unit 3 aos 2

1. amyloid proteins builds up to form amyloid plaques outside and around neurons inhibiting communication between neurons

2. another protien tau accumulates forming neurofibrillary tangles

to have the physicla and psychological ability to be able to perform the modelled behaviour.

phrases of poems where the first letter of each word functions as cue too help with recall

interacts with the hippocampus in consolidation and storage of retrieval of explicit memories, semantic memory - frontal lobe , episodic right temporal lobe

involved with implicit memories involving motot skills as well as the forming of habits

involved in the encoding and temporary storage of implicit procedural memories (motor skills, coordination and balance

involved with the formation and encoding of memories associated with emotion especially fear as well as classical conditioned responspes

involved in transferring new memories from STM to LTM and the formation and encoding of new explicit memories

memories with conscious awareness and can be described verbally

memories of factual knowledge about the world epi

memories of personal experience

repeating information over and over so it will be retained in STM

process of linking new info in a meaningful way with info already stored in memory

grouping seperate pieces if info into a larger single unit therefore reducing the items of info

unlimited capacity unlimited duration

duration - 18-30 secs capacity - 5-9 items

decay not being used and displacement old info being pushed out for new info (capacity is exceeded)

unlimited

visual sensory memory duration- 0.3-0.5 secs

auditory sensory memory durartion - 3-4 secs

information is recovered form storage when needed

info is converted into a code that can be stored in memory

information is retained over time in the brain

an actiev info processing system that receives, organises, stores and recovers information

passive learning which is based on the repeated association of two different stimuli

stimulus that produces a natural occuring involuntary response - sight of the food

involuntary responspe to the UCS - salivating at the sight of the food

does not initially cause the involuntary resposnpe

through repeated association produces the involuntary resposnpe

learned responspe that is produced by the CS

timing of the UCS and NS pairing, the nS should be presented before teh UCS with a very short time between the pairing

ABC antecedent, behaviour, consequence

the enviroment

the action that generates the consequence

the outcome

the addition of a pleasant stimulus creating a pleasant outcome therefore strengthening the likelihood the behaviour will be repeated

is taking away an unpleasant stimulus creating a pleasant outcome strengthening the likelihood of teh behaviour being repeated

the addition of an unpleasant stimulus creating an unpleasant outcome hence weakening the likelihood of the behaviour being repeated

taking away a pleasant stimulus creating an unpleasant outcome hence weakening the likelihood of the behaviour being repeated

order of presentation consequence must be presented after behaviour

timing consequence must be given just after the behaviour is occured

appropriateness reinforcement must provide a pleasant consequence

the individual watches another person displaying a behaviour which is eitehr punished or reinforced and then subsequently displays or refrains from performing the same behaviour

when all particpants takes part in all conditions both the controlled group and experiental group

order effects participants may perform better the second time as they have practised the task

there are no individual participant differences therefore no extraneous variables

• Method of loci involves linking new information with information related to a location that is already stored in long term memory.

• where info is need to learn in sequential order an easily distinguishable series of locations (like landmarks walking home from school)

• Convert the items on list into mental images and link with well-known locations. For example: picturing a bag of apples sitting at the school gate