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Psychology UNIT 3 and 4 > UNIT 3 AOS2 > Flashcards

UNIT 3 AOS2 Flashcards

1
Q

Behaviourists approaches to learning:

A

Classical Conditioning and Operant Conditioning

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2
Q

Classical Conditioning (involuntary)

A

Is learning where a stimulus does not elicit a response, is repeatedly linked with a stimulus that does automatically get a response

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3
Q

Neutral Stimulus (NS)

A

Produces no naturally occurring response (restaurant)
= conditioned stimulus

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4
Q

Unconditioned Stimulus (UCS)

A

Stimulus that produces a naturally occurring response (disagreement)

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5
Q

Unconditioned Response (UCR)

A

An unlearned, innate response to an unconditioned stimulus (nerves)
= conditioned response

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6
Q

Conditioned Stimulus (CS)

A

Produces a conditioned response after repeatedly paired with an unconditioned stimulus (UCS)
= neutral stimulus

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7
Q

Conditioned Response (CR)

A

A response that is produced by the CS after learning has taken place
= unconditioned response

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8
Q

3 Phases of Learning - Classical Conditioning

A
  • Before Conditioning
  • Acquisition (During Conditioning)
  • After Conditioning
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9
Q

IN Before Conditioning

A

The NS ___ produced no relevant to response. The UCS ___ produced the UCR ___.

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10
Q

IN Acquisition

A

The NS ___ paired with the UCS ___ repeatedly, produces the UCR ___.

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11
Q

IN After Conditioning

A

The NS ___ becomes the CS ___ to produce the CR ___ in the absence of the UCS ___.

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12
Q

Operant Conditioning (voluntary)

A

Is 100% active

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13
Q

Operant 3-Phase Process (ABC)

A

Antecedent
Behaviour
Consequence

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14
Q

Antecedent

A

A stimulus that causes the learner to make a decision about the behaviour

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15
Q

Behaviour

A

The action of the learner (voluntary)

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16
Q

Consequence

A

Consequence applied to the learner
- Positive and Negative Reinforcement
- Positive and Negative Punishment

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17
Q

Reinforcement

A

Strengthen the likelihood of behaviour repetition
Positive - applying something desired to strengthen behaviour repetition
Negative - removing something unpleasant to strengthen repeat of behaviour

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18
Q

Punishment

A

Decreases the likelihood that behaviour is repeated
Positive - applying something undesirable to reduce behaviour repetition
Negative - taking away something desired to reduce repetition of behaviour

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19
Q

Observational Learning

A
  • Social and cognitive approach to learning
  • Active type of learning
  • Often occurs with children
  • Can be latent. Learning has occurred but not shown (until later)
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20
Q

Social

A

Observation of other

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21
Q

Cognitive

A

Thought process

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22
Q

5 stages leaner goes through

A

A - Attention
R - Retention
R - Reproduction
M - Motivation
R - Reinforcement

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23
Q

Attention

A

Learner actively watching a model

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24
Q

Retention

A

Mental representation of behaviour
(step by step in head)

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25
Reproduction
Learner must have the capacity to reproduce behaviour Example: a 16 month old might have watched a person cook but doesn't have the capacity to cook
26
Motivation
Desire to repeat behaviour, dependent on characteristics of model - Expertise - Similar to learner - Same gender - Attractiveness
27
Reinforcement
Increases likelihood that learner will repeat behaviour - Direct Reinforcement (them) - Vicarious Reinforcement (model)
28
Memory
Is our brains storage system that recall information and experiences. Internal record of a prior event
29
Atkinson - Shiffren’s Multi-store model of memory
Stimuli -> Sensory memory —(Attention)–> Short term memory —(Encoding)–> Long Term Memory
30
Stimulus
- Vision - Touch - Taste - Smell - Hearing Sense organs to brain, spinal reflex
31
Sensory Memory
>0.3 seconds (Iconic, light) 3-4 seconds (echoic, sound) UNLIMITED CAPACITY
32
Short-Term Memory (STM)
Working memory Duration of 20-30seconds Capacity 5-9 items (7 average)
33
Long-Term Memory (LTM)
Storage Duration is unlimited Capacity is unlimited
34
Encoding
Converting information to a useable form so it can be stored
35
Storage
Retaining information in memory over a period of time
36
Retrieval
Locating and recovering the stored information from memory when needed so that we can use it
37
Attention
Paying awareness to stimulus
38
Duration
Time (how long)
39
Capacity
Amount
40
Improving the capacity of STM
Chunking; grouping items together so they are considered as one Maintenance Rehearsal; repetition
41
Elaborative Rehearsal
Making 'meaning' from the information
42
Types of long term memory
Explicit memory Implicit memory
43
Explicit Memory
Consciously retrieving good and bad memories Retrieved in response to a specific request or need Semantic and Episodic
44
Semantic Memory
Facts ENCODED BY HIPPOCAMPUS Example: Remembering the rules of chess or the fact something is scary
45
Episodic Memory
Personally relevant events ENCODED BY HIPPOCAMPUS Example: Other experiences of playing chess
46
Implicit Memory
Does not require conscious retrieval Not necessarily aware or trying to remember Procedural and classical conditioned
47
Procedural Memory
How to do something Voluntary motor movement, eg kicking a ball ENCODED BY BASAL GANGLIA Fine motor movements, eg posture ENCODED BY CEREBELLUM
48
Classical Conditioned Memory
Fear or reflexes Emotional; fear ENCODED BY AMYGDALA Reflexive; involuntary eg. blinking ENCODED BY CEREBELLUM
49
Hippocampus
Encoding if explicit (STM) - Aids in improving memories, consolidating more stable - Acts in coordination with amygdala Damage = recall of memories, although no new memories are formed
50
Amygdala
Encoding if implicit (STM) - Processing and regulating emotional reactions - Encoding classically conditioned emotional response - Activated by adrenaline, is released when threatened or excited Damage = difficulty processing memory and emotional response
51
Neocortex
(LTM) - Processing, storage and retrieval of explicit memories - Memory disrupted throughout neocortex - Interacts with hippocampus when retrieving memories spread throughout neocortex
52
Basal Ganglia
Implicit (STM) - Encodes motor components of implicit procedural memories - Includes voluntary motor movements, picking up a pencil Damage = people with Parkinson's disease
53
Cerebellum
- Encodes and stores implicit procedural memory - And classically conditioned simple reflexes Overtime some procedural memories are sent to neocortex
54
Autobiographical Events
Personally lived experiences stored in long term memory - Activates both semantic and episodic
55
Retrieval of Autobiography Events
LTM is back to STM (consciously aware) Example: Memory of a party Hippocampus (retrieval) Episodic - Conversations at the party, taste of the cake, feeling of being happy Temporal lobes (retrieval) Semantic - Location of party, what music was played, the flavour of the cake
56
Constructing Possible Imagined Futures
Hypothetical experiences + possible situations. Example: planning what to wear tomorrow at a semi-formal party Episodic - Recalling memory of receiving compliments last time you wore a particular outfit Semantic - Understanding what semi-formal means, knowing what to wear on a hot day
57
Alzheimers Disease
Is a neurodegenerative disease that is characterised by memory decline
58
Alzheimers Symptoms
- Decrease in cognitive functions - Personality change + mood and emotions - Frequently becoming confused or disoriented - Difficulty with language and communication
59
2 types of lesions, damaged tissue
1. Neurofibrillary tangles 2. Amyloid plagues
60
Neurofibrillary tangles
Abnormal build-up of protein inside the neuron TANGLES = NO SIGNAL = DEATH OF NEURON
61
Amyloid plaques
Are resulted in an abnormal build-up of beta-amyloid protein between the synapses of neurons
62
Alzheimers effect on semantic and episodic memory
Explicit memories are affected - lacking the capacity to draw on semantic and episodic memories in order to plan for the future, creating new scenarios
63
Aphantasia
When people lack the ability to generate mental imagery Example: Thinking about an apple and describing what it looks like but not creating a mental image of it
64
Mental Imagery
Visual representation and experiences of sensory information without the presence of sensory stimuli
65
Mnemonics
Improve your encoding and therefore retrieval Written Cultures: - Acronyms - Acrostics - Method of Loci
66
Acronyms
Pronounceable word where each letter of the word is the first letter of a sentence Example: QANTAS ANZAC NASA
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Acrostics
Sentence or poem where the first letter of items create the sentence Example: NESW: Never Eat Soggy Weatbix
68
Method of Loci
Memory associations between the environment and the target words that need to be remembered Example: House –> Mental image of a room –> Associate term switch a different aspect

Psychology UNIT 3 and 4 (11 decks)

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