ππππππ πππ πππππππ ππππππππ Flashcards
(83 cards)
1
Q
learning
2 marks
A
a process of acquiring knowledge or skills
as a result of experience
2
Q
behaviourist approach
2 marks
A
a learning approach that states behaviours are learnt
through interactions with an individuals environment
3
Q
what are the two behaviourist approaches
2 marks
A
classical conditioning
operant conditioning
4
Q
conditioning
3 marks
A
the learning process by which
the behaviour of an organism
becomes dependent on an event occurring in itβs environment
5
Q
stimuli
1 mark
A
an environmental object/event that triggers a response
6
Q
response
1 mark
A
the reaction/behaviour triggered by a stimulus
7
Q
operant conditioning
3 marks
A
a learning process where
the likelihood of a voluntary behaviour occurring
is determined by its consequence
8
Q
what are the two possible behaviours and consequences following it, are likely to occur during operant conditioning
4 marks
A
- a response with a desirable consequence will tend to be repeated
- a response with an undesirable consequence will tend not to be repeated
9
Q
what are the three phases of operant conditioning
3 marks
A
- antecedent
- behaviour
- consequence
10
Q
antecedent
3 marks
A
an environmental stimulus
that triggers a response
itβs what happens before a response
11
Q
behaviour
2 marks
A
an observable action by an organism
its what happens in response to the stimulus
12
Q
consequence
3 marks
A
something that makes a behaviour:
- less likely to occur
- more likely to occur
its what happens after a response
13
Q
what are the 4 types of consequences
2 marks
A
- positive reinforcement
- negative reinforcement
- positive punishment
- negative punishment
14
Q
positive
1 marks
A
adding a stimulus
15
Q
negative
1 marks
A
removing a stimulus
16
Q
reinforcement
2 marks
A
a stimulus
that increases the likelihood of a response from occurring
17
Q
positive reinforcement
3 marks
A
a stimulus
which strengthens a response
by providing pleasant/satisfying consequence
18
Q
negative reinforcement
3 marks
A
an unpleasant stimulus that
when removed/avoided
provides a strengthened response
19
Q
punishment
2 marks
A
a stimulus
that decreases the likelihood of a response from occurring
20
Q
positive punishment
3 marks
A
a stimulus
that weakens a response by providing an unpleasant/unsatisfying consequence
21
Q
negative punishment
3 marks
(also known as response cost)
A
a pleasant stimulus that
when removed/avoided provides a weakened response
22
Q
characteristics of operant conditioning
4 marks
A
direct VS indrect:
direct learning
evidence of learning:
always observable (as the behaviour is displayed)
role of learner:
active
reinforcement of learner:
increases likelihood of the learner repeating the behaviour to achieve a positive outcome
23
Q
social-cognitive approach
2 marks
A
focuses on how people process, remember, and learn
information in social settings
24
Q
observational learning
3 marks
A
a social-cognitive approach that occurs when a
learner observes a models actions and consequences
to guide their future choices and behaviours
25
model
1 mark
a person who is being observed by the learner
26
what are the five stages of observational learning
5 marks
1. attention
2. retention
3. reproduction
4. motivation
5. reinforcement
27
attention
1 mark
the learner must **actively watch** the model's behaviour (and often consequences)
28
what are some factors that effect attention (both learner and model)
3 marks
model:
- positive status (how successful/attractive/respected they are
- similarity to the observer
learner:
- motivation and interest
29
retention
2 marks
the learner must **create and store** a mental representation of the
models behaviour for **future** use
30
factors that effect retention
2 marks
- how good the learner's memory is
- how meaningful the memory that needs to be encoded is to the learner
31
reproduction
2 marks
the learner must have **mental** and **physical** capacity to imitate the behaviour
*reproduction doesn't necessarily mean they actually do the behaviour*
32
factors that affect reproduction
3 marks
- age
- physical ability/disability
- cognitive ability/disability
33
motivation
1 mark
the learner must have **desire** to perform the behaviour
34
factors that affect motivation
2 marks
- how useful or rewarding the bahviour is seen to be
- the type of consequence the model receives for the behaviour
35
reinforcement
2 marks
the **consequence** of the behaviour that
**influences the likelihood** of the learner repeating he behaviour
36
factors that affect reinforcement
2 marks
positive outcomes - increased likelihood of the learner reproducing the behaviour
negative outcomes - decreased likelihood of the learner reproducing the behaviour
37
characteristics of observational learning
4 marks
direct VS indirect:
indirect learning (as they are observing someone else)
evidence of learning:
not always observable unless the learner is motivated to display their learning
role of learner:
the learner has an active role
reinforcement of the learner:
increases the likelihood of the learner repeating the learn behaviour to achieve a positive outcome
38
differences between observational learning and operant conditioning (behaviouristic approaches)
3 marks
1. in observational learning, learning occurs by watching someone else perform the behaviour, whereas in operant conditioning, learning occurs throguh the consequences of the learners actions
2. observational learning consists of a five stage process, whereas operant conditioning consists of a three stage process.
3. observational learning involves a model whereas operant condition doesn't.
39
similarities between observational learning and operant conditioning (behaviouristic approaches)
3 marks
1. both models an approach to learning.
2. the consequence of the behaviour determines whether it will be repeated or not.
3. in both models, learning is infleucned by the environment.
40
memory
3 marks
an internal record of a prior experience or event
it is known as the **encoding, storage, and retrieval**
of information acquired through learning
41
explanatory power
1 mark
the ability of a theory/model to explain the matter of a subject effectively
42
encoding
2 marks
converting information into a usable form
so it can be processed by the brain
43
storage
1 mark
retaining encoded information over a period of time
44
retrieval
2 marks
accessing information that has been stored so that
we are consciously aware of it
45
multi-store model of learning
5 marks
represents memory as consisting of three distinguishable components / stores
that process information differently
but operating **simultaneously and interact**:
- sensory memory
- short term memory (STM)
- long-term memory (LTM)
46
capacity
1 mark
the amount of information held within a memory store
47
duration
1 mark
the length of time information is held within a memory store
48
sensory information
1 mark
visual or auditory information
49
sensory memory
2 marks
a memory system
and the entry point for all new information
recieved by the senses into memory
50
characteristics of sensory memory
5 marks
- different categories: echoic and iconic
- capacity: unlimited
- duration: short period of time (couple of seconds)
- information is stored as an exact copy/replica of its original sensory form.
- information stored is not consciously aware of and acts like a filter to keep the relevant information.
51
what are the two sensory memory stores
2 mark
echoic memory store
iconic memory store
52
echoic memory store
2 mark
stores incoming auditory information
for 3 to 4 seconds
53
iconic memory store
2 marks
stores incoming visual information for 0.3 to 0.5 seconds
54
short-term memory (STM)
3 marks
a memory system
in which all the information we are consciously aware of
is stored for a relatively short period of time (unless renewed in some way
55
characteristics of STM
2 marks
- capacity: limited
- duration: limited
- known as **working memory** where information can be manipulated to perform everyday functions
- information in STM is no longer a replica but instead an **encoding**
56
working memory
1 mark
information is manipulated to perform everyday functions
57
characteristics of the capacity in STM
3 marks
- limited capacity with 5 to 9 pieces at a time
- however this can be increased by **chunking** information together
- when the STM is full, new information can only be added by getting rid of old information
58
what are two ways information can be forgotten in STM
2 marks
- displacement
- decay
59
displacement
1 mark
old info being pushed out by new info
60
decay
1 mark
memory fading due to the lack of use
61
characteristics of the duration in STM
- STM can last 30 seconds without interference
- recalling information declines after about 12 seconds
- almost all information dissapears around 18 seconds if not revived.
- maintainence rehearsal is used to increase the duration of STM
62
maintainence rehearsal
2 marks
the continual repitition of information
to increase the duration of STM
63
long-term memory (LTM)
3 marks
a memory system
that **potentially* holds unlimited amounts of information
relatively permanently in a highly organised way (semantically)
64
characteristics of LTM
- capacity: unlimited
- duration: unlimited
65
semantic
1 mark
relating/according to meaning
66
what is beneficial about storing information semantically
1 mark
it makes individuals retrieve it efficiently
67
what happens to information when it needs to be used but is stored in LTM
2 mark
it gets retrieved and then held in the STM while it is being used.
When it is no longer required, it is sent back to the LTM
68
what is one way to ensure that a LTM is easily recalled in STM
1 mark
elaborative rehearsal
69
elaborative rehearsal
4 marks
adding detail to information that is trying to be retrieved.
this includes:
- giving meaning to the information by making mnemonics
- linking it with other information that is already stored in LTM
examples:
- acronym
- acrostic
- method of loci
70
process of information through the memory systems
17 marks
1. sensory information enters **sensory memory**
- capacity: unlimited
- duration: short
2. in this memory system information is stored as a replica of the original form
3. information is lost if it's not **attended** to
4. information is passed to **short term memory** if payed attention to
- capacity: limited (5 - 9 pieces of info)
- duration: limited (30 seconds)
5. in this memory system information is manipulated according to the individuals needs
6. to keep the information, **maintainence rehearsal** (continuous repitition of info) takes place
7. information **decays** or gets **displaced** if not **rehearsed**
8. information is passed onto **long-term memory** to be encoded
- capacity: unlimited
- duration: lifetime
9. information is primarily stored here unnless it needs to be **retrieved** by the STM
10. when the information is not needed it will **encode** back to LTM
11. some information may be lost if it isn't retrieved
71
mnemonic
1 mark
any technique for improving/enhancing memory
72
how do mnemonics help with memory
3 marks
they use information that is already stored in the LTM
and forge a link/association between new info
to be remembered and info previously encoded
73
what do mnemonic techniques to do information
1 mark
elaborate it (make it more detailed)
74
why is adding info during the encoding stage of memory useful?
1 mark
it becomes easier to locate and retrieve at a later date
75
written culture
2 marks
a culture where stories and information are shared
through the process of reading and writing.
76
oral cultures
2 marks
a culture in which stories and information
are communicated through word of mouth
77
what mnemonics are used in written cultures
3 marks
acronyms
acrostics
method of loci
78
acronym
2 marks
a **prounceable word**
formed from the first letter of a group of words
79
how do acronyms increase encoding, storage, and retrieval.
3 marks
encoding: organising information into meaningful and memorable words
storage: reduces the amount of information you need to remember individually
retrieval: acts as a simpe cue that triggers recall of related details.
80
acrostics
2 marks
a **sentence of phrase** which is constructed
by using the first letters of the information
81
how do acrostics increase encoding, storage, and retrieval.
3 marks
encoding: turns information into a creative, structured sentence or phrase.
storage: links information to something more familiar and easy to remember.
retrieval: provides a verbal cue where each part recalls part of the original content/information
82
method of loci
2 marks
items to be remembered are converted into mental images
associated with a familiar location or sequence of locations
83
process of method of loci
3 marks
1. commit a location or a series of locations to your memory.
(number of locations must match the number of items needed to be remembered) **encoding**
2. visualise a different item of information ot be **recalled** in each location
3. mentally 'walk around' these locations to remember/**retrieve** the information/items
