Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

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

unit 3 aos 2 Flashcards

(62 cards)

Start Studying
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

learning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

unconditioned stimulus (UCS)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

unconditioned response (UCR)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

neutral stimulus (NS)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

conditioned response (CR)

A

the learned response to the conditioned stimulus
(salivating)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

before conditioning

A

NS –> no response
UCS –> UCR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

during conditioning

A

NS+UCS –> UCR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

after conditioning

A

CS –> CR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

operant

Really only useful in 10 markers

A

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

Really only useful in 10 markers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

antecedent

A

environmental stimulus that precedes behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

behaviour

A

voluntary activity that has an effect on the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

consequences

A

the environmental event that follows behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

positive reinforcement

A

presentation of a positive reinforcer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

negative reinforcement

A

removal of an unpleasant stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

positive punishment

A

presentation of an aversive stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

negative punishment

A

removal of a pleasant stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

factors that influence operant conditioning

A

timing, appropriateness, order of presentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

observational learning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
attention ## Footnote First step of observational learning
we must pay **attention** to the **model's behaviour** and **consequences**
26
retention ## Footnote Second step of observational learning
**after observing** the model, we must be able to **remember** the model's behaviour
27
reproduction ## Footnote Third step of observational learning
when the model's behaviour has been closely **observed and retained** in memory, we can attempt to **reproduce** it
28
motivation ## Footnote Fourth step of observational learning
the observer must have the **desire to reproduce** what's been observed
29
reinforcement ## Footnote Fifth step of observational learning
influences the motivation to reproduce and **increases the likelihood of reproduction**
30
factors that influence attention (observational learning)
- perceptual capabilities of the observer - the kinds of distractors present - characteristics of the model (attractiveness, similar to the observer, familiar to the observer)
31
factors that influence retention (observational learning)
type of memory strategy used to learn and remember the observed behaviour
32
factors that influence motivation (observational learning)
- the learner's level of motivation + interest in the behaviour - how useful the observed behaviour is to the learner
33
factors that influence reproduction (observational learning)
- the learner's belief in their ability to reproduce the behaviour - the learner's ability to actually reproduce the behaviour
34
factors that influence reinforcement
- external reinforcement - vicarious reinforcement - self-reinforcement - punishment for reproducing decreases the likelihood of reproducing + sustaining
35
external reinforcement (observational learning)
learning by consequences
36
vicarious reinforcement (observational learning)
occurs indirectly by observing the modelled behaviour being reinforced
37
self-reinforcement (observational learning)
when we're reinforced by meeting certain performance standards set for ourselves
38
beliefs of aboriginal and torres strait islander people
- 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
atkinson-shiffrin model
an **explanation of memory** as consisting of three separate stores called sensory memory, short term memory, and long term memory
40
sensory memory
**entry point** for new information. includes echoic and iconic memory capacity - unlimited duration - 1/3 of a second
41
iconic memory
visual sensory information duration - 1/3 of a second
42
echoic memory
auditory sensory information duration - 3-4 seconds
43
short term memory
**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
long term memory
**memory store** that holds a **potentially unlimited** amount of information for a very long time capacity - unlimited duration - unlimited
45
decay (memory)
not being used
46
displacement (memory)
being pushed out by new info
47
explicit memory
long term memory that can be consciously retrieved. declarative
48
implicit memory
long term memory. that doesnt require conscious or intentional retrieval. non-declarative
49
episodic memory
memory of personally experienced events associated with a particular time/place
50
semantic memory
memory of facts and knowledge about the world. no place or time
51
procedural memory
memory of previously learned skills. muscle/motor memory
52
classically conditioned memory
conditioned responses to conditioned stimuli acquired through classical conditioning
53
hippocampus
structure in the medial temporal lobe and part of the limbic system
54
amygdala
structure in the medial temporal lobe and part of the limbic system. involved with emotion
55
neocortex
thin, outer layer of the neural tissue in the cerebral cortex and is involved in language, attention, and memory
56
basal ganglia
a group of structures deep within the brain. involved in the generation of voluntary movements and implicit memories involving motor skills
57
cerebellum
structure at the base of the brain with roles such as coordinating fine muscle movements and cognitive processes
58
roles of the hippocampus
- EXPLICIT - forming and encoding new explicit memories -transfers STM --> LTM --> neocortex
59
roles of the amygdala
- 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
roles of the neocortex
- EXPLICIT - formation, consolidation, retrieval, of explicit memories - stores explicit memories
61
roles of the basal ganglia
- IMPLICIT - implicit procedural memory - associated with impaired voluntary movement - motor skills
62
roles of the cerebellum
- IMPLICIT - storage of implicit memories of classically conditioned reflexes - temporary storage of procedural memories

a psych 3/4 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions