GENERAL PSYCHOLOGY I EXAM 2 STUDY GUIDE CHPT 5 8 10 15 Chapter Five Memory three part process of memory encoding storage and retrieval 1 encoding traces small bits of info turned into a memory process in which we transform what we think feel etc into memory 2 storage place in which sensory info is kept for a few transform what we perceive into a memory process of maintaining bits of info memory traces over time sensory memory store seconds or less short term working memory STM sensory memory store by paying attention place where non sensory info is kept for more than a few seconds but less than a minute long term storage years no known capacity for long term storage process of bringing to mind info that has been previously encoded and place where info can be kept for hours days weeks or memory is transferred here from 3 retrieval stored in our memory retrieval cues helps bring it to mind helps with retrieval external info that is associated with stored information and multiple forms of memory implicit vs explicit and semantic vs episodic o explicit memory o implicit memory influence of past experiences on later behavior and act of consciously or intentionally retrieving past experiences how performance even though people are not trying to recollect them and are not aware that they are remembering them what particular time and place memory for an episode linked to time and place experienced them retrieval means reliving that general knowledge of the world cannot be relived facts and concepts that make up the general world network of associated facts and concepts that make up our collection of past personal experiences that occurred at a o semantic memory o episodic memory the 7 sins of memory transience absentmindedness blocking memory misattribution suggestibility bias and persistence o sins of omission forgetting what occurs with the passage of time lapse in attention that results in memory failure results transience absentmindedness from divided attention blocking though you are trying to produce it stored info is temporarily inaccessible tip of the tongue occurs due to brain damage to the left temporal lobe or use it or lose it phenomena failure to retrieve information that is available in memory even assigning a recollection or an idea to the wrong the tendency to incorporate misleading information from memory misattribution o sins of commission source primary cause of eyewitness misidentifications suggestibility external sources into personal recollections bias on recollection of previous experiences persistence result of emotional events plays role with amygdala intrusive recollection of events that we wish we could forget the distorting influences of present knowledge believes and feelings Chapter Six Learning classical conditioning US UR CS CR acquisition extinction spontaneous recovery generalization and discrimination o classical conditioning if you pair a neutral stimulus with an unconditioned stimulus UCS that already triggers an unconditioned response UCR that neutral stimulus will become a conditioned stimulus CS triggering a conditioned response CR similar to the original unconditioned response o basic principles of classical conditioning something that reliably produces a naturally unconditioned stimulus US occurring reaction in an organism already produce responses in organism ex naturally salivate because of food US unconditioned response reflexive reaction that is reliably elicited by an unconditioned responses something that already occurs as a reaction to something i e flinching at a needle conditioned stimulus reliable response in an organism i e a metronome conditioned response but is produced by a conditioned stimulus response that resembles the unconditioned response stimulus that is initially neutral and produces no the conditioned stimulus and unconditioned stimulus are gradual elimination of a learned response the unconditioned acquisition presented together extinction stimulus is no longer presented spontaneous recovery extinction after a rest period generalization conditioned stimulus is slightly different than the original one used during the acquisition something is similar but slightly different discrimination stimuli opposite of generalization the capacity to distinguish between similar but distinct the tendency of a learned behavior to recover from conditioned response is observed even though the operant conditioning ex positive and negative reinforcers punishers primary and secondary reinforcers punishers schedules of reinforcement shaping superstitious behavior o operant conditioning organism s behavior determine whether or not it will be repeated in the future learn from consequences of behavior type of learning in which the consequences of an reinforcer of the behavior that lead to it any stimulus or event that functions to increase the likelihood something desirable is presented praise positive reinforcement food money negative reinforcement removing pain hunger or anything unpleasant any stimulus or event that functions to decrease the likelihood of something undesirable is removed punisher the behavior that led to it positive spankings monetary fines negative praise no food or desired objects something unpleasant is administered shocking something desirable is removed taking money no those reinforcers or punishers that primary reinforcement punishment help satisfy our biological needs food no pain things to survive secondary reinforcement punishment nothing to do with biological needs praise other things that don t pertain to survival learning that results from the reinforcement of successive reinforcers or punishers that have o shaping approximations to a final desired behavior ex shaping a rat to press a lever dog to do a trick children toilet training o superstitious behavior accidentally reinforced irrelevant behaviors that are repeated because they were basic understanding of observational learning o observational learning actions of others learning without direct experience condition in which learning takes place by watching the Chapter Seven Language and Thought 3 theories of language development behaviorist nativist and interactionist o behaviorist explanations children learn language through the principles of operant conditioning reinforcement shaping and extinction limits to behaviorist theory of language o parents don t spend much time teaching grammar o children generate more grammatical sentences than they hear o errors
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