classical conditioning
association based learning where a neutral stimulus is associated with a meaningful one, results in a unconditioned behavior. One stimulus predicts another
1/28
| Term | Definition |
|---|---|
| classical conditioning | association based learning where a neutral stimulus is associated with a meaningful one, results in a unconditioned behavior. One stimulus predicts another |
| Rescorla 1988 | One stimulus predicts another in classical conditioning. |
| Pavlov 1890 | Dog experiment - classical conditioning predicts a biological behavior (salivating) |
| Operant conditioning | action is learned to be associated with a stimulus and an outcome that is contigent on behavior |
| Skinner 1948 | Mouse experiment - mouse had to learn to press the right level to avoid an electric shock and gain food |
| outcome devaluation | act of devaluing a reward that was promoting a behavior to see if the behavior continues at the same leve lof strength. Shows whether or not behaviors are goal directed (behavior decreases without reward) or habitual (persists even without the reward). Mouse experiment was goal directed, dogs were habitual |
| Adams & Dickinson 1980 | outcome devalution |
| Nondeclarative memory | memories that are implicit and not consciously formed. Includes learning from classical conditioning + procedural & muscle memory |
| declarative memory | memories that have to be consciously recalled, including episodic memory & semantic memory |
| Henke 2010 | differences between nondeclarative memory & declarative memory |
| error driven learning | when an individual fails a task during learning, changes their answer/behavior as a result of learning from the failure. Change in knowledge comes from a predicted outcome - experienced outcome |
| Bayer et al 2024 | error driven learning |
| stimulus timing effects | trace and delay conditioning help to reevaluate the relationship between conditioned and unconditioned stimuli, can create error driven learning |
| trace conditioning | cs precedes us, no overlap when they occur |
| delay conditioning | cs precedes us, there is overlap when they occur |
| blocking paradigm | conditioned stimulus 1 is paired with unconditioned stimulus, results in a behavior, then a conditioned stimulus 2 is paired with the same UC and the behavioral response reduces when cs 2 appears. Learning of cs 1 has inhibited learning of cs 2 |
| Kamin 1969 | blocking paradigm - stimuli can inhibit learning and compete |
| operant conditioning is also called ? | instrumental learning |
| how does instrumental learning go farther than classical? | instrumental creates a contingency on behavior + engages critical thinking and complex responses so a behavior can be learned - Kamin 1969 |
| Loftus 1987 | contextual situations with high emotion = high arousal = stimulation of hippocampus & amygdala = encoding of episodic memory |
| Loftus 1987 weapons focus research | reliability of eyewitness accounts in high emotion situations: participants who saw a robbery at gunpoint had diminished ability to recognize the robber because they focused on the weapon whereas people who saw a normal purchase could recall physical details of the same customer. Negative stimuli draw attention + inhibit memory formation |
| Talarico & Rubin 2003 | memories of intense emotional arousal (9/11) are stronger in recollection, remembrance, & vividness, but the details still decay at the same rate as regular episodic memory. People are convinced they remember flashbulb memories better however & they can be triggered more easily |
| Maheu et al 2004 | amygdala is activated in emotional memory & helps to speed up the consolidation of emotional memory from perception to emotional appraisal |
| hippocampal amnesia differences | they can learn nondeclarative tasks & nondeclarative memory remains intact, desclarative does NOT |
| Scoville 1957 | patient HM, ability to learn new motor skills |
| Tulving 2002 | patient KC had total declarative memory amnesia, intact nondeclarative memory after a hippocampal TBI |
| Wheeler 1997 | brain regions reactivate when remembering a stimulus, even if the stimulus isn't present |
| Johnson 2009 | when recalling words from a list, brain regions reactivated blood flow and if the memory was stronger, regions were more active |