Chapter 7 Objectives 27 10 2011 03 48 00 Define learning and associative learning Learning Relatively permanent change in an organism s behavior Associative Learning Associate two stimuli together then anticipate due to experience events that follow Ex see lighting anticipate thunder wince Who is most closely associated with classical conditioning Pavlov s dogs Know the goal of behaviorism and how this goal was Ivan Pavlov accomplished Goal objectivity not subjective what really happens Accomplished Focus on what is observable behavior not on mental processes Be able to describe Pavlov s dog and bell study Dogs salivate when anticipating food and seeing food different Be able to define and recognize the following principles of stimuli with the same results classical conditioning UCS unconditioned stimulus response o Pie UCR unconditioned response response to a UCS o Drooling CS conditioned stimulus that comes to trigger a response o Ringing bell that signifies pie CR conditioned response neutral stimulus Stimulus that naturally elicits a Unlearned naturally occurring Originally irrelevant neutral stimulus Learned response to a previously o More drool with the bell Neutral Stimulus o Ringing bell Know how the terms acquisition extinction and spontaneous recovery relate to classical conditioning Acquisition CS and UCS Extinction response will stop if food doesn t come CS alone Spontaneous Recovery after extinction the recovery of strength of CR Know how Watson tested the principles of classical conditioning with Little Albert Made Albert who was formerly not afraid of rats afraid of them and other small animals by ringing a loud bell every time Albert would reach for the rat discrimination Be able to define and differentiate generalization and Generalization Similar stimuli may elicit responses Discrimination Ability to distinguish between CS and irrelevant o Fear of all dogs after only one type attacked you stimuli o Stove is bad Fireplace is good Who is most closely associated with operant conditioning B F Skinner Define operant conditioning and know the law of effect Operant Conditioning Associate behavior with consequence Behavior is strengthened or weakened accordingly Law of Effect Rewarded behavior is likely to recur Punished behavior is less likely to occur Compare and contrast classical and operant conditioning Classical conditioning o Simple association between two stimuli o If A happens then B will happen too Operant Conditioning o Changing an organism s behavior via reinforcement reward and or punishment Define shaping o If I do A then I ll feel B of the desired behavior are rewarded Shaping Guiding behavior toward a desired goal Approximations Reinforcement Stimulus that increases the likelihood of prior Punishment Stimulus that decreases the likelihood of prior principles of operant conditioning reinforcement and punishment Be able to recognize define and differentiate the two response on later trials response on later trials Be able to define and recognize examples of positive reinforcement negative reinforcement positive punishment and negative punishment o Give a treat to a dog who behaves Positive Reinforcement Add a desirable stimulus Negative Reinforcement Remove an aversive stimulus Positive Punishment Add an aversive stimulus Negative Punishment Remove a desirable stimulus o fastening seatbelt to stop beeping o Electric shock o getting your license revoked Know the four types of reinforcement schedules and be able to recognize examples of each Fixed ratio Every time a behavior is performed it is reinforced o Acquisition fast o Extinction fast o Ex Dunkin Donuts cards Recycling coke cans Variable ratio Ratio schedule Behavior is reinforced but not every time o Acquisition fast o Extinction slow o Ex Gambling Fixed interval Reinforcement after a set amount of time o Acquisition slow o Extinction fast o Ex Cookies in the oven paychecks Variable interval Reinforcement at varying times o Acquisition slow o Extinction slow o Ex Checking stores for sales punishment o Going to school because you love to learn Compare and contrast intrinsic and extrinsic motivation Intrinsic Motivation Doing something for its own sake Extrinsic Motivation Doing something to get rewards or to avoid Observational Learning Social Learning Theory What is observational learning How does it relate to aggression and o Going to class to get extra credit We learn social behavior by Observing and imitating others Observing others being rewarded and punished e g violence violence Chapter 8 Memory Define memory 27 10 2011 03 48 00 The persistence of learning over time through the encoding storage and retrieval of information Compare and contrast encoding storage and retrieval Encoding Storage Retrieval Understand what is meant by sensory memory short term Putting information into memory Retaining encoded information Getting information out of storage memory and long term memory Sensory Memory Short term memory activated memory that holds a few items The immediate very brief recording of sensory info in the memory system briefly such as the seven digits of a phone number while dialing before the info is stored or forgotten storehouse of the memory system Includes knowledge skills and experiences the relatively permanent and limitless Long term memory What is working memory A newer understanding of short term memory that focuses on conscious active processing of incoming auditory and visual spatial info and of info retrieved from long term memory Keeps information active and accessible Helps coordinate ongoing mental activities Know what is meant by the Magic number 7 plus or minus 2 What this magical number represents 7 plus or minus 2 is the number of items we can hold in our short term memory Quickly lost without rehearsal within 20 seconds or less w rehearsal can be stored Know the following and be able to recognize examples of each repetition strategy that maintains information in Rehearsal working memory o Repeating a phone number Chunking packing strongly associated information together unitizing Increases the amount of information that can fit in working memory o 1792 2011 memory aides using organizational devices and vivid Mnemonics imagery o ROYGBIV colors Please Excuse My Dear Aunt Sally order of operations Kings Play Chess On Flat Glass Surfaces classification My Very Educated Mother Just Served Us Noodles planets What is schema driven memory Errors arise because memory is not a
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