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PSYCH 1010 > Test 2: Learning & Memory > Flashcards

Test 2: Learning & Memory Flashcards

(74 cards)

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1
Q

Learning

A

relatively permeant change in behavior (knowledge, skills) due to experience

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2
Q

3 types of learning

A

classical conditioning, operant conditioning, social learning

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3
Q

classical conditioning

A

neutral stimulus is associated with a neutral response

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4
Q

operant conditioning

A

response is increased/decreased due to reinforcement or punishment

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5
Q

social learning

A

how we learn by observing the behavior of others

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6
Q

why its important to study learning

A

modify behavior, treating behavior disorders (phobias)

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7
Q

forward conditoning

A

CS becomes reliable predictor of US

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8
Q

backward conditioning

A

CS has no predictive value, US occurs before CS

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9
Q

generalize

A

respond in similar way to stimuli similar to CS

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10
Q

discrimination

A

ability to distinguish between stimuli

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11
Q

law of effect

A

behaviors that lead to positive outcomes tend to be repeated, Thorndike’s puzzle box

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12
Q

problems of punishment as form of reinforcement

A

learned fear, encourages aggression, only indicates what not to do

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13
Q

chaining

A

reinforcement of successive steps to final desired behavior

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14
Q

intermittent reinforcement effect

A

if you learn to expect variance you will expect variance, if you learn there is not variability you will expect none

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15
Q

Interval

A

based on time

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16
Q

ratio

A

based on number of responses

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17
Q

continuous

A

reinforcement for every response

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18
Q

fixed ratio

A

reinforcement following completion of specific number of responses

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19
Q

variable ratio

A

reinforcement for an unpredictable number of responses

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20
Q

fixed interval

A

reinforcement over fixed time (paycheck)

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21
Q

variable interval

A

reinforcement for an unpredictable delay

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22
Q

reinforcement continuously leads to

A

faster learning but faster extinction

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23
Q

reinforcement intermittently

A

slower learning but more resistant to extinction

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24
Q

memory

A

ability to store and retrieve information over time

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25
encoding
process of organizing information for storage
26
storage
maintaining information over time
27
retrieval
bringing stored information to mind
28
semantic encoding
meaning (existing memory)
29
depth of processing
depends on extent that one applies meaning to information (shallowest is structural, phonemic, semantic is deepest)
30
visual encoding
visualizing word makes deeper processing
31
organization encoding
organizing information makes it easier to store
32
4 pieces of advice given to college students improving memory
1. form visual image 2. link personal experiences 3. retrieval practice 4. multiple encoding strategies
33
category
grouping of related things, brain puts information into existing categories
34
encoding
organization encoding, file cabinet analogy
35
primacy effect
remembering words at beginning of list
36
recency effect
remember words at end of list
37
maintenance rehearsal
mentally repeating information
38
elaborative rehearsal
applying top down by recording info into something meaningful
39
chunking
a form of elaborative rehearsal, organizing large info into meaning bits of info
40
working memory
synchchronus with conscious thought, like STM
41
Baddeley's model of working memory
1. visuospatial sketchpad 2. phonological loop 3. episodic buffer
42
consolidation
converting STM to LTM, stabilized when stored through structural changes in brain, requires activation of genes
43
HM's amnesia
STM memory intact, anterograde amnesia, mild retrograde amnesia
44
memory retrieval analogy
"reconstructing dinosaur" | store only small bits, rest is educated guess, new memory can influence old ones
45
recall
bringing memory into conscious awareness, fill in the blank
46
recognition
matching current information to previously learned information
47
3 ways we obtain memory cues
1. encoding strategies 2. sensory stimuli/ context 3. emotional and physiological state
48
encoding specificity principle
retrieval is improved when condition at retrieval are similar to conditions during learning
49
context effects
ability to recall is improved in the same context (example scubas on land)
50
state dependent retrieval
remember better when feeling the same emotions (example Goodwin testing drunk students)
51
shared memory experiment
details left out are more likely to be forgotten
52
collaborative memory
shared experiences are strengthened, omitted experiences are weakenedd
53
explicit (declarative memory)
semantic and episodic
54
semantic memory
memory for facts or concepts
55
episodic memory
for events in lives, Alzheimers takes away
56
implicit memory
procedural, classical and operant conditioning, priming
57
procedural
motor skills
58
classical and operant conditoning on HM
still worked
59
priming on HM
HM could do
60
what has HM taught about LTM structure
different kinds of LTM exist independently of each other, importance of hippocampus
61
7 sins of memory
TABMSBP
62
transience
forgetting over time
63
forgetting curve
Ebbinghaus, savings = trial 2/ trial 1, time needed-to relearn increases with time
64
absentmindedness
dividing attention lowers performance across all tasks
65
memory misattribution
confusing the source of memories, source confusion/ false recognition
66
source confusion
when/where/how information was acquired
67
false recognition
feeling familiarity about something you haven't seen
68
suggestibility
tendency to incorporate information suggested after the fact into memory
69
Elizabeth Loftus
suggestibility
70
Bias
distorting influences of present knowledge, beliefs, and feelings on recollection of previous experience
71
consistency bias
incorrectly remembering ones past attitudes and behavior as resembling present attitudes and behavior
72
egocentric bias
tendency to exaggerate the past in order to maintain good image
73
persistence
intrusive recollection of events we wish we could forget
74
flashbulb memories
detailed recollections of when and where we heard shocking events (often less accurate than we think)

PSYCH 1010 (3 decks)

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