I will no longer be giving 75% credit for late work. If you are present the day the work is due and fail to turn it in, you will receive no credit for the assignment. We are taking another step closer to being a college level class. Our Unit VII test will be on Monday (Dec. 5). Items due that day are:
-Unit VII A Vocabulary
-Unit VII A Outline
-Unit VII A Online Quizzes
-Unit VII B Vocabulary
-Unit VII B Outline
-Unit VII B Online Quizzes
Wednesday, November 30, 2011
Thursday, November 17, 2011
Unit VIIA Outline
I. The Phenomenon of Memory
-Memory is learning that persists over time
-Shereshevskii or “S”
-Could repeat up to 70 digits back
II. Information Processing
-Encoding / Storage / Retrieval
-Computer model
–Keyboard, Hard drive, Recovery
-Atkinson and Shiffrin’s three-step model
-Sensory Memory
-Short-Term Memory
-Long-Term Memory
-Processed directly into long-term
-Working memory
A. Encoding: Getting Information In
-What do we encode automatically?
-What do we encode effortfully?
-How does the distribution of practice influence retention?
i. How We Encode
-Some information is processed with great ease
-Route from one class to another
-Your drive home
-A new phone number requires more effort
a. Automatic Processing
-Parallel processing
-Automatic processing
-Space: visualization of location
-Time: retracing your steps
-Frequency: keep track of how many times you experience certain things
-Well-learned information: long term memory
-!tnatropmi si ygolohcysp rof gniydutS
b. Effortful Processing
-Rehearsal
-Hermann Ebbinghaus (1850-1909)
-Able to learn nonsense “words”
-Spacing effect
-Serial Position Effect
-Primacy and Recency
ii. What We Encode
-Like sorting through email
-Some are deleted as spam
-Some are read and retained
a. Levels of Processing
-Eye-screem
-Ice cream
-I scream
-Context and experience
-Visual encoding-Picture
-Acoustic encoding-Sound
-Semantic encoding-Meaning
b. Visual Encoding
-Mental pictures are easier to encode
-Mnemonic Devices: Planets
c. Organizing Information For Encoding
-Chunking
-Acronyms
B. Storage: Retaining Information
-Memories lie dormant waiting to be reconstructed by a cue
-Three Stage Model
-Sensory/ Short-Term/ Long-Term
i. Sensory Memory
-9 letter experiment
-George Sperling (1960)
-High, Medium, and Low Tone
-Momentary Photographic Memory (Iconic)
-Echoic Memory-The Echo chamber of the mind
ii. Working/Short-Term Memory
-1959-Three consonant group (CHJ)
-Count backward from 100 by threes
-Half recalled the “word” after 3 seconds
-Few recalled the “word” after 12 seconds
-The Magical Number Sever, plus or minus two
-Seven wonders of world
-Seven seas
-Seven deadly sins
-Seven primary colors
-Seven musical scale notes
-Seven days of the week
iii. Long-Term Memory
-Long-Term memory is essentially limitless!
-Rajan Mahadevan
-Given any 10 digits from the first 30,000 of Pi
-Would pick up from there
-Could repeat 50 random digits—backward
-Rajan’s father memorized Shakespeare’s works…all of them
iv. Storing Memories in the Brain
-Memories are stored all throughout the brain
-There is no one “memory center”
-Rat experiment
-Learn maze
-Lesion brain
-Retest memory
a. Synaptic Changes
-Memory trace using the California Sea Slug
-Increased activity in synapses
-Long-Term Potential:
an increase in a synapse’s firing potential after brief, rapid stimulation
an increase in a synapse’s firing potential after brief, rapid stimulation
-Boosting CREB
-Enhanced CREB production has been linked with increased memory
-Boosting Glutamate
-Neurotransmitter that enhances synaptic activity
b. Stress Hormones and Memory
-The brain receives more “food” in emotional times
-Traumatic events become seared into our memory
-People on meds that block stress hormones
-Flashbulb memories: Accurate?
c. Storing Implicit and Explicit Memories
-H.M.-Henry Molaison
-Lost the ability to form new memories
-Did not recognize his long-term researcher (ever)
-Jimmie
-Brain damaged
-No ability to form new memories
c. Storing Implicit and Explicit Memories (cont)
-Implicit-nondeclarative (independent of conscious recollection)
-Explicit-declarative (memory of facts and experiences that one can consciously know and “declare”)
-Hippocampus-a neural center that is located in the limbic system that helps process explicit memories
-Left vs Right
-Verbal Left Visual Right
-The cerebellum plays an important role in forming and storing implicit memories
-Dr. classically conditioned patient to fear shaking hand
C. Retrieval: Getting Information Out
-Recall-A measure of memory in which a person must retrieve information learned earlier. Fill in the blank.
-Recognition-A measure of memory in which a person need identify previously learned items. Multiple choice.
-Relearning-A measure of memory that assesses the amount of time saved when learning material for a second time.
i. Retrieval Cues
-Retrieval cues
-Mnemonic devices
-Priming-Memoryless memory
-The activation, often unconsciously, of particular associations in memory.
ii. Context Effects
-Putting yourself in a similar context increases the odds of recalling the memory
-Déjà vu (already seen)
iii. Moods and Memories
-State-dependent memory
-Drunk hiding money
-Mood-congruent memory-The tendency to recall experiences that are consistent with one’s current good or bad mood.
III. Forgetting
-Remembering everything is not always good
-“S” had difficulty summarizing stories after reading them
-Three Sins of Forgetting
-Absent-mindedness-Inattention
-Transience-Storage decay over time
-Blocking-Inaccessibility of stored information
-Three Sins of Distortion
-Misattribution-Putting words in someone’s mouth
-Suggestibility-Leading questions in a trial
-Bias-Belief colored recollections
-One Sin of Intrusion
-Persistence-Unwanted memories
A. Encoding Failure
-Much of what we sense we fail to notice
-Failure to encode information leads to an inability to later recall information
B. Storage Decay
-Over time, our memories fade
-Facts are forgotten
C. Retrieval Failure
-Books in the library
-We don’t have enough information to look it up!
-Forgetting an actor’s name
i. Interference
-Learning new combinations or phone numbers
-Proactive interference-disruptive effect of prior learning on the recall of new information
-Retroactive interference-disruptive effect of new learning on the recall of old information
ii. Motivated Forgetting
-Self-serving personal histories
-Repression of memory
-Self-serving personal histories
-Repression of memory
-Self-serving personal histories
-Repression of memory
-Self-serving personal histories
-Repression of memory
IV. Memory Construction
-Paleontologists infer what dinosaurs may have looked like based on their remains
-We infer our past from stored information
-Items we later imagined, expected, saw, and heard
-We “reweave” memories as we recall them
A. Misinformation and Imagination Effects
-Misinformation effect-incorporating misleading information into one’s memory of an event
-Smashed vs Hit
B. Source Amnesia
-Attributing to the wrong source an event which we have experienced, heard about , read about, or imagined
-“Mr. Science”
-4 out of 10 children recalled events that had only happened in the “story” about Mr. Science’s visit
C. Discerning True and False Memories
-Can eyewitness testimony be trusted?
D. Children’s Eyewitness Recall
-Leading questions can “plant” false memories
-MOST preschoolers can be induced to report false events
-Rabbit in the daycare… 78% recall seeing the rabbit
E. Repressed or Constructed Memories of Abuse?
-Sexual abuse happens
-Injustice happens
-Forgetting happens
-Recovered memories are commonplace
-Memories of things that happened before age 3 are unreliable
-Memories “recovered” under hypnosis or the influence of drugs are especially unreliable
-Memories, whether real or false, can be emotionally upsetting
V. Improving Memory
-Study REPEATEDLY
-Space out the material
-Study actively
-Make the material meaningful
-Take text and class notes in your own words
-Apply concepts to your own life
-Activate retrieval cues
-Mentally recreate the situation and mood that you were in while you learned the material
-Use mnemonic devices
-Make up stories that create images
-Chunk information
-Minimize interference
-Study before bed
-Don’t study different stories back to back
-Sleep more
-Test your own knowledge
Friday, November 4, 2011
Monday, October 31, 2011
Unit VI Exam Question Preview
Question #1
In Pavlov's experiments, the dog's salivation triggered by the sound of the tone was a(n)
Question #2'
Skinner is to shaping as Bandura is to
Question #3
Any stimulus that, when removed after a response, strengthens the response is called a(n)
Question #4
It's easier to train a pigeon to peck a disk for a food reward than to flap its wings for a food reward. This illustrates the importance of _______________ in learning.
Question #5
After prolonged exposure to television violence, viewers became more indifferent to violence when later viewing a brawl, whether on TV or in real life. This finding best illustrates
Question #6
Conditioning is the process of
Question #7
B.F. Skinner's work elaborated what E.L. Thorndike had called
Question #8
The first experimental studies of associative learning were conducted by
Question #9
Long after being bitten by a stray dog, Alonzo found that his fear of dogs seemed to have disappeared. To his surprise, however, when he was recently confronted by a stray dog, he experienced a sudden twinge of anxiety. This sudden anxiety best illustrates
Question #10
Because Mr. Baron demonstrates appreciation only for very good classroom answers, his students have stopped participating in class. Mr. Baron most clearly needs to be informed of the value of
In Pavlov's experiments, the dog's salivation triggered by the sound of the tone was a(n)
Question #2'
Skinner is to shaping as Bandura is to
Question #3
Any stimulus that, when removed after a response, strengthens the response is called a(n)
Question #4
It's easier to train a pigeon to peck a disk for a food reward than to flap its wings for a food reward. This illustrates the importance of _______________ in learning.
Question #5
After prolonged exposure to television violence, viewers became more indifferent to violence when later viewing a brawl, whether on TV or in real life. This finding best illustrates
Question #6
Conditioning is the process of
Question #7
B.F. Skinner's work elaborated what E.L. Thorndike had called
Question #8
The first experimental studies of associative learning were conducted by
Question #9
Long after being bitten by a stray dog, Alonzo found that his fear of dogs seemed to have disappeared. To his surprise, however, when he was recently confronted by a stray dog, he experienced a sudden twinge of anxiety. This sudden anxiety best illustrates
Question #10
Because Mr. Baron demonstrates appreciation only for very good classroom answers, his students have stopped participating in class. Mr. Baron most clearly needs to be informed of the value of
Friday, October 28, 2011
Unit VI Outline
I. How Do We Learn?
-Learning-A relatively permanent change in an organisms behavior due to experience
-Habituation-An organism's decreasing response to a stimulus with repeated exposure to it.
-Associative Learning-Learning that certain events occur together. Two stimuli?
-Response and Consequences?
II. Classical Conditioning
-Ivan Pavlov (1849-1936)
-Laid the foundation for John B. Watson
-Behaviorism (Objective Science/Studies behavior without reference to mental processes)
-Classical conditioning is a basic form of learning by which all organisms adapt to their environment
A. Pavlov’s Experiments
-Medical degree at 33
-Earned Russia’s first Nobel Prize in 1904 for research on digestion
-Harnessed the dog
-Apparatus for capturing saliva
-Paired neutral events with the delivery of food
-Tone, buzzer, light, touch on the leg, and sight of a circle
-Unconditioned Response-(UR) Food in the mouth
-Unconditioned Stimulus-(US) Salivation
-Conditioned Response-(CR) The learned response to a previously neutral stimulus
-Conditioned Stimulus-(CS) Originally irrelevant stimulus that comes to trigger a conditioned response
i. Acquisition
-How much time must lapse between the neutral stimulus and the US?
-NOT MUCH
-Conditioning doesn’t happen when the CS follows the US
-Deer in the forest
-Dogs with their food
-Higher Order Conditioning-Adding a light to the tone…
ii. Extinction and Spontaneous Recovery
-Continuous sounding of the tone without paring it with presentation of food resulted in less salivation
-Extinction suppresses the CR but doesn’t eliminate it
iii. Generalization
-Generalization-The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses
-Cars, Truck, Motorcycles
iv. Discrimination
-Discrimination-In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus
-A guard dog may frighten you while a guide dog may not…
B. Extending Pavlov’s Understanding
-Pavlov and Watson underestimated the importance of cognitive processes
-Thoughts, perceptions, expectations
-Also underestimated biological constraints on an organisms learning
i. Cognitive Processes
-Animals can learn the predictability of an event…
-Higher order conditioning (Tone and Light with rat)
-Dogs in harness-learned helplessness
ii. Biological Predispositions
-Species are predisposed to learn associations that enhance survival
-Taste aversion
C. Pavlov’s Legacy
-WHY DO WE CARE?!?!?!?!
-Every species tested can be classically conditioned
-Showed how learning could be studied objectively
i. Applications of Classical Conditioning
-John B. Watson and Little Albert
III. Operant Conditioning
-Both classical and operant conditioning are forms of associative learning
-Respondent behavior-Automatic responses to stimuli
-Operant behavior-Behaviors followed by rewards increase. Behaviors followed by punishments decrease.
A. Skinner’s Experiments
-Edward Thorndike’s Law of Effect-behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely.
-Operant chamber (skinner box)
i. Shaping Behavior
-Shaping-A procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior
ii. Types of Reinforcers
-Reinforcer-Anything that strengthens the behavior it follows
-Positive Reinforcement-Increases behavior by presenting a positive stimuli
-Negative Reinforcement-Increases behavior by stopping or reducing negative stimuli (NOT PUNISHMENT!)
a. Primary and Conditioned Reinforcers
-Primary Reinforcer-An innately reinforcing stimulus, such as one that satisfies a biological need
-Conditioned (Secondary) Reinforcer-A stimulus that gains its reinforcing power through association
b. Immediate and Delayed Reinforcers
-Rats do not respond to delayed reinforcers, but humans do… Sometimes…
-A little now or a lot later?
iii. Reinforcement Schedules
-Continuous vs Intermittent
-Fixed-Ratio: Coffee Shop
-Variable-Ratio: Slot Machine
-Fixed-Interval: Checking the Mail at Delivery Time
-Variable-Interval: Checking for Email Randomly
iv. Punishment
-Reinforcement increases a behavior, punishment does the opposite
-Positive Punishment and Negative Punishment
-Punished behavior is suppressed, not forgotten
-Punishment teaches discrimination
-Punishment can teach fear
-Physical punishment may increase aggressiveness by modeling aggression
B. Extending Skinner’s Understanding
i. Cognition and Operant Conditioning
-Skinner died in 1990
-Believed thoughts and emotions were behaviors that are learned
a. Latent Learning
-A rat exploring a maze
-Developed a cognitive map
-Latent learning-only becomes apparent when there is some incentive to demonstrate what was learned
b. Insight Learning
-The light bulb turning on!
-Even after puzzling for a long time, sometimes we are struck with the solution
c. Intrinsic Motivation
-Excessive rewards can undermine intrinsic motivation
-The desire to perform a behavior effectively for its own sake
-Intrinsic vs Extrinsic
ii. Biological Predispositions
-Biological constraints predispose organisms to learn associations that are naturally adaptive
-Instinctive drift…
C. Skinner’s Legacy
-Insisted that external influences shaped behavior
-Are reinforcers more humane than punishments?
-School?
-At Home?
-In Prisons?
i. Applications of Operant Conditioning
a. At School
-According to Skinner…
-Computers or Robots might make the best teachers
-Allowing students to work at their own pace through the material
-Gives immediate feedback
b. In Sports
-Putting in golf
-Small victories important
-5 yards, 10 yards, 15 yards
-Small incremental increases
c. At Work
-Rewards increase productivity
-Stocks
-IBM-Thomas Watson-Wrote checks on the spot for a job well done
d. At Home
-Notice something right
-Affirmation is key!
-Attention and reinforcers when behaving well, not just punishment
e. For Self-Improvement
-State your goal
-Monitor how often you engage in your desired behavior
-Reinforce the desired behavior
-Reduce the rewards gradually
D. Contrasting Classical and Operant Conditioning
-Both involve acquisition, extinction, spontaneous recovery, generalization, and discrimination…
-Respondent vs Operant
IV. Learning by Observation
-Social learning
-Imitation
-Modeling
-Catch phrases, clothing styles, food, vices, fads
A. Mirrors in the Brain
-Mirror Neurons-Frontal lobe neurons that fire when performing certain actions or when observing another doing so. This mirroring may enable imitation.
-Theory of Mind-Ability to empathize
B. Bandura’s Experiments
-Albert Bandura’s Bobo Doll Experiments
-1st room
-2nd room
-3rd room
C. Applications of Observational Learning
-We look, we learn
-Job training
i. Prosocial Effects
-Ghandi
-MLK Jr.
-“Do as I say, not as I do…”
-Positive, constructive, helpful behavior
ii. Antisocial Effects
-Lessons learned are not easily forgotten
-Violence in film and video games
-Correlation vs Causation
Tuesday, October 18, 2011
Unit VI Vocabulary List
Don't forget to keep up with your reading! Your Unit VI vocabulary will be due on test day, which is scheduled for November 2. Please remember to number your terms as they are numbered here!!! These terms must be hand written!!! There are 44 terms, so START NOW!!!
- Learning
- Habituation
- Associative Learning
- Classical Conditioning
- Behaviorism
- Unconditioned Response
- Unconditioned Stimulus
- Conditioned Response
- Conditioned Stimulus
- Acquisition
- Higher-Order Conditioning
- Extinction
- Spontaneous Recovery
- Generalization
- Discrimination
- Learned Helplessness
- Respondent Behavior
- Operant Conditioning
- Operant Behavior
- Law of Effect
- Operant Chamber
- Shaping
- Discriminative Stimulus
- Reinforcer
- Positive Reinforcement
- Negative Reinforcement
- Primary Reinforcer
- Conditioned Reinforcer
- Continuous Reinforcement
- Partial Reinforcement
- Fixed-Ratio Schedule
- Variable-Ratio Schedule
- Fixed-Interval Schedule
- Variable-Interval Schedule
- Punishment
- Cognitive Map
- Latent Learning
- Insight
- Intrinsic Motivation
- Extrinsic Motivation
- Observational Learning
- Modeling
- Mirror Neurons
- Prosocial Behavior
Sunday, October 16, 2011
Unit IV Exam Question Preview
As promised...
Question #1
As you look at an apple, its reflected light travels to the eye. The rods and cones absorb the light and help transmit the information to the brain. This process best illustrates........
Question #2
The process of receiving and representing stimulus energies by the nervous system is called........
Question #3
Patients' negative expectations about the outcome of a surgical procedure can increase their postoperative experience of pain. This best illustrates the importance of........
Question #4
The effect of prior experience and current expectations on perception best illustrates the importance of........
Question #5
Bottom-up processing involves analysis that begins with the........
Question #6
As the retinal image of a horse galloping toward you becomes larger, it is unlikely that the horse will appear to grow larger. This best illustrates the phenomenon of........
Question #7
The sequentially flashing Christmas tree lights appeared to generate pulsing waves of motion. This best illustrates........
Question#8
Imagine your friend walking toward you in the hall at school. As your friend gets closer, the image cast on your retina........
Question #9
Experiments with the visual cliff suggest that........
Question #10
The perceptual tendency to group together stimuli that are near each other is called........
Question #1
As you look at an apple, its reflected light travels to the eye. The rods and cones absorb the light and help transmit the information to the brain. This process best illustrates........
Question #2
The process of receiving and representing stimulus energies by the nervous system is called........
Question #3
Patients' negative expectations about the outcome of a surgical procedure can increase their postoperative experience of pain. This best illustrates the importance of........
Question #4
The effect of prior experience and current expectations on perception best illustrates the importance of........
Question #5
Bottom-up processing involves analysis that begins with the........
Question #6
As the retinal image of a horse galloping toward you becomes larger, it is unlikely that the horse will appear to grow larger. This best illustrates the phenomenon of........
Question #7
The sequentially flashing Christmas tree lights appeared to generate pulsing waves of motion. This best illustrates........
Question#8
Imagine your friend walking toward you in the hall at school. As your friend gets closer, the image cast on your retina........
Question #9
Experiments with the visual cliff suggest that........
Question #10
The perceptual tendency to group together stimuli that are near each other is called........
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