary reinforcer

A

Aka unconditioned reinforcers

Inherently desirable and do not depend on experience to acquire their reinforcing value (food, water)

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47
Q

Secondary reinforcer

A

Aka conditioned reinforcer

Acquire their value through pairing with a primary reinforcer

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48
Q

Continuous schedule of reinforcement

A

Reward a behavior after each and every time it is done

Behavior is learning quickest this way, however extinction also occurs most rapidly if you withdraw the reinforcer

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49
Q

Four schedules of intermittent reinforcement

A

Fixed ratio

Fixed interval

Variable ratio

Variable interval

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50
Q

Fixed interval (FI) reinforcement schedule

A

Reinforcement is delivered after a fixed amount of time, regardless of the number of times the desired behavior occurs (must happen at least once per time interval)

Produce low rates of responding because reward isn’t related to the number of behaviors… Produces a scallop curve as the behavior increases as the interval runs out, with decrease of behavior right after reinforcement

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51
Q

Variable interval (VI) reinforcement schedule

A

Varied amount of time between when behaviors are reinforced (at least once per interval of time)

Schedule produces a low but steady rate of response

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52
Q

Fixed ratio (FR) reinforcement schedule

A

A reinforcer is delivered after a fixed number of behaviors are elicited

Because the relationship between behavior and reward is explicit, FR schedules produce a high and steady rate of response (usually with a brief pause following the reward)

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53
Q

Variable ratio (VR) reinforcement schedule

A

Reinforcers are provided after a varying number of times the behavior is elicited

Because reinforcement is unpredictable, VR schedules produce the highest rates and responding and are most resistant to extinction

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54
Q

Matching Law

A

Predicts the correspondence between responding to two or more alternatives and the frequency of reinforcement

Ex. If two levers are present and one is on a VR-30 and one a VR-60, the matching law would predict that the VR-30 lever would receive approximately 2/3 of the behavior, and VR-60 would get one third

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55
Q

Superstitious behavior

A

Caused by accidental, noncontingent reinforcement

Eg. Reinforcing every fifteen seconds regardless of whether or not the desired behavior was being done or not

Leads to odd, ritualistic behaviors

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56
Q

Stimulus control

A

When the occurrence of a behavior is affected by the presence of discriminative stimuli (ex. Going a behavior when around someone more likely to reinforce or punish you)

S^D - positive discriminative stimuli (signals response would be reinforced)
S^- - negative discriminative stimuli (signals response would not be reinforced)

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57
Q

Stimulus generalization

Operant conditioning

A

Operant conditioning

  • occurs when similar stimuli elicit the same response
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58
Q

Response generalization

Operant conditioning

A

Operant conditioning

When reinforcement increases the frequency of similar response

Ex. Baby reinforced for “mama” may also say “dada,” “baba”, etc.

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59
Q

Escape conditioning

A

A behavior increases because its performance allows her organism to escape an undesirable (aversive) stimulus

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60
Q

Avoidance conditioning

A

The result of two-factor learning

Onset of the negative reinforcer is proceeded by a cue that signals the negative reinforcer is about to be applied…the organism learns to not engage in the behavior in the presence of the cue

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61
Q

Factors that influence positive reinforcement interventions

A

Contingency (reinf only available when behavior occurs)

Immediacy (reinf should be delivered immediately after the behav)

Schedule of Reinf (continuous for development, intermittent for maintenance…thinning)

Magnitude (amount of reinf to the behav, watch for satiation)

Verbal clarification (clarify relationship between behav and reinf verbally)

Prompts (physical prompts can facilitate learning a new behav, then gradually decrease…fading)

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62
Q

Satiation

A

When a reinforcer loses its value

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63
Q

Thinning

A

The change from continuous to intermittent reinforcement

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64
Q

Prompts

A

A verbal or physical signal or reminder to facilitate the acquisition of a new behavior

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65
Q

Fading

A

Gradual removal of a prompt

66
Q

Effect of contingency on increasing behavior with reinforcement

A

There must be a contingent relationship between the behavior and the reinforcer

The reinforce must only be available when the desired behavior occurs

67
Q

The impact of immediacy on increasing behavior with reinforcement

A

The reinforcer must be available immediately after the desired behavior

68
Q

The impact of reinforcement schedules on increasing behavior with reinforcement

A

Continuously reinforce the behavior for the quickest learning, then switch to an intermittent reinforcement schedule

(Process of thinning)

69
Q

Impact of magnitude on increasing behaviors with reinforcement

A

The greater the amount of positive reinforcement the greater it’s effectiveness…up to a point

Satiation occurs when the subject tires of the reinforcer
(Primary reinforcers are more at risk for satiation)

70
Q

The impact of verbal clarification on increasing behavior with reinforcement

A

Effectiveness of the reinforcer is increased when the contingent relations is verbally clarified

71
Q

The impact of prompts on increasing behavior with reinforcement

A

Verbal or physical prompts facilitate the acquisition of a new behavior

The gradual removal of prompts is known as fading

72
Q

Shaping

A

Reinforcing successive approximations of a desired behavior
(Reinforcing only behaviors that come closer and closer to a desired one)

Only the final (terminal) behavior is of interest

73
Q

Chaining

A

Responsible for the acquisition of most complex behaviors

The establishment of a behavior chain (series of stepwise behaviors, ex. Baking a cake)

The entire sequence of responses is important

74
Q

Shaping v Chaining

A

Shaping is only concerned with the final behavior

Chaining is concerned with the whole process of behaviors

75
Q

Premack Principle

A

Using a high probability behavior to reinforce a low probability behavior

Particularly useful when it is difficult to identify an appropriately reinforcing stimulus

Eg. Increasing study time in gamers by reinforcing study time with time playing games

76
Q

Differential reinforcement

A

Combines positive reinforcement (to facilitate one behavior) with extinction (to get another behavior to go away)

Ex. Reinforcing a child for playing with toys instead of hand flapping
(Playing with toys is positively reinforced, hand flapping is extinguished)

77
Q

Factors that influence attempts to decrease behavior with punishment

A

Immediacy of punishment
Consistency of delivering punishment every time
Intensity (moderate is best to avoid aggression or habituation)
Verbal clarification of the contingency
Removal of all positive reinforcement
Reinforcement of alternative behaviors (or training)

78
Q

Habituation

Extinguishing behavior

A

When a punishment loses its effectiveness

79
Q

Impact of immediacy on decreasing behaviors with punishment

A

Behaviors are more easily extinguished with immediate punishment following the undesired behavior

80
Q

Impact of consistency on decreasing behaviors with punishment

A

Punishment must occur every time the undesirable behavior occurs to be successful

81
Q

Impact of intensity on decreasing behavior with punishment

A

Moderate punishment is best

Too much = aggression, avoidance, more undesirable behaviors
Too little = habituation to the punishment

82
Q

Impact of verbal clarification on decreasing behaviors with punishment

A

Most successful when you verbalize the behavior-punishment contingency relationship

83
Q

Impact of positive reinforcements in decreasing behavior with punishment

A

Punishment works best when all stimulus that have previously reinforced the behavior are identified and consistently withheld at the time the behavior is being punished

84
Q

Impact of reinforcing alternatives on decreasing behavior with punishment

A

Punishment only teaches what not to do, so you must provide guidance on what to do and reinforce that

If the undesirable behavior is being done due to inadequate skills, punishment must be preceded with training in the skills that are lacking

85
Q

Research and professional opinions regarding punishment

A

Many consider it unethical, some will make exceptions when no other alternatives exist

Punishment only suppresses behavior, not eliminates it - behavior may still continue in other contexts or situations

Many negative side effects - fear of the punisher, aggression, negative emotions, escape, avoidance behavior

86
Q

Negative side effects of punishment

A

Many negative side effects - fear of the punisher, aggression, negative emotions, escape, avoidance behavior

87
Q

Types of punishment interventions

A

Verbal repremands
Overcorrection (pos punishment - restitutions and positive practice)
Negative practice (doing bad behav until it’s aversive)
Response cost (negative punishment)
Time out

88
Q

Verbal reprimands for punishment

A

“Stop!” or “No!”

Not consistently effective - only temporary if not followed with other punishment interventions

May be reinforcing if the bad behavior is done for attention

89
Q

Overcorrection for punishment intervention

A

Positive punishment - giving a penalty following an undesirable behavior

Consists of two parts: restitution (correcting the negative effects of the behavior) and positive practice (practicing more appropriate behaviors)

90
Q

Negative practice for punishment

A

Process of repeating the undesirable behavior over and over until it becomes aversive or the person fatigues

91
Q

Response cost as a form of punishment

A

Negative punishment

Receiving a specific reinforcer each time the undesired behavior is performed

Ex. Having to pay late fees, speeding tickets…

92
Q

Time out as a form of punishment

A

Removing all sources of positive reinforcement for a brief period

Made more effective by:
Use with other punishment interventions
Verbal clarification of why the timeout is taking place
Appropriate lengths of time 5-10mins (longer ≠ better)

93
Q

Factors to consider for decreasing behaviors with extinction

A

Consistency of removing the positive reinforcements to the undesirable behavior

Consistently removing the reinforcement (schedule of reinforcement)

Reinforcement of other alternate behaviors

The longer the behavior has existed, the harder it will be to extinguish

94
Q

The impact of consistency on extinction

A

For extinction to be effective positive reinforcement must be consistently withheld following the behavior

(A single exception can lead to the reemergence or maintenance of the behavior)

95
Q

The impact of reinforcement schedules on extinction

A

Extinction is more rapid when the undesirable behavior is punished on a continuous schedule

96
Q

Impact of alternative reinforcement on extinction

A

Extinction of a behavior works best then preferred alternative behaviors are reinforced

97
Q

Impact of behavior duration/magnitude on extinction

A

The long and more severe the behavior has gone on for, the harder the extinction of the behavior will be

98
Q

Contingency Contract

A

A formal written agreement between two or more parties

Explicitly states the behaviors that need to be changed, and the rewards and consequences for doing or not doing the behavior

Five components make these effective: explicit, behavior can be monitored, clear consequences, clear rewards, tracking system

99
Q

Five important components to an effective contingency contract

A

The behavior must be explicitly stated in the contact

The behavior in need of modification must be clearly observable/monitored

The consequences should be clearly defined

The rewards should be clearly defined

A record keeping system should be established for regular feedback

100
Q

Level of involvement in contingency contracts

A

Work best when the person whose behavior is being modified actively participates in the development of the contract

101
Q

Token economy

A

System wherein desired behaviors are reinforced with tokens (secondary reinforcers, that can be exchanged for primary reinforcers)

Undesirable behavior results in the loss or withholding of tokens

102
Q

Four components of successful token economies

A

Clearly defined target behaviors

Good selection of secondary and back up reinforcers

System for monitoring and assessing the token economy

Good development of a plan for thinning the reinforcers over time

103
Q

Advantages of token economy

A

Permit immediate delivery of reinforcement

Can be tailored to the person (they can choose their backup rewards)

Tokens are less susceptible to satiation because they can be exchanged for a variety of reinforcers

104
Q

What does social skills training try to improve in people

A

Communication skills, assertiveness, problem solving, and other socially adaptable skills

105
Q

Techniques used in social skills training

A 
Modeling
Coaching
Behavior rehearsal
Feedback
Reinforcement
Homework assignments
106
Q

Function-based intervention

A

Begins with a functional behavioral assessment where determine what reinforcers there are for an undesirable behavior, and find alternatives

Based on any methods of data collection (self-report, observation, etc.)

107
Q

Psychologist associated with Latent Learning

A

Tolman

108
Q

What is Latent Learning

A

Proposition that learning can take place without reinforcement and without being manifested in performance improvement

Ex. Rats developing a cognitive map of mazes without being reinforced to do so

109
Q

Psychologist associated with Insight Learning

A

Kohler

110
Q

What is insight learning

A

Kohler

Proposition that learning can occur as a result of an insightful, “aha,” moment

This reflects an act of cognitive restructuring of the environment to enhance an organisms ability to achieve goals (ex. Monkey and the stick)

111
Q

Psychologist most associated with observational learning

A

Bandura

112
Q

What is observational learning

A

Learning that occurs through observing another person

Useful for learning new behaviors, enhancing behaviors, or inhibiting existing behaviors

113
Q

Observational learning requires what four processes

A

Attending - attending and accurately perceiving what is being observed

Retention - processing what was observed into memory visually or verbally

Production - observer must be able to do and rehearse the observed behavior

Motivation - learner must be motivated to repeat the behavior they observed

114
Q

Model characteristics for increasing the likelihood of reproducing observed behavior

A

Model must have prestige or high ranking

Model must be similar to the learner

Model’s behavior must be visible and salient to the goals of the learner

Model must be reinforced in some way for their behavior

115
Q

Guided participation

A

A procedure in observational learning

The learner observed the behavior, then attempts the behavior with the assistance of the model

116
Q

Self-efficacy

A

The learners belief in their ability to engage in the behaviors necessary to achieve their goals

Self efficacy is impacted by four sources of information: prior success (enactive attainment), vicarious experience, verbal persuasion (encouragement), and emotional and physiological states

117
Q

Four informational sources for self-efficacy

A

Enactive attainment - prior success in performing the task

Vicarious experience - seeing others similar to you complete the task

Verbal persuasion - encouragement

Physiological and emotional states

118
Q

Reciprocal determinism

A

There is an interactive and influential relationship between a persons environment, their overt behaviors, and their cognitive and affective characteristic

Bandura

119
Q

Learned helplessness (broad definition)

A

The tendency to give up any effort to control events in the environment

120
Q

Reformulated version of learned helplessness

Attributional reformulation

A

Depression occurs when a person makes internal, stable, and negative attributions for negative events to themselves…
(…believe they will always cause negative events to happen to them, or thing they cause negative in all aspects of their lives)

121
Q

Psychologist associated with REBT

A

Albert Ellis

122
Q

Behavior chain in REBT

A

A - activating event
B - beliefs about the event
C - emotional and behavioral consequences of the beliefs

D - disputing the irrational beliefs about the event
E - alternative thoughts and emotions that come after disputing the irrational beliefs

123
Q

Psychologist associated with cognitive therapy

A

Aaron Beck

124
Q

Primary goal of cognitive therapy

A

Help clients identify and alter their distorted and dysfunctional assumptions

125
Q

Cognitive targets in CT

A

Schemas - core beliefs that impact how we perceive events

Automatic thoughts - surface level thoughts that occur after the event but before the appraisal of emotions and behaviors (reveal schemas)

Cognitive distortions - errors or biases in how you process information (maintain schemas)

Cognitive profile - the set and predictable cognitive issues that form the basis for each diagnosis (ex. Cognitive triad in depression)

126
Q

Characteristics of CBT

A

Time limited - about 15 sessions

Collaborative empiricism

Present focused but may use historical info to clarify core beliefs

Cognitions can be modifiable if you can make them affectively arousing

Relapse prevention is ever present

127
Q

Strategies used in cognitive therapy

A

Collaborative empiricism - built rapport, collect data, test hypotheses about the clients beliefs and assumptions

Socratic dialogue - questioning designed to help client reach logical conclusions about a problem and its consequences

Daily record of dysfunctional thoughts - frequency, magnitude, and context

128
Q

Self-instructional training

A

Learn to modify maladaptive thoughts and behaviors through the use of covert self-statements

Five steps: cognitive modeling, cognitive participant modeling, overt self-instruction, fading overt self-instruction, covert self-instruction

129
Q

Five steps to self-instructional therapy

A

Cognitive modeling - client watches a model perform a task and makes self-statements aloud (walking thru the task)

Cognitive participant modeling - client performs the task while the model instructs aloud

Overt self-instruction - client performs the task and makes self-statements aloud

Fading overt self-instruction - client performs the task and whispers the self-statements

Covert self-instruction - client performs the task and walks through the self-statements covertly

130
Q

Thought stopping

A

Saying “stop,” snapping a band around the wrist, making alternative and assertive self-statements (combined with covert self-instruction)

Eliminates ruminating negative thoughts, obsessions, self-criticism, anxiety, etc.

131
Q

Attribution retraining

A

Altering the perceptions of the CAUSES of problematic behavior

Increase optimism

Take stable, internal, global attributions and make them unstable, external, and specific

132
Q

Stress inoculation

A

Increase coping skills to help a client deal with stress

Three phases:
Cognitive preparation - psychoed on cognition, behav, and stress
Skills acquisition - learn and rehearse skills
Final application and follow-through - use skills in imagined and in vivo stressful situations

133
Q

Problem solving therapy focuses around what two factors

A

Problem orientation - schemas surrounding a persons views about problems and their ability to solve them

Problem-solving style - activities the individual engages in to solve problems

134
Q

Five skills relied upon for problem-solving therapy

A

Recognizing the problem

Defining the problem

Generating solutions

Deciding which solution is best

Engaging in and evaluating the solution

135
Q

Tenet of self-control therapy

A

Deficits in three aspects of self-control increase a persons vulnerability to depression and ability to deal with depressive symptoms

Self-monitoring, self-evaluation, self-reinforcement

136
Q

Three procedures used in self-management

A

Self-monitoring (thought logs, consciousness raise and motivate change)

Stimulus control (narrowing target behav to a specific context, cue strengthening in the environment, and fading the bad behavior for something better)

137
Q

Purpose of self-management procedures

A

Emphasize the clients responsibility for modifying their own behavior

138
Q

Two major models of memory

A

Information processing model (sensory, STM, LTM)

Levels of processing model (structural, phonemic, semantic)
- it’s the amount of processing, not memory in specific storage spaces

139
Q

Information processing model of memory

A

Memory consists of three components

Sensory mem - retained for no more than a few seconds (echoic, iconic)

STM - retained for about 30 seconds, 7 +/- 2 - includes working memory

LTM - information that undergoes elaborative rehearsal (new info related to old), and is largely semantic

140
Q

Sensory memory

A

Part of the information-processing model of memory

Can store a lot of info, but only for a few seconds

Contains an iconic (visual) store and an echoic (auditory) store

141
Q

Short term memory

A

Part of the information processing model of memory

Information goes here when sensory memory is attended to, short term memory is largely acoustic in nature

Storage capacity of 7 +/- 2, lasts for about 30 seconds

Working memory is part of STM, involves the mental manipulation of info

142
Q

Long term memory

A

Part of the information processing model of memory

Info gets into LTM after elaborative rehearsal (relates new information to existing information)

LTM is largely semantic, and storage seems unlimited

143
Q

Serial position effect

A

Part of the information processing model of memory

You recall info at the beginning and end of a list better than info in the middle

Primary effect occurs because that info has already been rehearsed, recency effect occurs because that info is still in STM

144
Q

Levels of processing model of memory

A

Differences in memory are due to differences in the depth of processing, rather than to separate memory stores

Three levels of processing involved: structural (actual letters that make up a word), phonemic (sounds like…), and semantic (meaning)

145
Q

Three major components of long term memory

A

Procedural memory - memory for how to do things

Declarative memory - memory for general facts and information (semantic (general) and episodic (personally relevant))

Prospective memory - memory for remembering to do things in the future

146
Q

Procedural memory

A

Part of long term memory

Stores information about how to do things

Responsible for the acquisition, retention, and employment of perceptual, cognitive, and motor skills and habits

147
Q

Declarative memory

A

Part of long term memory

Mediates the acquisition of general information and facts

Subdivided into semantic (general info without context) and episodic (personally relevant, flashbulb memories)

148
Q

Flashbulb memories

A

Vivid, detailed images of what you were doing at the time of a dramatic event

149
Q

Implicit vs explicit aspects of LTM

A

Implicit (automatic) = procedural
- basal ganglia and cerebellum

Explicit (requires conscious recollection) = declarative
- hippocampus and frontal lobes

150
Q

Multi-component model of working memory

A

Working memory contains a central executive and three subsystems…

Central exec is the attn control system, filters out stimuli, and coordinates the subsystems

Subs: phonological loop, visuospatial sketchpad, episodic buffer (integrates visual, auditory, and spatial)

151
Q

Filter theory of selective attention

A

Explains how information is transferred from sensory memory to STM

Two sensory stimuli are presented,
one is filtered and processed for physical characteristics while the other is buffered for later processing,
the attended to stimuli is processed for meaning and comes into conscious awareness

152
Q

Feature-integration theory

A

Explains the processing of visual information

Preattentive stage - basic features of an object (color, shape, etc.) are perceived in parallel subconsciously

Attentive stage - the features are processed serially to form a coherent whole object (which is how it is remembered from here on out)

153
Q

Accuracy of memories are impacted by…

A

Schemas (alter perception)

Construction (combine new and old memory bits, leads to the formation of inaccurate memories…or false memories)

154
Q

Psychologist who initially studied forgetting

A

Ebbinghaus

155
Q

Trace decay theory of memory

A

Learning produces a trace or change in your brain (engram)
…Forgetting is due to the disuse of that brain trace

Research shows this theory is not super accurate…studies have shown interference is predominantly responsible for forgetting, not decay

156
Q

Interference theory of forgetting

A

Forgetting occurs when the recall of information is affected by information acquired previously or subsequently

Interference is most likely when new and old information are similar

Two types of interference: proactive (old impacts new) and retroactive (new impacts old)

157
Q

Cue-defendant forgetting

A

Forgetting results when cues needed to retrieve the information from LTM are incomplete or insufficient

Eg. Tip of the tongue phenomenon

158
Q

Four ways to improve memory

A

Encoding specificity (same cues present during encoding and recall - state dependent learning with emotions)

Elaborative rehearsal (connecting new info with old)

Mnemonics (visual and verbal)

Appropriate levels of arousal (Yerkes-Dodson Law)

159
Q

Two types of mnemonics

A

Visual

  • method of loci
  • keyword method (paired words)

Verbal

  • acronym (SPACERAGS)
  • acrostic (see Piaget creep forward)
160
Q

Method of loci

A

Type visual mnemonic

Person forms an image of each item to remember
Visualize the items in places in space (loci)
To recall, walk through the space (like a home) and recall the items

EPPP (14 decks)

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