Dr. Schroeder's Intro to Psyc Review Guide
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| Learning | Some experience that results in a relatively permanent change in the state of the learner. | |
| Components of the Classical (Respondent) Conditioning Paradigm | UCS, UCR, CS, CR | |
| Unconditioned stimulus (US) | Something that reliably produces a naturally occurring reaction in an organism. | |
| Unconditioned response (UR) | A reflexive reaction that is reliably elicited by an unconditioned stimulus. | |
| Conditioned stimulus (CS) | A stimulus that is initially neutral and produces no reliable response in an organism | |
| Conditioned response (CR) | A reaction that resembles an unconditioned response but is produced by a conditioned stimulus | |
| Types of Classical Conditioning Schedules | Simultaneous, Forward, Backward, Delayed | |
| Simultaneous Conditioning Schedules | UCS and CS happen at the same time. This leads to slow acquisition and can also lead to 'blocking', where the UCS is so strong that it blocks our attention to other stimuli, including the CS. | |
| Forward Conditioning Schedules | the CS happens just before the UCS (i.e., the bell rings before giving Pavlov’s dog food) | |
| Backward Conditioning Schedules | The UCS comes on and goes off, and after it’s gone, then we present the CS. Now the CS has absolutely NO predictive power. Some claim that that there is no learning taking place with this method at all. | |
| Delayed Conditioning Schedules | Turning on the UCS and then turning on the CS. This is the most effective way to train an organism. Optimal delay is approximately .5 seconds; emotional responses might take a couple more seconds. | |
| Conditioned taste aversion | suggests that if we eat something and then get sick later, we’re predisposed to form an association between the food and the illness. | |
| Garcia's work | Determined that Taste Aversion helps us form an association between food we eat and illnesses; this is a great adaptive tool that helps us to avoid consuming poisons. | |
| Baseline | The data used to establish the frequency of a behavior without any sort of training or conditioning. | |
| Acquisition | The phase of classical conditioning when the CS and the US are presented together. | |
| Extinction | The gradual elimination of a learned response that occurs when the US is no longer presented | |
| Spontaneous recovery | The tendency of a learned behavior to recover from extinction after a rest period | |
| Generalization | A process in which the CR is observed even though the CS is slightly different from the original one used during acquisition | |
| Discrimination | The capacity to distinguish between similar but distinct stimuli. | |
| Operant conditioning | A type of learning in which the consequences of an organism’s behavior determine whether it will be repeated in the future. | |
| Positive reinforcement | Reinforces behavior by adding a desired stimulus | |
| Negative Reinforcement | Reinforces behavior by removing an undesired stimulus | |
| Positive Punishment | Presents an undesired stimulus in order to deter a behavior | |
| Negative Punishment | Removes a desired stimulus in order to deter a behavior | |
| Thorndike's Law of Effect | An organism emits a response, and then there’s a consequence (stimulus). It might be desirable, or it might be negative. | |
| Explicit memory | The act of consciously or intentionally retrieving past experiences | |
| Implicit memory | The influence of past experiences on later behavior and performance, even though people are not trying to recollect them and are not aware that they are remembering them | |
| Procedural memory | The gradual acquisition of skills as a result of practice, or ‘knowing how,’ to do things | |
| Episodic memory | The collection of past personal experiences that occurred at a particular time and place | |
| Semantic memory | A network of associated facts and concepts that make up our general knowledge of the world | |
| Memory | The ability to store and retrieve information over time. | |
| Encoding | The process by which we transform what we perceive, think, or feel into an enduring memory. | |
| Storage | The process of maintaining information in memory over time | |
| Retrieval | The process of bringing to mind information that has been previously encoded and stored | |
| Sensory memory store | The place in which sensory information is kept for a few seconds or less | |
| Short-term memory store | A place where nonsensory information is kept for more than a few seconds but less than a minute | |
| Long-term memory store | A place where information can be kept for hours, days, weeks, or years | |
| Retroactive interference | Situations in which later learning impairs memory for information acquired earlier | |
| Proactive interference | Situations in which earlier learning impairs memory for information acquired later | |
| Chunking | Combining small pieces of information into larger clusters or chunks that are more easily held in short-term memory | |
| Rehearsal | The process of keeping information in short-term memory by mentally repeating it. | |
| Working memory | Active maintenance of information in short-term storage | |
| Transience | Forgetting what occurs with the passage of time. | |
| Absentmindedness | A lapse in attention that results in memory failure. | |
| Blocking | A failure to retrieve information that is available in memory even though you are trying to produce it. | |
| Suggestibility | The tendency to incorporate misleading information from external sources into personal recollections | |
| Bias | The distorting influences of present knowledge, beliefs, and feelings on recollection of previous experiences | |
| Persistence | The intrusive recollection of events that we wish we could forget | |
| Memory misattribution | Assigning a recollection or an idea to the wrong source | |
| Heuristic | A fast and efficient strategy that may facilitate decision making but does not guarantee that a solution will be reached. | |
| Algorithm | A well-defined sequence of procedures or rules that guarantees a solution to a problem | |
| Rational choice theory | The classical view that we make decisions by determining how likely something is to happen, judging the value of the outcome, and then multiplying the two | |
| Representativeness heuristic | A mental shortcut that involves making a probability judgment by comparing an object or event to a prototype of the object or event | |
| Availability bias | Items that are more readily available in memory are judged as having occurred more frequently | |
| Conjunction fallacy | When people think that two events are more likely to occur together than either individual event | |
| Prospect theory | Proposes that people choose to take on risk when evaluating potential losses and avoid risks when evaluating potential gains | |
| Classical conditioning | When a neutral stimulus evokes a response after being paired with a stimulus that naturally evokes a response. | |
| False recognition | which is a feeling of familiarity about something that hasn’t been encountered before | |
| Reinforcer | Any stimulus or event that functions to increase the likelihood of the behavior that led to it |
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