Ch 5 Learning
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| learning | a systematic, relatively permanent change in behavior that occurs through experience.
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| behaviorism | theory of learning that focuses on observable behaviors.
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| associative learning | when we make a connection, or an association between two events
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| conditioning | process of learning the associations between
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| classical conditioning | learn association between two stimuli learns to anticipate events
involves automatic response to a stimulus
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| operant conditioning | form of associative learning in which the concequences of a behavior change the probability of the behaviors occurence
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| observational learning | aka imitation/modeling; when a person observes and imitates another's behavior
relies on mental processes
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| reflexes | automatic stimulus-response connections
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| unconditioned stimulus (US) | stimulus that produces a response without prior learning; involuntary response
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| conditioned stimulus (CS) | previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus
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| unconditioned response (UR) | unlearned reaction that is automatically elicited by the US
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| conditioned response (CR) | learned response to the conditioned stimulus that occurs after the CS-US pairing
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| counterconditioning | is a classical conditioning procedure for weakening a conditioned response by associating the fear-provoking stimulus with a new response that is incompatible with the fear
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| thorndike's law of effect | states that behaviors followed by satisfying outcomes are strengthened and behaviors followed by frustrating outcomes are weakened
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| shaping | rewarding successive approximations of a desired behavior
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| postive reinforcement | the frequency of a behavior increases bc it is followed by the presentation of something that increases the likelihood the behavior will be repeated
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| negative reinforcement | the frequency of a behavior increases because it is followed by the removal of something
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| avoidance learning | occurs when the organism learns that by making a particular response a negative stimulus can be altogether avoided
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| learned helplessness | organism exposed to uncontrollable aversive stimuli learns that it has no control over negative outcomes
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| generalization | exhibiting learning that occured in one setting in a variety of other similar settings
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| discrimination | responding appropriately to stimuli that signal that a behavior will or will not be reinforced
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| extinction | when a behavior is no longer reinforced and decreases in frequency
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| schedules of reinforcement | fixed ratio, variable ratio, fixed interval and variable interval
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| ratio schedules | rely on number of behaviors that must be performed prior to reward
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| interval schedules | based on the amount of time that must pass before a behavior before a behavior is rewarded
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| fixed schedule | number of behaviors or the amount of time that must pass before the reward is always the same
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| variable schedule | required number of behaviors or the amount of time that must pass before the reward is unpredictable from the perspective of the learner
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| 4 main processes of behavioral learning are | attention, retention, motor reproduction and reinforcement
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| memory | retention of information
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| processes of memory | encoding, storage and retrieval
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| encoding | process by which information gets into memory storage
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| selective attention | focusing on a specific aspect of experience while ignoring others
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| divided attention | concentrating on more than one activity at the same time
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| sustained attention | ability to maintain attention to a selected stimulus for a prolonged period of time
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| executive attention | involves planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances
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| t/f behavior modification is the use of operant conditioning to change human behavior by analyzing and adjusting the rewards and punishments in a particular setting | true
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| levels of processing | continuum from shallow to intermediate to deep, with deeper producing better memory
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| elaborating | formation of a number of different connections around a stimulus at any given level of memory encoding
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| sensory memory | time frames of a fraction of a second to several seconds
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| short term memory | time frames up to 30 seconds
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| long term memory | time frames up to a lifetime
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| chunking memory | grouping or chunking information
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| episodic memory | retention on information about the where when and what of lifes happening
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| semantic memory | persons knowledge about the world
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| explicit memory | aka declarative memory consist of episodic and semantic memory
remmebers who what when were
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| implicit memory | non declarative memory consist of procedural memory, priming and classical conditioning
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| procedural memory | implicit memory process that involves memory for skills
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| priming | activation of memory that people already have in storage to help them remember new information
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| schema | preexisting mental framework that helps people to organize and interpret information
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| connectionism | parallel distributed processing PDP; the theory that memory is stored throughout the brain in connections among neurons
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| flashbub memoery | memory of emotionally significant events that people often recall with more accuracy and vivid imagery than everyday events
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| Ivan Pavlov | russian physiologist (studies the body) who discovered classical conditioning through his work on digestion in dogs
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