Unit one Learning and Memory Unit - PowerPoint Presentation

Slide1

Unit one Learning and Memory Unit

Intro

1. psychology:

a. study of human behavior and the mind

2. psychiatry:

a

.treatment

of people with mental illness

http://www.pandora.com

/

B. How we learn

1. must think to learn

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a. thinking is a combo of perception and

judgement

2

. learning:

a. change in behavior as a result of experience or observation

b. how we think(auditory) impacts how we learn- different ways

c. sometimes need to relearn or have behavior reinforced

C. Factors that influence learning rate-

1. attitude and motivation: cognitive theory

a. leads to self fulfilling prophecy: define b. we can influence attitudes thru modeling and attitudes shape effort

c.

reinf

. Must be of value/motivational

https://

www.youtube.com/watch?v=cbEKAwCoCKw&list=PL7E184B297C661910&index=4

https://www.youtube.com/watch?v=2lXh2n0aPyw&index=5&list=PL7E184B297C661910Slide18

2. Intelligence- How do you tell how smart you are?

http://www.pandora.com/

a. ability to apply skills,

https://

www.youtube.com/watch?v=ymkT_C_NWXw&index=1&list=PL7

E184B297C661910

b. different types

c. these can be taught

3. Learning styles- a. people learn in different ways

4. emotions and chemicals

a. emotions spark synapses:

b. depressants hurt: slows synapses, drugs, alcohol, tranquilizers

c. have peaks: teens synapses don’t really fire until 8-9am

5. feedback-

a. learning curve increases more quickly you find out results of behaviorSlide19

6. Novelty

a. learn things in more than one way makes more associations in memory

D. Different ways to learn emotions and behaviors

1. Classical Conditioning:

a. Pavlov’s Hypothesis:

a neutral stimuli(action) will cause an unrelated response if presented regularly before an unconditional stimuli(action)

b. key: response is forced by stimuli so you cannot help response, no free willSlide20

UNCONDITIONAL STIMULI (UCS)

UNCONDITIONAL RESPONSE (UCR)

NEUTRAL STIMULI (NS)

CONDITIONED STIMULI (CS)

CONDITIONED RESPONSE (CR)

THINK ABOUT WHAT THE WORDS MEAN IN SIMPLE TERMS

!!!

SAMESlide21

PAVLOV’S EXPERIMENT

UCS- FOOD

UCR- DROOL

NS- BELL

CS-BELL

CR- DROOL

Rang bell, showed food, drooled

Rang bell, drooledSlide22

OUR EXPERIMENT

UCS- WATER

UCR- FLINCH

NS- WORD CAN

CS- WORD CAN

CR- FLINCH

Said can, sprayed, flinched

Said can, flinchedSlide23

https://

www.youtube.com/watch?v=HfTTm-rgFFISlide24

2. Operant Conditioning: we can think and learn, cognitive theory

a. reinforcement comes after a behavior to shape correct behavior

b. Key:

reinf

. comes after so learner must make a choice

http://www.youtube.com/watch?v=-

63ysqT5nu0

3. Different types of reinforcement:

a. Positive: stimuli given after response to increase

behavior

https://

www.youtube.com/watch?v=vGazyH6fQQ4&list=PL7E184B297C661910&index=2

b. Punishment: painful stimuli given after response to decrease behavior

c. Negative reinforcement: painful stimuli given UNTIL the correct response is given- increases behavior

d. key difference between b and c: punishment weakens a behavior and NR strengthens a behavior- you can make it stop

e. Best type to use?? f. any type must be consistent and be of value to work: if not it is just threat or empty promise that loses value and influence and won’t workSlide25

4. Amount of reinforcement to use- how often

a. continuous: every time: ineffective, loses value

b. ratio

reinf

: based on number of responses given

i

. fixed ratio:

reinf. comes after set number of responses ii. variable ratio: reinf. comes after average number of responses c. interval reinforcement: based on amount of time that passes between

reinf

.

i

. fixed interval:

reinf

. comes after set amount of time passes from last reinf. ii. variable interval: reinf. comes after average amount of time has passed from last reinf.Slide26

TYPES: 3 options

positive punishment Neg.

Reinf

.

Amounts: 4 options

Fixed ratio variable ratio fixed interval variable intervalSlide27

4. Cognitive learning: more current

a. behaviors can be learned through abstract mental

thinking

E. Issues with learning

1. generalization: similar stimuli get same response

2. discrimination: learn to see differences in

stimuli

https://www.youtube.com/watch?v=J8VS0VB-2Ms&list=PL7E184B297C661910&index=12https://www.youtube.com/watch?v=S2SqKRCa1a8&list=PL7E184B297C661910&index=13

3. extinction: behavior is forgotten and must be reinforced

F. Memory:

1. How we store info: ENCODING

a. selective attention:

b. feature extraction: c. helps to know what you are looking forSlide28

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http://viscog.beckman.illinois.edu/flashmovie/15.phpSlide30

- OC quiz

- Different types of memory and how memory works

- reasons we forgetSlide31

http://www.youtube.com/watch?v=bfhIuaD183ISlide32

http://www.youtube.com/watch?v=yHumtn0sIccSlide33

2. Types of memory

a. Episodic memory- specific events- like a film

b. Semantic memory- general knowledge and facts,

c

. Implicit memory- skills and

procedures-Slide34

3. Stages of memory

a. sensory storage: holds input for a few seconds then lost if unused

b.Short

term(working memory) holds 7-10 items for 30 seconds-

https://

www.youtube.com/watch?v=Vwigmktix2Y&index=9&list=PL7E184B297C661910

c. long term: stored for future use, remember key points but not all details so brain fills in logically 4. How we get info out a. recall: visualize and reconstruct but distort

b. recognition: remember once said or seen,

c. eidetic /photographic

5. Why we forget

a. decay: not used and fades away

b. interference: new memory blocks info

c. distortion: memories change over time based on experience d. repression: unconscious blocks memory to protect you e. hit to head: usually comes back: f. wear and tear: age g. 2008 study- pregnancySlide35

How to improve memory-

a. Memory tricks

- Keyword strategy sparks recognition

-

Pegword

- creates associations to spark recognition

-

Mneumonic devices sparks recognitionMindmapping- helps tie in concepts

http://

www.youtube.com/watch?v=PN1NAiM55hUSlide36

MEMORY

How we create

Selective attention

Feature extraction

types

episodic

semantic

implicit

stages

Sensory storage

Short term,

Long term

How we get them out

recall

recognition

eideticSlide37

- You will need a

highliter

for this class

-Test Friday (106

pts

)- review sheet: answer key in skyward

5/6: A lunch on test days

- after quiz yourself on

www.quizlet

: type in

bjumpire

for set

- wrap up unit on with brain functions: I have who has

- intro mental illness unitSlide38

7. How to improve memory

a

. study

in small doses to avoid interference

b.

repeat and overlearn:

c.

learn

in different ways

d.chunk- experimentSlide39

784687646748Slide40

888666444777Slide41

e.

exercise brain and body- -meditate, challenging video games

f.

diet:

G. The Brain

1. Right

vs

left hemisphere: a. control opposite sides

b. left; directed and factual and systematic

c. right: creative and

nondirected

d. most have a dominant side- Slide42
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2. Lobes of the

Brain

a.

how brain develops at critical periods has huge impact on socialization and

behaviors

- Partner term review