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pyschology > UNIT 3 AOS 2 > Flashcards

UNIT 3 AOS 2 Flashcards

(83 cards)

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1
Q

Phases of classical conditioning:

A

before conditioning, during conditioning, after conditioning

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2
Q

Pavlov’s experiment:

A

Before: no response to bell, to increase salivation after bringing food

During: dog anticipates food, pairing food with bell

After: dog salivates as it expects food after the bell has rung

UCS - food
NS - bell
UCR - salivation of food

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3
Q

Classical conditioning:

A

simple form of learning, occurs through repeated association of two different stimuli.

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4
Q

Unconditioned stimulus:

A

Stimulus that consistently produces an automatic response

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5
Q

Unconditioned response:

A

A reflexive involuntary response caused by a UCS

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6
Q

Neutral stimulus:

A

stimulus that doesn’t produce a predictable response

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7
Q

Contiguity:

A

formation of an association between two events when the events occur close together in time/space

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8
Q

Operant conditioning:

A

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

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9
Q

Operant:

A

any response that acts on the environment to produce a consequence

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10
Q

Three phrases of operant conditioning:

A

Antecedent, behaviour, consequence

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11
Q

Skinner box experiment:

A

rat learns to make a particular response which the consequence can be controlled by the researcher

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12
Q

Effect of positive consequences:

A

increase the likelihood that the response will be repeated

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13
Q

Effect of negative consequences:

A

decrease the likelihood that the response will be repeated

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14
Q

Reinforcement:

A

stimulus strengthens the likelihood of a response that follows

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15
Q

Positive reinforcement:

A

applying a positive reinforcer after the desired response has been made

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16
Q

Positive reinforcer:

A

stimulus that strengths the frequency or likelihood of a desired response by providing a satisfying response

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17
Q

Negative reinforcement:

A

Involves the removal of an unpleasant stimulus,

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18
Q

Negative reinforcer:

A

any unpleasant stimulus that when removed, it increases the likelihood of a desired response

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19
Q

Punishment:

A

delivering an unpleasant consequence following a response (presented to WEAKEN behaviour)

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20
Q

Positive punishment:

A

presentation of a stimulus, thereby decreasing the likelihood of a response occurring again

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21
Q

Negative punishment:

A

Removal of a stimulus and thereby decreasing the likelihood of a response occurring again

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22
Q

Factors that influence the effectiveness of reinforcement and punishment:

A

order of presentation, time, appropriateness

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23
Q

Order of presentation factor:

A

to use reinforcer/punisher effectively (present AFTER desired response, ensures it learns consequences of a response)

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24
Q

Time factor:

A

use of reinforcement/punishment is effective when given immediately after response has occurred

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25
Appropriateness factor:
for stimulus to be a reinforcer, must provide satisfying consequence for recipient
26
Response cost:
involving removal of any valued stimulus
27
Differences between classical and operant conditioning
CLASSICAL: - learner = positive - response = involuntary - stimulus presented BEFORE response OPERANT: - learner = active - response = voluntary - consequence presented AFTER response
28
Similarities of classical and operant conditioning:
- behaviorist approach - three-phase learning - learned response (not permanent)
29
vicarious:
everything you see around you shapes what you do
30
Observational learning:
involves the acquisition of information, skills or behaviour through watching the performance of others
31
Learners and models:
Live model, verbal model, symbolic model
32
Live model:
real-life individual who is displaying the behaviour
33
Verbal model:
real-life individual who explains the behaviour
34
The sequence of observational learning:
Attention, retention, reproduction, motivation-reinforcement
35
Attention:
learner pays attention in order to observe the modelled behaviour
36
Retention:
learner mentally represents and retains what has been observed
37
Reproduction:
Depending on their physical capability learner converts the mental representation into action
38
Motivation-reinforcement:
Learner must be motivated to reproduce. Reinforce influences motivation to perform the observed behaviour
39
Aboriginal and Torres Strait Islander - ways of learning:
social cognitive approaches to learning that situate the learner within a system
40
Knowledge of multimodal forms (ABORIGINAL):
- Story-sharing - Learning maps - Non-verbal - Symbols + images - Community links - Deconstruct - Non-linear - Land links
41
Story-sharing:
Connections through narrative
42
Learning maps:
Picture pathways of knowledge through visuals, used to map out processes to follow
43
Non-verbal:
Ways we see, think, act without words, hands-on
44
Symbols and images:
Keep and share knowledge with art, objects using images and metaphors
45
Community links:
- Bring new knowledge home to help mob
46
Deconstruct:
Begin with holistic, global then sequence of steps
47
Non-linear:
Puts different ideas together and create new knowledge. Thinking of alternative ways of learning and adapting information if it isn't working
48
Land links:
Work with lessons from land and nature
49
Memory:
processing, storage and retrieval of information acquired through learning
50
Encoding:
conversion of sensory information into a usable form so that it can be neurologically represented and stored in memory
51
Retrieval:
Recovery of stored information for use when needed
52
Atkinson-Shiffrin multi-store model of memory
represents memory as consisting of three components called (sensory memory, short term memory, long term memory)
53
Storage:
Retention of the encoded information over time
54
Sensory memory:
entry point for new information, stores quantities of incoming sensory information for several seconds
55
Capacity of sensory memory:
vast, potentially unlimited
56
Capacity of short-term memory:
7+-2 pieces of information
57
Capacity of long-term memory:
vast, potentially unlimited
58
Duration of sensory memory:
momentary (0.2-4 seconds)
59
Duration of short-term memory:
temporary (15-20 seconds)
60
Duration of long-term memory:
Potentially permanent (indefinite)
61
Iconic:
- visual - briefly held for 0.3 seconds - large capacity - relatively unlimited
62
Echoic:
- auditory - briefly held for 3-4 seconds - large capacity - relatively unlimited
63
Short-term memory:
Memory system with limited storage capacity which information is retained for a short time
64
Long-term memory:
Stores a potentially unlimited amount of information for a very long time after original learning
65
Explicit memory:
Long-term memory that can be consciously retrieved and stated
66
Episodic memory:
long-term memory of personally experienced events associated with a particular time and place
67
Semantic memory:
long-term memory of facts/knowledge about the world
68
Implicit knowledge:
long-term memory that does not require conscious/intentional retrieval
69
procedural memory:
long-term memory for the skills involved in particular tasks
70
Brain structure in semantic memory:
Amygdala, hippocampus, neocortex
71
Brain structure in episodic memory:
Amygdala, hippocampus, neocortex
72
Brain structure in classically conditioned memory:
Amygdala, hippocampus, basal ganglia
73
Brain structures in procedural memory:
cerebellum, basal ganglia
74
hippocampus:
brains limbic system involved in emotions and other various functions
75
Interactions between hippocampus, amygdala, and neocortex
1) Amygdala signals to hippocampus to strengthen the encoding of explicit memories that have implicit emotional components 3) Neocortex stores explicit memories
76
Types of LTM:
Implicit (classically conditioned, procedural), explicit (semantic, episodic)
77
Role of episodic and semantic memory in retrieval of autobiographical events:
- autobiographical events - allows to recall past events/future
78
Dementia:
Neurodegenerative disease which causes progressive decline in mental functioning
79
Characteristics of dementia:
memory loss, poor judgement, abnormal emotional response
80
Alzheimer's disease:
- Form of dementia - Gradual widespread degeneration of brain neurons (memory decline, deterioration of cognitive abilities)
81
Aphantasia:
Absence of visual imagery
82
Mnemonics:
techniques used to assist the encoding, storage and retrieval of memory (acronyms, acrostics, methods of loci)
83
Behaviourist approaches to understand learning:
Classical conditioning, operant conditioning

pyschology (8 decks)

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