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a psych 3/4 > unit 3 aos 2 > Flashcards

unit 3 aos 2 Flashcards

1
Q

classical conditioning

A

a type of learning that occurs through the repeated association of two (or more) different stimuli
- before conditioning, during conditioning, after conditioning

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2
Q

learning

A

a relatively permanent change in behaviour that occurs as a result of experience

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3
Q

unconditioned stimulus (UCS)

A

any stimulus that consistently produces a particular, naturally occurring, automatic response
(dog food)

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4
Q

unconditioned response (UCR)

A

the response that occurs automatically when the UCS is present
(salivating)

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5
Q

neutral stimulus (NS)

A

any stimulus that doesnt normally produce a predictable response
(bell)

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6
Q

conditioned stimulus (CS)

A

the stimulus that’s neutral at the start but eventually illicits a very similar response to that caused by the unconditioned stimulus
(bell)

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7
Q

conditioned response (CR)

A

the learned response to the conditioned stimulus
(salivating)

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8
Q

before conditioning

A

NS –> no response
UCS –> UCR

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9
Q

during conditioning

A

NS+UCS –> UCR

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10
Q

after conditioning

A

CS –> CR

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11
Q

factors that influence classical conditioning

A
  • nature of response (ucr must be automatic)
  • association of stimuli (if the individual doesnt associate, no conditioning)
  • timing of the NS and UCS (NS before UCS, short time between them)
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12
Q

operant conditioning

A

a learning process where the consequences of behaviour determine the likelihood that it will be performed again in the future

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13
Q

operant

A

any response/set of responses that acts on the environment to produce a response
- antecedent, behaviour, consequence

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14
Q

antecedent

A

environmental stimulus that precedes behaviour

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15
Q

behaviour

A

voluntary activity that has an effect on the environment

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16
Q

consequences

A

the environmental event that follows behaviour

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17
Q

positive reinforcement

A

presentation of a positive reinforcer

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18
Q

negative reinforcement

A

removal of an unpleasant stimulus

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19
Q

positive punishment

A

presentation of an aversive stimulus

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20
Q

negative punishment

A

removal of a pleasant stimulus

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21
Q

factors that influence operant conditioning

A

timing, appropriateness, order of presentation

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22
Q

similarities between operant and classical

A
  • both have repeated association
  • in both the learned response isnt necessarily permanent
  • in both quick timing leads to the best results
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23
Q

differences between operant and classical

A
  • in classical the NS is associated with the UCS but in operant the behaviour is associated with the consequences
  • in classical extinction occurs through only presenting the CS without the UCS but in operant extinction occurs through reduced reinforcement
  • in classical the learner is passive but in operant the learner is active
  • in classical the learner’s response is involuntary but in operant the learner’s behaviour is voluntary
  • classical involves the ANS but operant may involve the ANS and mostly involves higher order brain processes
  • in classical the timing must be close together but in operant there can be a considerable difference in time
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24
Q

observational learning

A

involves the acquisition of skills and behaviour through watching others’ performance either directly or indirectly

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25
Q

attention

A

we must pay attention to the model’s behaviour and consequences

26
Q

retention

A

after observing the model, we must be able to remember the model’s behaviour

27
Q

reproduction

A

when the model’s behaviour has been closely observed and retained in memory, we can attempt to reproduce it

28
Q

motivation

A

the observer must have the desire to reproduce what’s been observed

29
Q

reinforcement

A

influences the motivation to reproduce and increases the likelihood of reproduction

30
Q

factors that influence attention
(observational learning)

A
  • perceptual capabilities of the observer
  • the kinds of distractors present
  • characteristics of the model (attractiveness, similar to the observer, familiar to the observer)
31
Q

factors that influence retention
(observational learning)

A

type of memory strategy used to learn and remember the observed behaviour

32
Q

factors that influence motivation
(observational learning)

A
  • the learner’s level of motivation + interest in the behaviour
  • how useful the observed behaviour is to the learner
33
Q

factors that influence reproduction
(observational learning)

A
  • the learner’s belief in their ability to reproduce the behaviour
  • the learner’s ability to actually reproduce the behaviour
34
Q

factors that influence reinforcement

A
  • external reinforcement
  • vicarious reinforcement
  • self-reinforcement
  • punishment for reproducing decreases the likelihood of reproducing + sustaining
35
Q

external reinforcement (observational learning)

A

learning by consequences

36
Q

vicarious reinforcement
(observational learning)

A

occurs indirectly by observing the modelled behaviour being reinforced

37
Q

self-reinforcement (observational learning)

A

when we’re reinforced by meeting certain performance standards set for ourselves

38
Q

beliefs of aboriginal and torres strait islander people

A
  • connections to the land and waterways through ancestral ties and family origins
  • connections to country is spiritual and physical
  • demonstrating where one is from
  • knowledge is attached to numerous locations along navigational tracks (songlines)
  • aboriginal and torres strait islander peoples model behaviour to their young people
39
Q

atkinson-shiffrin model

A

an explanation of memory as consisting of three separate stores called sensory memory, short term memory, and long term memory

40
Q

sensory memory

A

entry point for new information. includes echoic and iconic memory
capacity - unlimited
duration - 1/3 of a second

41
Q

iconic memory

A

visual sensory information
duration - 1/3 of a second

42
Q

echoic memory

A

auditory sensory information
duration - 3-4 seconds

43
Q

short term memory

A

memory system with limited storage capacity in which information is stored for a relatively short time, unless renewed in some way
capacity - 7+–2
duration - 18-20 seconds, 30 seconds at most

44
Q

long term memory

A

memory store that holds a potentially unlimited amount of information for a very long time
capacity - unlimited
duration - unlimited

45
Q

decay (memory)

A

not being used

46
Q

displacement (memory)

A

being pushed out by new info

47
Q

explicit memory

A

long term memory that can be consciously retrieved. declarative

48
Q

implicit memory

A

long term memory. that doesnt require conscious or intentional retrieval. non-declarative

49
Q

episodic memory

A

memory of personally experienced events associated with a particular time/place

50
Q

semantic memory

A

memory of facts and knowledge about the world. no place or time

51
Q

procedural memory

A

memory of previously learned skills. muscle/motor memory

52
Q

classically conditioned memory

A

conditioned responses to conditioned stimuli acquired through classical conditioning

53
Q

hippocampus

A

structure in the medial temporal lobe and part of the limbic system

54
Q

amygdala

A

structure in the medial temporal lobe and part of the limbic system. involved with emotion

55
Q

neocortex

A

thin, outer layer of the neural tissue in the cerebral cortex and is involved in language, attention, and memory

56
Q

basal ganglia

A

a group of structures deep within the brain. involved in the generation of voluntary movements and implicit memories involving motor skills

57
Q

cerebellum

A

structure at the base of the brain with roles such as coordinating fine muscle movements and cognitive processes

58
Q

roles of the hippocampus

A
  • EXPLICIT
  • forming and encoding new explicit memories
    -transfers STM –> LTM –> neocortex
59
Q

roles of the amygdala

A
  • BOTH
  • processes + regulates emotional reactions
  • classically conditioned responses
  • formation and consolidating emotional responses and explicit memories
  • presence of nonadrenaline stimulates the amygdala and increases emotional significance which increases memorability
60
Q

roles of the neocortex

A
  • EXPLICIT
  • formation, consolidation, retrieval, of explicit memories
  • stores explicit memories
61
Q

roles of the basal ganglia

A
  • IMPLICIT
  • implicit procedural memory
  • associated with impaired voluntary movement
  • motor skills
62
Q

roles of the cerebellum

A
  • IMPLICIT
  • storage of implicit memories of classically conditioned reflexes
  • temporary storage of procedural memories

a psych 3/4 (5 decks)

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