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Lecture 4

PSY 111 Lecture 4: psych presentations: notes from group presentations

13 Pages
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Department
Psychology
Course Code
PSY 111
Professor
Emily Carrigan

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Description
COGNITION AND MEMORY Memory: Working and Short Term The faculty by which the mind remembers and stores info To remember -get info via encoding and Retain via storage Retrieval Connected with processing Parallel processing process simultaneously Connectionism interconnected neural networks Sensory 6 3 stage models Sensory fleeting hand in hand with working Shorterm process ^ through encoding via rehearsal Working memory same storage all space for recent thoughts and experiences Active desktop that processes info Info can enter working memory via vision and or repeating of info using auditory rehearsal Short term: play hand in hand with working We can store about 7 bits of info in short term Varies depending on age and other factors Difference b/w working and short: Working capacity reflects intelligence level, short term doesnt Long-term 2 sections explicit: declarative ability to consciously recall a memory and implicit: procedural the unconscious memory of skill Episodic past personal Semantic common knowledge Autobiographical combo of^^ Procedural how to Located in hippocampus-temporal lobe Neurocognitive disease: ptds, Alzheimers, Parkinsons, dementia Henry molaison DeVere grand mal seizuresHippocampus removalCouldnt remember past memories Attention: Brief ability to focus on or manage multiple stimuli Limited processes Multiple brain functions being used Voluntary frontal vs involuntary medulla Voluntary: requires effort, cause change in behavior, controlled, weak stimuli Involuntary: Sustained attention -ability to focus on 1 task for a set amount of time without being distracted -3 stages -attraction -holding -releasing ADHDMEEEEEEEEEEEEEEEEEEEEEEEEE Alternating: ability to shift attention quickly between tasks or activities at once Divided: ability to process multiple responses or react to multiple demands at once AKA MULTI TASKING Idea of interference: trouble with multitasking perceptual phenomenon that occurs because of the tendency people have to miss changes in their immediate environment Selective: Ability to focus on 1 factor, default, filter out distractions -Maintaining behavior -cocktail party effect: ignore other convos CLASSICAL CONDITIONING Behaviorism: theory that views people as controlled by their environmentconcerned with how environmental factors Assumptions -psych=science -observable behavior -behavior result of stimulus and determined by environment Little albert: Watson (founder of American behaviorism) Wanted to condition fear into little albert (baby) and have that fear generalized into other stimuli Live ratno fear (neutral) Paired with striking hammerprovoked fear (unconditioned) Crying (unconditioned) End result: rat (conditioned stimulus)crying (conditioned response) Presented with similar stimuli which provoked same response Conclusion: able to demonstrate that strong fears and phobias could be learned Baby identified as Douglas merritte Passed away at age 6 from hydrocephalus (water in the brain) Unable to determine if fear continued Pavlo: discovered accidentally Pavlos dogs: Testing salvation in dogs-got them to salivate when he walked in room Dog food (unconditioned)bell (neutral)=unconditioned response Connection of neutral and unconditioned is acquisition Food (conditioned)saliva (conditioned response) Extinction: disappearance of learned response of conditioned response Spontaneous recovery: resurfacing of previously learned response after significant period of extinction Skinner box (operant conditioning) TYPES -methodological: psych should concern itself behavior of organisms -psych: explain human and animal behavior in terms of stimuli responses learning histories Analytical logic: mental state is idea of behavioral disposition of family of behavioral tendencies Learning theory -CLASSICAL CONDITIONING: learning by association-2 stimuli linked to produce a new learned response. Emphasized importance of environment 3 stages of classical conditioning 1 before: Unconditioned stimulus produced conditioned responseunlearned behavior. Natural response has not yet been taught 2 during: Stimulus produce no response (neutral stimulus) associated with unconditioned stimulus becomes the conditioned stimulus UNCONDITIONED AND CONDITIOU MUST BE ASSOCIATED
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