Psy 12000 1st Edition Lecture 10Outline of Last Lecture I. Reinforcement a. Positive Reinforcement b. Reinforcers c. Negative Reinforcement II. Principles of Reinforcement a. Generalization b. Discrimination c. Extinction III. Schedule of Reinforcement a. Continuous Reinforcement b. Partial Reinforcement IV. Punishment V. Operant Conditioning: Timing VI. Applied Behavior Analysis a. Bandura’s Observational Learning Outline of Current Lecture I. Learning a. Tolman b. Cognitive Factors in Learning c. Biological Constraints in Learning d. Cultural Influences in Learning e. Psychological Constraints in Learning II. What is Memory a. Definition b. Processes i. Encoding ii. Attention iii. Levels of Processing iv. Storage a. Sensory Memory b. Short term Memory c. Working Memory d. Long term MemoryCurrent Lecture I. Learning a. Tolman i. Purposive Behavior (Tolman) 1. Behavior is goal-directed ii. Expectancy Learning and Information iii. Latent (Implicit) Learning 1. Unreinforced learning not immediately reflected in behavior 2. Learning that remains hidden until it becomes useful 3. Study: rats in a maze b. Cognitive Factors in Learning i. Insight Learning (Kohler) 1. Problem solving in which sudden insight or understanding occurs 2. Sudden perceptions of relationships allowing for rapid problem solving 3. Thinking “outside the box” c. Biological Constraints in Learning i. Structure of an organism’s body 1. Permits certain kinds of learning 2. Inhibits other kinds of learning ii. Instinctive Drift 1. Tendency of animals to revert to instinctive behavior that interferes with learning iii. Preparedness 1. Species-specific biological predisposition to learn in certain ways but not others d. Cultural Influences in Learning i. Principles of condition and learning are universal ii. Culture can affect the degree to which various learning processes are used iii. Culture can determine content of learning e. Psychological Constraints in Learning i. Mindset 1. Describes way beliefs about ability dictate goals 2. What we think we can learn -> What we do learn ii. Fixed Mindset 1. Belief that qualities cannot change iii. Growth Mindset 1. Belief that qualities can change/improve though effort2. Strategies to develop a growth mindset a. Understand that your intelligence and thinking skills are not fixed but can change b. Become passionate about learning and stretch your mind in challenging situations c. Think about the growth mindsets of people you admire d. Begin now CHAPTER 6- Memory II. What is Memory a. Memory is the retention of information or experience over time b. Processes: i. Encoding 1. Processes by which information enters memory storage a. Automatically b. With effort 2. Attention a. To begin memory encoding must pay attention to information b. Selective attention i. Focusing on specific aspects ii. Limitation of brain’s resources c. Divided Attention i. Attending to several things simultaneously d. Multitasking i. Doing many things at once e. Sustained Attention i. Attention to a selected stimulus for a prolonged period of time 3. Levels of Processing a. Shallow- Physical and perceptual features are analyzed b. Intermediate- Stimulus is recognized and labels c. Deep- Semantic, meaningful, symbolic characteristics are used d. Craik and Tulving (1975) i. Deep Processing conditioning ii. Surface processing conditioning iii. The deep processing condition led to better memoryiv. Processing time at study was not a good measure of depth v. Findings demonstrate that the amount of time spent studying items is not as important as thetype of processing done during that time 4. Elaboration a. Number of different connections made b. Evident of physical activity of the brain 5. Mental Imagery a. Powerful encoding tool b. Verbal code c. Image code d. Dual-code hypothesis i. Memory for pictures better than memory for words ii. Pictures stored as both image codes and verbal codes ii. Storage - How information is retained over time and represented in memory - Atkinson-Shiffrin theory a. Sensory memory i. Visual information your brain is taking in but your are not focusing on ii. Holds information in sensory form for an instant iii. Echoic Memory 1. Auditory sensory memory 2. Retained for up to several seconds iv. Iconic Memory v. Visual sensory memory vi. Retained for only about ¼ second b. Short term memory i. Limited capacity (7 give or take 2 chunks of information) ii. Information retained for up to 30 seconds without strategies to retain it longer iii. Chunking 1. Grouping information into higher-order units iv. Rehearsal1. Conscious repetition of information c. Working Memory i. Short term and working may be used interchangeably ii. Alternative approach to explaining short term memory iii. Three part system to hold information temporarily iv. Phonological loop 1. Briefly stores speech-based information v. Visuo-spatial working memory 1. Stores visual and spatial memory vi. Central executive 1. Integrates information from phonological loop and visuo-spatial working memory vii. Websites to improve working memory 1. http://Memorise.org/memory-gym 2. http://Easysurf.us/menu.htm d. Long term memory i. Relatively permanent memory ii. Permanent method of storing memories with an unlimited capacity iii. Stores huge amounts of information for long time iv. Explicit memory 1. Conscious recollection of information that can be verbally communicated 2. Permastore content 3. Episodic memory a. Autobiographical information 4. Semantic memory a. Knowledge about the world v. Implicit memory 1. Non-concious recollection of skills and sensory perceptions 2. Procedural memory a. Memory for skills 3. Classical Conditioning a. Memory for associations between stimuli 4. Priminga. Activation of information already in storage Citation Gulker, J. "Lecture 10." Purdue University. Class of 1950, West Lafayette, IN. 17 February, 2015. PSY 120
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