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Learning 1. Classical conditioning: Discuss the UCS, the CS, the UCR, and the CR.

Classical conditioning- type of learning in which an organism comes to associate a stimulus. Pavlov o The birds begin to associate the end of lunch with time to pick through left over lunches for food. Unconditioned Stimulus (UCS)- in classical conditioning, a stimulus that unconditionally- naturally and automatically- triggers a response. o When the bird sees food in the quad. Conditioned Stimulus (CS)- an originally irrelevant stimulus that, after association with an unconditioned stimulus (UCS), comes to trigger a conditioned response. o The school bell or the kids leaving the quad. Unconditioned Response (UCR)- the unlearned, naturally occurring response to the unconditioned stimulus (UCS). o If the bird sees food, it will go and eat it. Conditioned Response (CR)- The learned response to a previously neutral conditioned stimulus (CS) o After hearing the bell, the birds will begin to search for food.

2. Operant conditioning: Discuss what a reinforcer is and what this particular one may be as well as the possible schedule. Operant conditioning- a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher. BF Skinner Reinforcer- any event that strengthens the behavior it follows. o If the birds scavenge for food, they will be rewarded with the food, which makes it more likely to repeat. Fixed-interval schedule (VI)- a schedule of reinforcement that reinforces a response only after a specified time has elapsed. o The birds expect food every day around a certain time, after lunch.

3. Modeling: Define and discuss regarding this particular behavior, extrapolating an example from the seagulls behavior. Observational learning/ Social learning- learning by observing others. Albert Bandura Modeling- the process of observing and imitating a specific behavior. o If one bird sees another finding food after lunch, that bird is likely to imitate its actions and get the same reward.

Memory 1. Encoding: Discuss the processing that occurred as well as one type of encoding that may have been involved. Encoding- The process of getting information into the memory system. Acoustic encoding- The encoding of sound especially the sound of words. Effortful processing- encoding that requires attention and conscious effort. o To learn the poem it would require a lot of rehearsal, and that studies by Ebbinghaus have shown that rehearsal boosts memory. The amount remembered depends on amount time spent remembering.

2. Storage: Discuss how long term memory is involved in this process (LTP, type of memory and how the brain is involved). Storage- The retention of encoded information over time. Long-term memory- The relatively permanent and limitless storehouse of the memory system. Long-term potentiation (LTP)- An increase in a synapses firing potential after brief and rapid stimulation. Believed to be neural particular associations in memory. Explicit memory- Memory of facts and experiences that one can consciously know and declare. o Episodic memory- Memory of autobiographical events that can be explicitly stated. o With the pressure of having to rehearse the poem in front of the class, when remembering the poem there is a lot of neural activity at the synapses leading to LTP. Stronger emotional experiences make for stronger and more reliable memories.

3. Retrieval: Discuss one way of retrieving the information now that you are twenty use an example. Retrieval- The process of getting information out of memory storage. Encoding specificity principle- Information more likely to be remember if attempt to retrieve it is similar to the situation it was encoded. o Same situation, he had to remember it for his teacher and when he sees her years later, the poem comes back to him.

4. Forgetting: Discuss one way of why you may have forgotten parts or all of the poem use an example. Forgetting- Inability to retrieve information, due to poor encoding, storage or retrieval. Retroactive interference: The disruptive effect of new learning on the recall of old information. Storage decay- Memories fade gradually if not used. o Our subject might have forgotten parts in the many years from learning the poem to reciting it to his teacher. Most likely, he never rehearsed the poem till the day he say his teacher and there is a possibility that he learned another poem in that time which caused confusion.

5. Memory construction: Discuss one way in which your memory of this teacher, now that your twenty, may have been affected. Memory construction- While tapping into our memories, we filter or fill in missing pieces of information to make our recall more coherent. Misinformation effect: Incorporating misleading information into ones memory of an event. o Memory gaps- Filling in holes in memory with plausible guesses. o When you see your teacher years later, you might have sworn that she had red hair and she really always had black. In addition you might have thought she has kids so you ask how they are and she says, I dont have kids.

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