PSY 1300 test 3 exam

Differences between Broca's and Wernicke's aphasia

broca is grammatically problematic but can still make sense wernickes makes no sense but has perfect grammar

How do apes (supposedly) acquire language

by being conditioned by trainers

How long do sensory and short-term memory last

sensory memory- The first stage of the Atkinson-Shiffrin model that holds large amounts of incoming data for brief amounts of time. short-term memory (STM)- The second stage of the Atkinson-Shiffrin model that holds a small amount of information for a limited time.

What are forgetting, decay, motivated forgetting, and interference

we define forgetting as a decrease in the ability to remember a previously formed memory. Decay occurs when our ability to retrieve information we do not use fades over time. interference Competition between newer and older information in memory. Theories of motivated forgetting, or the failure to remember or retrieve unpleasant or threatening information, suggest that the nonsigners are protecting themselves from further unpleasantness by "forgetting" to sign their tax forms.

Patient H.M. could learn new procedural tasks, like mirror tracing, but could not remember the detail of the task. What does this suggest? What types of memory were intact, and what types were not?

​Procedural memories, which are memories for how to carry out motor skills and procedures, are especially difficult to describe in words.

What are primacy and recency effects, elaborative and maintenance rehearsals, and encoding specificity

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The Atkinson and Shiffrin model of memory

A model for describing memory in which there are three distinguishable kinds of memory (sensory, short term, long term) through which info passes in a sequential way as it is processed.

What are extinction, spontaneous recovery, generalization, discrimination, and when do they occur?

Acquisition- The development of a learned response. Acquisition refers to the development of a CR. ​CRs disappear, or undergo extinction, if the association between the CS and the UCS is broken. spontaneous recovery- During extinction training, the reappearance of conditioned responses after periods of rest. For example, the child who learned to be afraid of bees after being stung might also begin to fear wasps and yellow jackets, a process that Pavlov called generalization. discrimination A learned ability to distinguish between stimuli.

The Baddeley model of memory

As investigations into memory advanced, researchers proposed an adaptation of this model called working memory, shown in ● Figure 9.5 (Baddeley & Hitch, 1974). Short-term memory and working memory differed in two ways. ​Alan Baddeley's model of working memory differs from short-term memory in two important ways: (1) information in working memory can be actively manipulated, whereas short-term memory passively stores memory, and (2) working memory can manage multiple types of information simultaneously, whereas short-term memory cannot.

Declarative and nondeclarative memory

Declarative memories- A consciously retrieved memory that is easy to verbalize, including semantic, episodic, and autobiographical information; also known as explicit memory. nondeclarative memories- are difficult to discuss. For example, classical conditioning, which we examined in Chapter 8, produces nondeclarative memories. We might find it difficult to explain to another person why we get nervous right before an exam or dislike a food we ate once before becoming ill.

classical conditioning

In classical conditioning, we form associations between pairs of stimuli that occur sequentially in time. If a child sees a bee for the first time and then gets stung, the child forms a connection between seeing bees and the pain of being stung. The next time a bee flies by, the child is likely to feel quite frightened.

Three categories of learning

Learning is traditionally divided into three categories: associative, nonassociative, and observational. Associative learning occurs when we form associations, or connections, among stimuli, behaviors, or both. Associative learning helps us to predict the future based on past experience. In other words, if A happens, then B is likely to follow. Nonassociative learning involves changes in the magnitude of responses to a single stimulus rather than the formation of connections between stimuli. Two important types of nonassociative learning are habituation and sensitization. Observational learning, also known as social learning or modeling, occurs when one organism learns by watching the actions of another organism.

What does it mean that memory is malleable?

Memories can change, or be manipulated, over time so that what you "remember" may not be wholly accurate. Memories can be planted, invented, or merely change as time passes.

Negative reinforcement

Negative reinforcement, which sounds contradictory, involves the removal of unpleasant consequences from a situation to increase the frequency of an associated behavior.

Differences between classical and operant conditioning

Operant conditioning differs from classical conditioning along several dimensions. By definition, classical conditioning is based on an association between two stimuli, whereas operant conditioning occurs when a behavior is associated with its consequences.

Positive punishment

Positive punishment refers to applying an aversive consequence that reduces the frequency of or eliminates a behavior.

Retroactive and proactive interference

Proactive interference causes people to forget knowledge and ideas that have been learned recently because of interference from old memories. On the other hand, retroactive interference occurs when recently learned information makes the mind forget previously learned information.

What are instincts, reflexes, and behaviors? What distinguishes them from one another?

Psychologists define learning as a relatively permanent change in behavior (or the capacity for behavior) due to experience. Instincts, also called fixed action patterns, are inborn patterns of behavior elicited by environmental stimuli. Reflexes are inevitable, involuntary responses to stimuli. Psychologists define learning as a relatively permanent change in behavior (or the capacity for behavior) due to experience.

What are rehearsal, encoding, consolidation, and chunking

Rehearsal in educational psychology refers to the "cognitive process in which information is repeated over and over as a possible way of learning and remembering it" Consolidation. By Renée Grinnell. Memory consolidation is the process by which one's short-term memories become more firmly established as long-term memories. Each time you form a long-term memory, bits of information are encoded along with other important bits that were present at the same time. As a result, each memory is processed in a unique and specific way, because this exact combination of bits is unlikely to occur again. Any stimulus that was present and noticed during this encoding process could serve as a cue for retrieving the target memory. It is easier to remember FBI, IRS, CIA, and EPA in chunks than to remember FBIIRSCIAEPA.

Operant conditioning

a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher Operant conditioning differs from classical conditioning along several dimensions. By definition, classical conditioning is based on an association between two stimuli, whereas operant conditioning occurs when a behavior is associated with its consequences.

What is language?

System of communication using sounds or symbols Express feelings, thoughts, ideas, and experiences

Observational learning

The ability to learn by watching others, known as observational learning, provides considerable advantages, especially in a social species like our own. Learning occurs without personally experiencing negative consequences. This ability to learn from observing others greatly expands our learning capacity, especially when we then generalize from these concrete examples (watching successful students) to produce effective rules (good time management is important to being a successful student).

What are US, CS, UR, CR

Therefore, a conditioned STIMULUS (CS) refers to an environmental event whose significance is learned, while an unconditioned STIMULUS (UCS) has innate, built-in meaning to the organism. Conditioned RESPONSES (CRs) are learned reactions, while unconditioned RESPONSES (UCRs) don't need to be learned; they appear without prior experience with a stimulus. A stimulus is felt by an organism's senses which are sensitive parts of his physiology. ... When any part of an organism or of man's sensory organs is stimulated, a reaction or a response will result. A response is the behavior that is manifested by a living organism which is the result of an external or internal stimulus.

Where are Broca's and Wernicke's areas

Wernickes- temporal Brocas- frontal lobe (both on the left hemisphere usually

Semantic, episodic, autobiographical, and procedural memory: what are they? Are they declarative or nondeclarative?

declarative Semantic memory- contains your store of general knowledge in the form of word meanings and facts. Episodic memory- is a more personal account of past experiences. autobiographical memories- Semantic or episodic memories that reference the self.

Why do we forget

encoding failure, storage decay, retrieval failure

Applying learning approaches to life: when the division of chores makes us unhappy

ignore negative behavior and encourage posotive behavior

How do children learn their first language

natively or behaviorally