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| A relatively permanent change in behavior or the potential to make a response that occurs as a result of experience |
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| Learning that occurs when two stimuli are paired and become associated with each other |
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Two stimuli involved with classical conditioning: |
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| conditioned stimulus and unconditioned stimulus |
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Stimulus that before conditioning, does not elicit a particular response
(Bell) |
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stimulus that automatically produces a response without any previous training
(Food) |
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Reaction that is automatically produced when an unconditioned stimulus is presented
(Salivation) |
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Neutral Stimulus that acquires the ability to elicit a conditioned response after being paired with an unconditioned stimulus
(Bell) |
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Response elicited by a conditioned stmulus that has been paired with an unconditioned stimulus
(Salivation) |
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Making similar responses to similar stimuli
(if scared of rats= scared of things that look like rats) |
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| 2 Schedules of reinforcement |
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Behaviors that adversely affect members of a particular group.
making different responses to similar stimuli |
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| "Destroying" Learning. Present in the CS alone (let rat run around without making loud noise = no fear of rat) |
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| the reappearance of an extinguished CR after the passage of time |
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| Learning that occurs when the participant must make a response to produce a change in the environment |
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| Unlearned/biological (Food, Pain, etc.) |
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| Conditioned (secondary) Reinforcers: |
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Added or increased after a response
ex: axe body spray, new mascara |
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removed or reduced after a response
ex: deodorant, diet pills |
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| The process of using a punisher to decrease response rate |
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A way of gradually teaching a particular behavior
(reinforceing successful approximations of a final desired response) |
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| every correct response is reinforced |
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| only part of the correct responses are reinforced |
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| always reinforced after sane number of responses are reinforced |
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| averages to a particular ratio |
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| indirect form of learning where phobias may develop by observing the behaviors and emotional reactions of others. |
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learning by observing others
4 types |
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| needs someones attention in order to teach them |
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| need to remember info in order to learn |
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| need to actually do what you saw done in order to learn it |
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| 3 ways to measure memory/retention |
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recall
recognition
relearning |
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temporary storage of sensory info.
high capacity
duration: a couple seconds |
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brief storage of info currently being used.
limited capacity
duration: less than 20 seconds |
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relatively permanent storage of information.
unlimited capacity
duration: long or permanent |
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procedures for associating new information with previously stored memory
ex: HOMES, ROYGBIV |
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| using familiar locations as cues to recall items that have been associated with them |
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| use of familiar words or names as cues to recall items that have been associated with them |
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memory aid where you group items in small chunks of three or four
ex: telephone numbers |
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| (in a list of words) the words in the middle tend to be recalled less well than items in the beginning or end of list |
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memories that we are consciously aware of, such as facts or personal experiences.
divided into semantic(knowledge) and episodic(happenings/events) memory |
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memories we are not consciously aware of but can still influence out behavior and mental processes.
divided into priming and procedural (behavioral/muscle) memory |
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| memory for general knowledge |
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| tip-of-tongue (TOT)phenomenon |
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| condition of being almost, but not quite able to remember something; used to investigate the nature of semantic memory |
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| memory of ones personal experiences |
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very detailed memory of an arousing, surprising, or emotional experience.
ex: sept, 11 or Chris bell's seizure at prom |
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| to make room for new incoming info, some of the memories in the STM are pushed out or displaced |
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insight learning
("aha" moments) |
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| sudden grasp of a concept or the solution to a problem that results from perceptual restructuring; typically characterized by an immediate change in behavior |
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| CLassical Conditioning Example |
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| Lemonade powder makes you pucker and salivate so when the instructor says "Now" your mouth automatically salivates |
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| operant conditioning Example: |
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| postive reinforcement (cleaning apartment) |
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