PSYC 101 Midterm 2

ability to store and retrieve info over time

transform what we perceive

maintain info in memory over time

bring to mind info that has been previously encoded and stored

elaborative

link new knowledge with current memory
-ex. semantic judgement

mental pictures
-ex. place things around a place you know very well

noticing relationships

best elaborative method
-searching for meaning

the process of maintaining info in memory over time
(sensory

primacy and recency effect

remember beginning of list

remember things from end of list

place in which sensory memory is kept for a few seconds or less

vision

auditory

the place in which sensory memory is kept for a few seconds or less
-can hold 7 bits of info at once
-either moves to LTM or is lost forever

STM + LTM info used to interpret/manipulate/'process
ex.thinking of 3x5

review or practice of material
-can hold in STM and can help move from STM and LTM

organizing items into familiar

a place in which info can be kept for minutes to decades
-unlimited capacity
-can be used to process sensory info and STM

neurons that fire together wire together

long lasting increase in strength of synaptic responses
-makes communication for neurons easier next time

explicit and implicit memory

intentionally receiving something (ex. saying I know or I remember)
semantic-independent of context and facts
episodic-set in time and place

influence of past experiences on current things even though people aren't them and aren't aware that they are remembering
-procedural (don't have to think about)
-priming (changing behavior or noticing things)

basically memory palace

even if saw fragments a long time ago you can recall much later

external information that is associated with stored info and helps bring it to mind

external info that is associated with stored information and helps bring it to mind
(hint

Information given to help someone to answer a question

a retrieval cue can serve as an effective reminder when it helps recreate the specific way in which info was initially encoded

the tendency for info to be better recalled when the person is in the same state during encoding and retrieval

just allowing studying is better for short term
-taking quiz and studying is better for long term

forgetting what occurs with the passage of time

lapse in attention that results in memory failure
-divided attention affects elaborative encoding

remembering things to do in the future

failure to retrieve info that is in memory even though you are trying to produce it
-tip of the tongue

distorting influences of present knowledge

ex. asking people for their past opinions and them answering with their current opinions

ex. thinking things have improved in comparison to the past

intrusive recollection of events that we wish we could forget

detailed recollections of when and where we heard about shocking events

source memory-recall of when

the tendency to incorporate misleading info from external sources into personal reflections

an experience that results in a relatively permanent change in the state of the learner
-can be conscious or unconscious
-can occur through many ways

all behavior is learned
-we have no free will and depends on environment
-wanted to be objective

connected dogs to harness to restrict them and cut slits to get saliva
-learned saliva is physiological
-randomly started salivating for people though

when a neutral stimulus evokes a response after being paired with a stimulus that naturally evokes a response
-ex. neutral stimulus is seeing bowl and gets paired with food

food
-automatically elicits

salivation for food

used to be neutral but no longer is
-seeing bowl

salivating for bowl

have to present neutral thing and then the unconditioned stimulus
-difference between neutral stimulus and conditioned stimulus

-had ODs when they were in new environments
-CS includes the context

acquisition

when you present the neutral stimulus and unconditioned stimulus together

when a stimulus that resembles the CS also elicits the CR

tendency to respond differently to more than 2 stimuli

can keep pairing more things later on
-a neutral stimulus becomes a CS when paired with an already established CS

weakening and eventual disappearance of a learned response

the tendency of a learned behavior to recover from extinction after a rest period

entire array of rich human emotions and behavior can be accounted for by conditioning principles

like and fear

-learned to associate loud noise (US) with rat (CS) to elicit fear (CR)
-showed stimulus generalization bc scared of scared of similar stuff

biological preparedness to associate sickness with taste more than sights or sounds
-ex. mcdonalds in hospitals

a type of learning in which the consequences of an organism's behavior determine whether it will be repeated in the future

behaviors which have positive outcomes tend to be repeated

neither increases nor decreases the probability that something will occur

strengthens a behavior or makes it more likely to occur
-can be positive or negative

-adding something to reinforcee
-ex. receiving a gold star

removing something to reinforce
-ex. not having to do homework

weakens behavior or makes it less likely to occur

adding something to weaken behavior
-ex. getting more homework

removing something to weaken behavior
-ex. taking phone away

learning that results from reinforcements of successive approximations
-ex. teaching pigeon how to spin in a 360

reinforcements from environment

inherently reinforcing

ex. pain

learned and associated with primary reinforcers through CC
-ex. money

fines

circumstances when external rewards can undermine the intrinsic satisfaction of performing a behavior
-ex. offering group money for puzzle and them no longer doing work

stimulus generalization

one that is associated with reinforcement
-may come right before a stimulus
-ex. smiling

all responses are reinforced
-will get used to reinforcer though

only some of the responses made are followed by reinforcement

when/how organisms are reinforced for a particular behavior

ratio/number of responses

time intervals

reinforcements are presented at fixed time periods

reinforcements are based on an avg time that has expired since the last reinforcement

reinforcements are presented after a specific number of responses have been made

reinforcements are based on a particular avg number of responses

was used with defiant children and children with autism

over used
-can cause fear

learning takes place by watching the actions of others

woman on video was aggressive --> kids were even more aggressive

drawing conclusions or interferences from observations

judge the probability of a type of event by how easily it is to think of examples
-helps us make quick decisions
-think of catastrophes bc they stand out

tendency for people to think two events are more likely to occur together than either individual event

tendency for people to give different answers to the same problem depending on how the problem is phrased or framed (assign different values to something)

tendency of people to make decisions about current situation based on what they have previously invested in the situation

tendency to overestimate one's ability to have predicted an event once the outcome is known

tendency to pay attention only to information that confirms one's beliefs

the state of tension that occurs when a person holds two cognitions that are psychologically inconsistent or when a person's belief is incongruent with his behavior

the harder you work to reach a goal

a mental ability that enables people to direct their thinking

peaks around 20 and allows you to learn new things

learning from past and increases with age

-developed first objective test aiming to give unbiased amount of assessment of child's ability
-determined mental age

could test kids intelligence

could test adult intelligence

measures intelligence in children

consequential behaviors
-ex. job performance

school performance

-identical twins raised in same home tend to have same IQ
-identical twins raised apart have second highest IQ

some groups outscore others
-can have culturally biased tests

we become very uncomfortable with proving stereotypes to be true so we alter our behavior to counteract them
-can cause anxiety and have different effect

can test by looking at residency

all kids were the same but told teachers certain students were spurters
-spurters actually scored higher and were rated as more curious and better students