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| founder of operant conditioning |
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-founder of classical conditioning
-research on digestive
-possibly look at 4.1 idk |
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-form of behavioral learning
-a neutral stimulus gets power to mimic the same response by the other stimulus |
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-form of behavioral learning
-individual acts on environment
-change behavior based on consequences of behavior (reward/punishment) |
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| Stimulus GIVEN to increase the chance of a response reoccurring |
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| Stimulus TAKEN away to increase the chance of a response reoccurring |
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-Part of Acquisition
-Is paired with unconditioned stimulus
-repetition
-elicits no response prior to learning |
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| Elicits response w/o learning |
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| To respond to the same/similar stimuli |
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| Specific response to a particular stimulus and not to similar stimuli |
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| A conditioned response (a response elicited by previous neutral stimulus) that weakens when there is no unconditioned stimulus |
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| Aversive consequences that weaken undesirable behaviors |
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| aversive (to avoid) stimulus is given to decrease chances of reoccurring behavior (spanking,time out) |
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| removal of stimulus as consequence to decrease chance of reoccurring behavior (take away car keys, phone) |
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| How do you make punishment effective/What should you do? |
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Definition
-A combination of several tactics
-reinforce desirable behaviors and extinction/logical consequences on undesirable ones
-the power of punishment usually disappears when the threat of punishment is removes
-triggers escape/agression
-punishment should be swift,certain,limited induration/intensity,limited to certain situation,no mixed signals,target only behavior most effective is negative punishment
-metaphor:is almost like archerty: fast,accurate,an arrow to the knee is temporary, target is clear, and only goes for red center. Okay bad metaphor but its pretty good..atleast I didn't use a knife in a stabbing or something..thats just dark. |
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| Schedules of reinforcement(2 types) |
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-2 types
Ration:rewards after certain # of responses
Interval:rewards after certain time interval |
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-Gestalt Psychologist
-Learn to solve problems by suddenly perceiving familiar objects in new forms or relationships (reorganization of perceptions)(i.e., Sultan, the chimp) |
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| What are the 3 stages of memory |
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Definition
-sensory
-working/short term memory
-long term |
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| What is the first stage of memory? |
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Definition
-1st stage:snsory momory
-briefly holds "senosry" info. to enter working/short term memory
-holds for 1/4 of second
-holds 12-16 items=pretty awesome...I can't hold that many things unless I have a bag....or if its paper..or if I have octopus arms
-images take form on nerve impulses in sense organs and pathway to brain
-there is a list about our different senses (i.e visual, auditory) |
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| Visual (part of 1st stage of memory) |
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| Echoic Memory (part of 1st stage of memory) |
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| Touch(part of 1st stage of memory) |
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| Olfactory sensory memory (part of 1st stage of memory) |
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| Taste(part of 1st stage of memory) |
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| what is the 2nd stage of memory? |
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Definition
-Working/short-term memory
-process conscious experience
-selects info from sensory memory
-area where we sort/encode info before adding it to long term memory
-access and retrieves info from long-term memory (thinking)
-holds info for 20 sec
-hold 7 items
-smallest capacity of the 3 memory stages
-this is why it is difficult to do 2 things at once
-look into 3 parts of working memory |
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| What are the 3 parts of working memory? |
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Definition
-Central executive
-Phonological loop
-Sketch pad |
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| Central Executive ( part of 2nd stage of memory) |
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Definition
-directs attention to material taken from long-term memory (remembering)
-directs to important input from sensory memory (like I would ignore the ache in my shoulders to concentrate on my hitting my knee on the table...this just happened :c) |
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| phonological loop ( part of 2nd stage of memory) |
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| stores/manipulates vidsual images |
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| What are the 2 mental strategies to get info into long term memory? ( part of 2nd stage of memory) |
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| what is chunking (part of 2nd stage of memory and a strategy to get info into the ltm) |
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| organize info into small meaningful units to free up space (remember phone number in chunks) |
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| What is rehearsal? (part of 2nd stage of memory and a strategy to get info into the ltm) |
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Definition
-Maintenance rehearsal: info is repeated to keep it from fading
-Elaborative rehearsal:actively reviewed and related to info in long-term memory |
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| What is the 3rd stage of memory? |
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Definition
-Long term memory
-unlimited storage capacity
-concatin total knowledge
-store info for lifetime
-has 2 parts of long term memory |
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| What are the 2 parts of long term memory |
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Definition
-procedural memory
-declarative memory |
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| What is procedural memory (part of 3rd stage of memory and is 1 of the 2 parts of the 3rd stage) |
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| store memory for HOW to do things |
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| what is a declarative memory? (part of 3rd stage of memory and is 1 of the 2 parts of the 3rd stage) |
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store info that we can DESCRIBE
-has 2 subdivions: episodic and semantic |
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| What are the 2 subdivisions in declarative memory? (part of long-term memory) |
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Definition
-episodic memory
-semantic memory |
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| What is episodic memory? (part of declarative memory which is a part of long-term memory) |
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Definition
-store:
-personal experience
-temporal coding/WHEN an event occurred
-context coding/WHERE event took place |
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What is semantic memory?
(part of declarative memory which is a part of long-term memory) |
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| stores knowledge-i.e word meaning/concepts |
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| physical changes in brain due to memory |
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| memory that was not deliberatly learned OR w/o concious awareness |
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| memory that has been conciously recalled |
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| information processing system that encodes,stores, and retrieve info. |
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store mental direction for well-practiced skills
-i.e playing instruments, of riding a bike |
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| encoding,storage and retrival |
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| what is encoding? (part of the 3 tasks of memory) |
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Definition
-select stimulus
-id specific features of stimulus
-"label" an experience to make it meangingful |
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| what is storage? (part of the 3 tasks of memory) |
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| retain encoded material over time |
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| what is retrieval? (part of the 3 tasks of memory) |
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| location/recovery of info from memory |
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| disability in forming NEW memories |
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| to retrieve memory with minmal retrieval cues |
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| to identify whether a stimulus has been previously experienced |
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to associate items on a list with a sequence of familiar locations
-a form of visual imagery
-i.e HOMES=names of great lakes |
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average age at which ppl acieve a particular score (i.e scored at average age of group of 5 yr. olds, then MA = 5)
(MA and CA are not necessarily the same) |
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# of years since birth (actual age)
(MA and CA are not necessarily the same) |
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consist of knowledge about the sequence of actions/procedures done in certain events,places,settings
ie. shutting up during a musical, going on first dates, going to a restaurant...lol in the book it says "making love" so saucy |
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tendency to respond to a NEW problem in the same way you did to a similar problem
i.e seeing a bidet for the first time and thinking it is a different toilet and shitting in it...when there is a toilet directly across from it.don't worry I didn't do that. |
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Definition
single common factor of general intelligence underlying all intellectual domains
i.e scoring high on one test score high on other tests |
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| normal distribution of IQ |
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Definition
-the bell curve 6.10
-Intelligence is spread in a way that most people cluster around a central average while few others fall w/in the high or low ranges
-90 – 110 = normal range
-Below 70 = mentally retarded range
-130 and above = gifted |
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-mental representations of objects and events drawn from our direct experience
i.e the "concept" (wings,beak) of a bird due to past experience of seagulls attacking your sandwich |
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basic rules that cut through confusion of complicated situations
-does not guarantee correct solution
-Can point one in the right direction
-has 3 strategies |
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| working backward (one of the heurstic strategies) |
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Definition
| begin at end and work backwards |
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| searching for analogies (one of the heurstic strategies) |
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Definition
| employ previous learned strategies from similar problems |
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| break big problem into smaller problems |
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Definition
| Break down into smaller, more manageable steps (subgoals) |
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formulas or procedures designed to solve particular kinds of problems for which you have all the necessary information
-in math/science
-hould always yield correct/acceptable results
Not useful in problems w/ subjective values or w/ too many unknowns |
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| crystalized interlligence |
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Definition
-knowledge a person has acquired, and the ability to access that knowledge
-Store and retrieve info from semantic memory |
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bility to see complex relationships and solve problems
-Use algorithms and heuristics |
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Definition
-confirmation bias
-hindsight bias
-anchoring bias
-representative bias
-availability bias |
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| what is confirmation bias (part of judgement bias) |
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Definition
| to ignore or find fault w/ info that does not fit w/ your opinion and to seek info that does |
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| what is hindsight bias (part of judgement bias) |
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Definition
| tendency, after learning about an event, to “second guess” or believe that one could have predicted the event in advance |
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| what is anchoring bias (part of judgement bias) |
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Definition
| faulty heuristic caused by basing (anchoring) an estimate on a completely unrelated quantity |
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| what is representative bias (part of judgement bias) |
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Definition
| based on the presumption that once people or events are categorized, they share all the features of other members in that category |
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| what is avalibility bias (part of judgement bias) |
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Definition
| estimates probabilities based on info that can be recalled (made available) from personal experience |
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-dapted the Binet-Simon test for U.S. school children
-Individually administered
-Better suited for spotting learning problems
-Designed for children and adults |
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| Sternburg's 3 types of intelligence |
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Definition
- also known as Sternberg’s Triarchic Theory
-practical
-analytical
-creative
-Each form is relatively independent of the other and equally important |
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| Practical (part of Sternberg’s Triarchic Theory ) |
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| ability to cope w/ people and events in their environment (“street smarts”) |
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| analytical (part of Sternberg’s Triarchic Theory ) |
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-ability to analyze problems and find correct answers (logical reasoning)
-measured by IQ tests |
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| creative (part of Sternberg’s Triarchic Theory ) |
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| -helps people develop new ideas and see new relationships among concepts (involves insight and creativity) |
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-field of "mental measurements"
-psychological speciality that gives us IQ tests,personality tests, acheivement tests, and SAT. |
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| Building blocks of cognition, which thinking organizes in meaningful ways |
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