Wednesday November 18 2015 3 03 PM Learning Cognition Kimble relatively permanent change of behavior in potentiality that occurs through practice Repetition reinforcing something Behavioral Change Theory increasing test scores from 75 to 85 Cognitive Learning Theory it s all in the mind Sensitization the organism is made more responsive to certain stimuli Latency Learning but response comes later to prove you learned it months years Trial and Error Learning try something fail record failure and never fail again Ex Test midterm Final Don t repeat failure Imprinting an organism will be attached to the first person it sees after first 24 hrs hatched Reflex quick response Instinct a set of reflexes that is genetically determined Ex mother and father to protect their children Species Specific Behavior behavior specific to a species Ex bird building a nest Ex duck goose Cognitive Map the ability to know where something is in their mind Response Learner knows the specific location of something Ex Exit to the mall Place Learner sees details and freaks Ex sees details and freaks out Types of Leaning Distributive Learning study break study reward Mass Practice doing H W and banging it out all at once Overlearning learning more than what you need to know Prevalence if something is meaningful to you you will remember it Motivation desire to complete Feedback letting people know how you are doing Mnemonics learning device that helps you learn efficiently and remember 1 2 3 Jingles Acronyms a b Pictorial a 4 Trade Names S C U B A R A D A R Male Female bathroom signs Observational Learning Van Dura imitating behavior of adults Ex cussing in adolescents Lecture 3 Page 1 LEARN P FORGET ACC SIM DEC LIM t Learn Remember Forget You have to forget in order to learn Memory the ability to store data in the mind and retrieve it later Recognition the answer is in plain sight just have to recognize it Acquisition listening attending Retention have to store data somewhere Retrieval how to get the answer out of your mind How to Forget Inattention don t pay attention Time give it some Retroactive In habilitation new learning interferes with old learning Proactive In habilitation old learning interferes with new learning Motivated Forgetting it just happens something they don t like they forget Conscious forgetting they lie Zeigarnik uncompleted task of remembering RNA can be damaged through alcohol and drug abuse Lecture 3 Page 2