Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Psych of Learning #5
| Question | Answer |
|---|---|
| Generalization | Tendency for behavior to occur in situations different from the one in which the behavior was learned. The transfer of past learning to new events or problems. |
| Generalization gradient | A graph showing how physical changes in stimuli (plotted on x-axis) correspond to changes in behavioral responses (plotted on y-axis). |
| Semantic generalization | Generalization based on a more abstract feature. Primarily the meaning of words. |
| Discrimination | Tendency for behavior to occur in situations that closely resemble the one in which the behavior was learned, but in NO situations that differ from it. Recognition that two stimuli are different and knowing which to prefer. |
| Discrimination training: Pavlovian | CS+ paired with US. CS- appears alone. |
| Discrimination training: Operant | S+ means that the behavior will be reinforced. S- means that the behavior will not be reinforced. |
| Discriminative stimuli | Stimuli associated with different consequences of behavior. |
| Successive discrimination training | S+ and S- alternate randomly. When S+ occurs it is reinforced, and when S- occurs it is on extinction. |
| Simultaneous discrimination training | S+ and S- are presented at the same time. Likely the subject is presented with a choice of items. Learning will take place following reinforcement or extinction dependent on choice. |
| Matching to sample discrimination training | Task is to select from comparison stimuli that match sample stimuli. The comparison stimuli will include an S+ and S-. The S+ is the stimulus matching the sample. |
| Errorless discrimination training | Presentation of the S+ with reinforcement of behavior. Presentation of the S- is presented but in a very weak, short duration manner. S+ is presented in a stronger way to promote learning, and S- is slowly faded away. |
| Stimulus control | When discrimination training brings behavior under the influence of the stimuli. A situation in which the presence of a discriminative stimulus reliably affects the probability of behavior. Used in: animal training, zoo management, study habits, insomni |
| Retrieval | How one accesses the memories that have been stored. |
| Retention interval | Time period between learning experience and its recall. |
| Short-term memory | Typically a few seconds to one hour. Ex: remembering phone numbers |
| Long-term memory | Involves retention intervals longer than STM. |
| Declarative memories/explicit knowledge | Information that can be declared, expressed. *Semantic memory: general knowledge *Episodic memory: personal experience |
| Non-declarative memory/implicit knowledge | Knowledge that cannot be expressed; memories are not always consciously accessible or easy to verbalize. Procedural memory: motor skills memory, etc. |
| State-dependent learning | Behavior that is learned during a particular physiological state is lost when that state passes. |
| Forgetting | Deterioration in learned behavior following a period without practice. |
| Measuring forgetting | Includes observing the behavior after a period during which learned behavior is not performed. |
| Free recall | Opportunity to perform previously learned info after a retention interval. Ex: reciting a poem |
| Prompted/cue recall | Presenting a hint/cue. |
| Relearning/savings method | Refers to the training needed following forgetting. Less relearning necessary = less forgetting. |
| Recognition | Identify previously learned information. |
| Gradient degradation | Any decline in the steepness of the generalization gradient. Indicates forgetting. |
| Time | Variable in forgetting: known to be relevant in our levels of forgetting. |
| Degree of learning | The better something is learned, the less likely forgetting will occur. |
| Degree of learning: overlearning | The continuation of training beyond the point required to produce an errorless performance. |
| Degree of learning: fluency | The number of correct responses/minute. |
| Prior learning: meaningfulness | This information is easier to remember, rather than random information. |
| Prior learning: proactive interference | Forgetting caused by learning that occurred prior to behavior in question. New info = easily forgotten. |
| Subsequent learning: retroactive interference | Forgetting caused by learning that occurred after the behavior in question. Old info = easily forgotten. |
| Context: cue-dependent forgetting | Forgetting that results in the absence of cues that were present during training. |
| Learning to remember | Understanding that there are genetic differences that allow for differences in our abilities to retain information. |
| Overlearning | To forget less, study more! |
| Use mnemonics | Any devices for aiding recall. Involve learning cues that later prompt desired behavior. |
| Context clues | Identify cues present during learning that can aid in recall. |
| Use prompts | A prompt is a cue that evokes behavior. Ex: note on calendar, keys by door |
| Smoking relapse | Environmental factors, including drug-associated stimuli and social pressure, are important influences of initiation, patterns, of use, quitting, and relapse to use of drugs. Environmental events paired with tobacco serve as stimulus control over use. |
| Limits of learning: physical characteristics | The structure of an animal's body makes certain kinds of behavior possible and other behavior impossible. Limited by physical capability. |
| Limits of learning: Nonheritability of learning | Learned behavior is not inherited. Most severe of all limitations. |
| Lamarckian theory of evolution | Based on acquired characteristics. Replaced by Natural Selection. Experiences modify behavior = modify genes. |
| Limits of learning: heredity and learning ability | Genes determine what and how much we can learn, within and between species. |
| Limits of learning: neurological damage | Neurotoxins, injuries, disease, malnutrition. |
| Limits of learning: critical periods | Animals may be prepared to learn certain things at certain stages in their development. Imprinting, maternal behavior, monkeys :( Human critical periods unclear. |
| Limits of learning: preparedness | In most animals, learning depends partly on whether the animal is genetically prepared, unprepared, or counterprepared to learn the task in question. Such genetic prep sets limits on what is learned from a given experience. |
| Instinctive drift | Tendency for an animal to revert back to fixed action patterns. |
Created by:
rebelis
Popular Psychology sets