| A | B |
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| Classical Conditioning | Learning process in which a neutral stimulus becomes associated with an innately meaningful stimulus and acquires the capacity to elicit a similar response |
| UR (unconditioned response) | An unlearned reaction that is automatically elicited by the unconditioned stimulus |
| US (unconditioned stimulus) | A stimulus that produces a response without prior learning |
| CS (conditioned stimulus) | A previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus |
| CR (conditioned response) | The learned response to the conditioned stimulus that occurs after conditioned stimulus pairing |
| Acquisition | The initial learning of the connection between the unconditioned stimulus and the conditioned stimulus when these two stimulus are paired |
| Extinction | The weakening of the conditioned response when the unconditioned stimulus is absent |
| Spontaneous Recovery | The process in classical conditioning by which a conditioned response can recur after a time delay, without further conditioning |
| Stimulus Generalization | The tendency of a new stimulus that is similar to the original conditioned stimulus to elicit a response that is similar to the conditioned response |
| Stimulus Discrimination | The process of learning to respond to certain stimuli and not others |
| Operant Conditioning | A form of associative learning in which the consequences of a behavior change the probability of the behaviors occurrence |
| Shaping | Rewarding successive approximations of a desired behavior |
| Reinforcement | The process by which a stimulus or an event (a reinforcer) following in a particular behavior increases the probability that the behavior will happen again |
| Positive Reinforcement | The presentation of a stimulus following a given behavior in order to increase the frequency of that behavior |
| Negative Reinforcement | The removal of a stimulus following a given behavior in order to increase a frequency of that behavior |
| Positive Punishment | The presentation of a stimulus following a given behavior in order to decrease the frequency of that behavior |
| Negative Punishment | The removal of a stimulus following a given behavior in order to decrease the frequency of that behavior |
| Punishment | A consequence that decrease the likelihood that a behavior will occur |
| Observational Learning | Learning that occurs when a person observes and imitates behavior |
| Attention | The first step. You need to pay attention to things to gain more knowledge |
| Retention | The second step. To reproduce a models actions, you must encode the information and keep it in memory so that you can retrieve it |
| Reproduction | The third step. It is the process of imitating the models actions |
| Reinforcement | Praising/scolding for a certain type of behavior in hopes of change or consistency |
| Memory | The retention of information or experience over time as the result of three key processes: encoding, storage, and retrieval |
| Encoding | The first step in memory; the process by which information gets into memory storage |
| Divided Attention | Concentrating on more than one activity at the same time |
| Sustained Attention | The ability to maintain attention to a selected stimulus for a prolonged period of time |
| Levels of Processing | A continuum of memory processing from shallow to intermediate to deep, with deeper processing producing better memory |
| Elaboration | The formation of a number of different connections around a stimulus at any given level of memory encoding |
| Imagery | imagery entails visualizing material that we want to remember in ways that create a lasting portrait |
| Atkinson-Shiffrin Theory | Theory stating that memory storage involves three serrate systems: sensory memory, short-term memory, and long-term memory |
| Sensory Memory | Memory system that involves holding information from the work in its original sensory form for only an instant, not much longer than the brief time it is exposed to the visual, auditory, and other senses |
| Short-term memory | Limited-capacity memory system in which information usually retained for only as long as 30 seconds unless strategies are used to retain it longer |
| Working Memory (i.e., Baddeley’s Model) | A combination of components including short-term memory and attention, that allow individuals to hold information temporarily as they perform cognitive tasks; a kind of mental workbench on which the brain manipulates and assembles information to guide understanding decision making, and problem solving |
| Long-term memory | A relatively permanent type of memory that stores huge amounts of information for a long time |
| Explicit Memory | The conscious recollection of information, such as a specific facts or events and, at least in humans, information that be can verbally communicated |
| Episodic Memory | The retention of information about the where, when, and what of life's happenings- that is, how individuals remember life's episode |
| Semantic Memory | A persons knowledge about the world |
| Implicit Memory | Memory in which behavior is affected by prior experience without a conscious recollection of that experience |
| Procedural Memory | Memory for skills |
| Schemas | A preexisting mental concept or framework that helps people organize and interpret information. Schemas from prior encounters with the environment influence the way individuals encode, make inferences about, and retrieve information |
| Retrieval | The memory process that occurs when information that was retained in memory comes out of storage |
| Serial Postion Effect | The tendency to recall the items at the beginning and end of a list more readily than those in the middle |
| Autobiographical Memory | A specific form of episodic memory, consisting of a persons recollections of his or her life experience |
| Flashbulb Memory | The memory of emotionally significant events that people often recall with more accuracy and vivid imagery than everyday events |
| Motivated Forgetting | Forgetting that occurs when something is so painful or anxiety laden that remembering it is intolerable |
| Interference | The theory that people forget not because memories are lost from storage but because other information gets in the way of what they want to remember |
| Decay | Theory stating that when an individual learns something new, a neurochemical memory trace forms, but over time this trace disintegrates; suggests that the passage of time always increases forgetting |
| Tip-Of-The-Tongue | A type of effortful retrieval associated with a persons feeling that he or she knows something (say, a word or a name) but cannot quite pull it out of memory |
| Anterograde Amnesia | A memory disorder that affects the retention of new information and events |
| Retrograde Amnesia | Memory loss for a segment of the past but not for new events |
