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CHAPTER 5 Learning
Learning: Any relatively permanent change in behavior brought by experiences
or practice.
Classical Conditioning
NS -> No Rxn
NS UCS UCR
CS CR
BELL (NS) (not paired) FOOD (UCS) -> DOG Reaction (UCR) = no conditioning
CSCR = when paired NS to the UCS and then finally removed the UCR
Remember
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Stimuli anything coming into the system that has an effect on the senses
Stimulus Generalization response to similar stimuli as the CS
Extinction: CS UCS CR
page 171
Little Albert
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John B Watson.
Conditioned emotional response CER
Operant Conditioning
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Voluntary Learning
Edward Thorndike
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BK Skinner
-Effect of consequence on behavior, they are reciprocal
Classical VS Operant
Reinforcers
Reinforcement: To strengthen
Anything that, when following a response causes that response to be more likely to
happen again
+ or -
Types of Reinforcement:
-
Reinforcement Schedules
Partial Reinforcement Effect
FI: Fixed Time = Paycheck (slow response)
VI: Variable Time = Pop Quizzes (Slow & Steady)
FR: Fixed # of Responses (Slow Responses) piecework, or getting punches for a
free sandwich until you hit 10
VR: Number changes = slot machines (Fast & Frequent), example: casino and a
slot machine
Punishment
-
Drawbacks of Punishment
Extinction:
Classical Conditioning: Removal of an Unconditioned Stimulus
Operant Conditioning: Removal of Reinforcement
Additional Terms
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Cognitive Learning
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Example: Learning through social learning, what we do and not do. Social
Learning is very important in schooling, home vs public schooling, not getting
social learning in homeschooling
Learned Helplessness
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Martin Seligman
Failure to act or escape
Past failures
Secondary gain - the advantage that occurs secondary to stated or real
illness
Chapter 6 Memory
Processes of Memory
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Encoding
Storage
Retrieval
Encoding
-Sensory Information Encoding Usable Form - turns sensory information
into a usable form
- This is accomplished differently in each storage system
Storage
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Retrieval
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Models of Memory
1) Information processing
2) Parallel distributed Process (PDP)
3) Levels of processing
Most comprehensive
Most influential
Examines the way info is handled in each stage
Simultaneous processing
Creation and storage
Retrieve many aspects of memory all at once
Much faster reactions and decisions
Sensory Memory
-
Iconic
Icon = image
George Sperling 1960
o Showed people a row of letter (but they could only remember 4-5
letters, regardless of length)
o Partial Report Method Grid of Letters with different Tones,
allowed people to remember that
o Wanted to look at the duration of visual memory
Masking
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Eidetic Imagery ability to access a visual memory over long periods of time
Iconic Memory
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Brief
The What Phenomenon
In 4 seconds: you hear the echo of whatever was just said to you in your
head
Limited to what can be heard at any given moment
Useful for meaningful conversations
Held up to 30 seconds
Cocktail effect there is lots of sensory stimuli but you can pick out a single
stimulus, i.e. hearing your name is a loud crowded room
Working Memory
-
Capacity is Unlimited
Non-Declarative
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Declarative:
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Explicit memory
All the things people know
Facts and info (semantic) i.e. names of planets, 2+2, Jeopardy!
Personal Knowledge (episodic) i.e. first day of school, first gf,
birthdays, anniversaries
Flashbulb Memory
Emotionally Charged Memories
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Misinformation effect
False memory syndrome
Misinformation Effect
-person is exposed to information after the event
Interference Theory
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Retroactive Interference
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Fun Fact: Amygdala gives the memory an impression of love at first sight
Consolidation
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Hippocampus
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Concussions
Brain Injury
Trauma to the brain
Alcoholism
Retrograde Amnesia
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Anterograde Amnesia
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Fun fact: New memories can be wiped within seconds with anterograde
amnesia the information is being relearned over and over again
CHAPTER 7 (7.1)
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Mental Images
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Representations that stand in for objects or event and have a picture like
quality
Using mental images: takes longer to go through a mental image that is
larger or covers more ground. (Window Exercise).
Kossylns Fictional Island subjects took longer to complete the task
when the locations on the image were farther apart
Rotating Objects when an image is rotated in the mind
See an Object create an object ***
Same brain areas
Concepts
-
Prototype:
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Mechanical Solutions
Trying until one works
Drawbacks: can cause harm and take a long time, will not always result in a correct
solution right away
Algorithms
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Heuristics
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Insight
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Aha moment
Understanding something on a deeper level
Being abet to utilize something completely
Higher level of learning and memory
What is a pen? Convergent thinking: all paths converge to one point: i.e. has ink,
used to write, comes in various colors, tubular
How else could a pen be used? Divergent thinking: to hold up hair, to make a hole in
paper, to murder someone, as an emergency tracheotomy
Divergent leads to creativity and thinking outside the box
Example of a student using divergent thinking: Choosing topics and questions for
research papers
Language (7.9)
Definition: System of combing symbols (words) so that an infinite number of
meaningful statements can be made for the purpose of communicating with other
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Grammar (7.9)
- Define: System of rules governing the structure and use of a language
- Norm Chomsky (Linguist): Innate ability to understand & understand &
produce language through Lad
LAD: Language Acquisition Device
LAD
-innate program
Contains schema for human language - schema (plan or blueprint)
-
Phonemes
Morphemes
Syntax
Semantics
Pragmatics
Phonemes (7.9)
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Morphemes (7.9)
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Syntax (7.9)
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Semantics (7.9)
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Pragmatics (7.9)
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Jean Piaget
- Concepts preceded & aided language development
- Mental schema of Mama prior to saying Mama
Lev Vygotsky
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Supir Whorf
Thought processes & concepts are controlled by language
The words we use determine the way we think about the world (reflect on
this). Gibble: Determines our attitude, how we see the world, how we
think about the world, but also about themselves, and prejudices
Gibble: Movie projector, pure objectivity doesnt exist because you exist
Cognitive Universalism
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Chapter 8
Research Methods
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Nature V. Nurture
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o
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Social Skills
Stages of Development
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Germinal
Embryonic
Fetal
Germinal
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Embryonic
HAZARDS
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Teratogen: any drug, chemical, virus, stress, or other factor that can
cause a birth defect.
FAS: Fetal Alcohol Syndrome:
o Physical & Mental Defects
o Stunted Growth
o Facial
o Brain Damage
Fetal Period
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Birth to 2 years
Object Permanence
Representational though
Schemas: Object Constancy
Deliberate interaction with objects
Object Permanence: critical to language development & symbolic
thought
Visual Closure part of an object is hidden, therefore it does not
register or exist for the child, also prominent in patients with CVAs
and strokes
Preoperational Stage
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Ages 2 to 7
Egocentrism: Limitation only seen through their own perspective
Centration: paying attention to Only 1 feature.
Gibblet: Can cause an
issue because the child is only paying attention to one thing, running into
something chasing the ice cream truck
Fail at conservation one wide container has liquid, put the same
amount of water in a taller container, the child well see it as more
Irreversibility - the ability to work things backwards
Concrete Stage
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Ages 7 to 12
Absence of centration
Unable to deal with abstract thinking
Formal Operations
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Vygotsky
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Attachment
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Adolescent
Adulthood
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On the test: He will give us an age group or particular person and ask us to apply all
3 three things we talked about to that person, from Eriksons standpoint, or
Kohlbergs standpoint. Possible compare and contrast