Download Glossary Unit 4 VCE 2005

GLOSSARY UNIT 4
MEMORY
Anterograde Amnesia
Central executive
Chunking
Consolidation
Consolidation Theory
Context-dependent Cues
Cue-dependent forgetting
Cued recall
Decay theory
Declarative memory
Echoic memory
Elaborative rehearsal
Encoding
Episodic memory
Forgetting
Forgetting curve
Iconic memory
Interference theory
(Korsakoff's Syndrome
(Level of processing theory
Long term memory (LTM)
Maintenance rehearsal
Memory
Method of loci
Method of savings
Mnemonic device
Motivated forgetting
Narrative chaining
Organic cause of forgetting
Phonological loop
Primacy effect
Proactive interference
Procedural memory
Recall
Recency effect
Recognition
(Redintegration
loss of the ability to form or retrieve memories for events that occur after an
injury or trauma
subsystem of working memory that integrates info. from verbal + visual
storage and LTM
the grouping of pieces of information into larger units, that can be
remembered as single units. It expands the capacity of STM
process by which relatively permanent memories are formed in the brain
proposes that transfer of information from STM to LTM requires time for
stabilisation in order to be stored permanently
memory retrieval aid-remembering information utilising the setting in
which it occurred
forgetting occurring due to the failure of retrieval cues
using an aid or hint to retrieve information from memory
forgetting occurs because time passes (and the memory trace slowly fades)
the part of LTM that contains factual (personal and general) information
auditory sensory memory (sounds linger ( ~2-3s) in it like an echo)
rehearsal that links new information with existing memories and knowledge
changing information into a form that allows it to be stored in memory or
manipulated in thought
a subpart of declarative memory that records personal experiences, linking
them with specific times and places
the inability to retrieve previously stored information
graph showing typical pattern of information loss that occurs with time
visual sensory memory (duration only about 0.2-0.4s)
suggests that in LTM, forgetting is due to other memories (particularly
similar memories) impairing the retrieval of what is being remembered
organic memory disorder- alcoholism/malnutrition-> damaged brain cells)
memory theory suggesting that the depth of information processing at
encoding, determines how well it is stored)
memory system for relatively permanent, theoretically limitless storage of
meaningful information
mental repetition of information to hold it in STM (for >20s)
an active, information-processing system that receives, organises, stores
and recovers information
mnemonic device using a well-learned location sequence as memory cues
measure of memory based on relearning previously-memorised material
technique for improving memory e.g. narrative chaining, method of loci
idea that forgetting arises from motivation due to unpleasantness of
memory. Suppression (conscious) and repression (unconscious)
mnemonic device involving the connection of unrelated items into a story
forgetting caused by damage to the brain from e.g. disease, stroke, injury
verbal working memory. stores a limited number of sounds for short time
serial position effect of superior recall for items at the beginning of a list
old memories interfere with the retrieval of newer memories
part of LTM made up of learned skills and conditioned responses
measure of memory where memorised information is reproduced with the
fewest possible cues
serial position effect of superior recall for items at the end of a list
measure of memory involving correct identification of previously learned
material from a given set of alternatives
reconstruction of an entire complex memory after remembering only a part)
Relearning
Repression
Retrieval
Retrieval cue
Retrieval failure theory
Retroactive interference
Retrograde amnesia
Semantic memory
Semantic network theory
Sensory memory
(Sensory register
Serial position effect
Short term memory (STM)
State-dependent cues
Storage
Suppression
(Tip-of-the-tongue
phenomenon
Visuospatial sketchpad
Working Memory
learning again material learnt previously and stored in LTM. A measure of
the memory of prior learning (see also method of savings)
from Freud. The unconscious blocking or hiding of a memory from
consciousness because it is too painful to remember
the recovery of stored information from memory
stimulus/signal that can begin an information recovery process from LTM
forgetting is due to lack of cues to retrieve information from memory. Also
called cue dependent forgetting
new information interferes with the ability to remember old information
loss of memory for events before a head injury or trauma
subpart of declarative memory recording impersonal information we have
about the world e.g. famous people
says LTM is organised into networks of interconnected (linked) concepts
first stage of memory–holds original sensory form of stimuli for ~2s
subsystem of sensory memory for temporary storage of all incoming data)
recall of early & late items in serial lists is better than for middle items
limited capacity and duration memory system– data rapidly lost unless
rehearsed
retrieval cue derived from an individual’s physiological or psychological
state at the time of memory formation
the retention of information in memory over time
consciously blocking memories- one chooses not to think about them
the experience of feeling that a memory is available, while being unable to
retrieve it)
visual working memory. temporarily stores visual and spatial information
Short term memory that holds info. from sensory and LT memories
temporarily, while in use. See visuospatial sketchpad and phonological loop
LEARNING
Acquisition
Aversive stimulus
(Aversive conditioning
(Behaviour modification
Classical conditioning
Conditioned stimulus (CS)
Conditioned response(CR)
Continuous reinforcement
Critical period
Discrimination
(Escape conditioning
Extinction
Fixed action pattern (FAP)
Generalisation
Instinct
Instrumental conditioning
the overall learning process during which a specific response is established
any stimulus that produces discomfort or displeasure
a therapeutic procedure used to discourage undesirable learned behaviours,
by establishing an unpleasant response to the object or situation that
produces the undesirable behaviour)
the application of operant conditioning principles to modify human
behaviour)
a basic form of learning based on the repetitive association of stimuli.
Existing reflex responses come to be elicited by a conditioned stimulus due
to its repetitive pairing with the stimulus that normally elicits the response
the stimulus (initially neutral) which through association with the UCS,
eventually elicits the CR
a behaviour identical to the UCR, but which is caused by the CS after
conditioning has taken place
a correct response is reinforced every time it occurs
during development, a period of increased sensitivity to environmental
influences
responding to a conditioned stimulus, but not to similar stimuli
learning to make a response in order to end an aversive (unpleasant or
painful) stimulus. Linked to negative reinforcement)
a gradual decrease in the frequency of a non-reinforced response
an instinctive or species-specific behaviour, found in all species’ members
transfer of a learned response from one stimulus situation to similar others
inborn predisposition to behave in a certain way (same as FAP)
Thorndike’s term for the learned association between behaviour and its
consequences
(Learned helplessness
Learning
Learning set
Maturation
Modelling
Negative reinforcer
Neutral Stimulus
Observational learning
One –trial learning
Operant conditioning
Partial reinforcement
Phobia
(Plateau
Positive reinforcer
(Punishment
Reflex action
Reinforcement
Respondent conditioning
Schedule of reinforcement
Shaping
Species-specific behaviour
Spontaneous recovery
Stimulus
Stimulus discrimination
Stimulus generalisation
Systematic desensitisation
Taste aversion
Trial and error learning
Unconditioned response
(UCR)
Unconditioned stimulus
(UCS)
Vicarious conditioning
Vicarious punishment
Vicarious reinforcement
a learned state of passivity and inaction in the face of aversive stimuli)
a relatively permanent change in behaviour that occurs due to experience
improvement in learning ability due to similar learning experiences
orderly growth and development of body and nervous system
observational learning, where information is imparted by example
stimulus which when removed, strengthens a particular response over time
stimulus that initially doesn’t elicit CR but can be conditioned to do so
learning by observing the actions and their consequences of another person
form of learning or behaviour change that occurs after only one experiencetypical of taste aversions
learning based on the consequences of responding
a pattern in which only a portion of responses are reinforced
intense, persistent, irrational fear of an object or situation
a period of little or no apparent progress in learning)
application of a pleasant stimulus following a response. Strengthens the
response
when a response is followed by a negative consequence that decreases the
likelihood of recurrence of that response)
automatic, involuntary response to a stimulus
any event which strengthens a particular response over time
classical conditioning
rule or plan for determining which responses will be reinforced
in operant conditioning–reinforcing responses that successively approximate
the desired response
behaviour patterns inherited by every individual species member (=FAP)
the reappearance of a learned response after its apparent extinction
any physical energy that an organism responds to
ability to distinguish between similar, but different stimuli (see
Discrimination)
responding to similar (not identical) stimuli to a conditioned stimulus (see
Generalisation)
therapy attempting to replace fear, anxiety or aversion with a relaxation
response by conditioning procedures
conditioned physical response to certain foods, after association with illness
or discomfort. An example of one-trial learning
one response after another is tried/rejected, until successful response is made
an innate reflex response elicited by an unconditioned stimulus
stimulus which reliably produces a particular naturally occurring response
conditioning brought about by observing model’s behavioural consequences
likelihood of behaviour decreases after seeing model’s behaviour punished
likelihood of behaviour increases after seeing model’s behaviour reinforced
RESEARCH INVESTIGATION
Conclusion
Confidentiality
Confounding variable
Control (group/condition)
Data
Debriefing
final decision about what the results obtained from an investigation mean
Ethical consideration- privacy of participants in an experiment
an uncontrolled experimental variable whose effects on the dependent
variable might mistakenly be attributed to the independent variable
where subjects in an experiment are exposed to all conditions except the
independent variable
information collected by scientists when conducting research
ethical procedure to minimise negative consequences of experimental
participation
Dependent variable (DV)
Descriptive Statistics
Double-blind study
Empirical evidence
Ethics
Experiment
Experimental group
Experimenter effect
Extraneous variable
Generalisation
(Hawthorne effect
Hypothesis
Independent variable (IV)
Independent-groups design
Inferential statistics
Informed Consent
Matched-participants design
Observation
Operationalisation (or
operational hypothesis)
p<0.05
Participant
Placebo
Placebo effect
Population
Random allocation
Random sampling
Repeated-measures design
Sample
Sampling
Scientific method
Single-blind study
Statistical significance
Stratified sampling
Variable
Voluntary participation
Withdrawal rights
the condition or behaviour in an experiment that reflects the effects of the
independent variable. What is measured in the experiment.
techniques used to organise, analyse, describe and summarise important
features of data, to aid interpretation and communication
neither experimenter nor participants know which subjects are in the
experimental group
facts or information gained by direct experience or observation
standards and principles that enable the distinction between right and wrong
behaviour (here, in research)
data collection method used to test causal relationships between variables
specified in an hypothesis
the group of subjects in an experiment who are exposed to the IV
unintended influence of the experimenter on the subjects’ behaviour and
consequently on the DV
uncontrolled experimental variable randomly influencing results
decision about how widely the findings of a study can be applied
proposition that subjects, knowing they are in experimental group, may
improve through this knowledge, rather than due to the IV)
a tentative (guess) and testable prediction (based on theory or prior
knowledge) of the relationship between variables
the condition in an experiment, manipulated by the experimenter, as a
possible cause of behavioural change
experimental design where, before the experiment, subjects are randomly
allocated to two separate (independent) groups
statistics used to assess whether, and with what probability, sample results
can be applied to the population
ethical consideration where participants knowingly agree to participate in
an experiment (and know that deception may be involved)
experimental design where pairs of subjects, similar in characteristic(s) that
might influence the results, are randomly allocated; one to each group
research method involving careful watching and recording of behaviour
defining and describing a behaviour in terms of the specific operations or
objective procedures, used to measure it
results obtained in an experiment were likely to occur by chance less often
than 5 times in 100
the participant in an experiment
a substance that resembles a drug but has no chemical effect
behavioural changes due to expectations that a procedure will have an
effect, rather than due to the procedure itself
the larger group from which a sample is drawn
assigning subjects so that each has an equal chance of selection to
experimental and control groups
procedure ensuring that each member of the population under research is
equally likely to be selected as a subject
experimental design which uses the same participants in both the control
and experimental group(s)
subset or portion of a population of interest
method of selecting subjects for a study
testing the truth of a proposition by careful measurement & observation
subjects are unaware of which experimental group they are assigned to
experimental results that would rarely occur by chance alone (e.g. p< .05)
population is divided into distinct groups (strata) & samples are taken from
each stratum, usually in the same proportions as in the population
any condition that changes, or can be made to change
the right of subjects to be free of pressure to participate in research
the right of subjects to withdraw from an experiment at any time