TCE Psychology Level 3: Cognition & Learning — Flashcards & Quiz

Q1: Explain classical conditioning using Pavlov’s experiment as an example.

Classical conditioning is a learning process where a neutral stimulus (NS) becomes associated with an unconditioned stimulus (UCS) that naturally produces an unconditioned response (UCR). After repeated pairing, the NS becomes a conditioned stimulus (CS) that elicits a conditioned response (CR). Pavlov demonstrated this by pairing a bell (NS) with food (UCS) until the bell alone (CS) produced salivation (CR) in dogs.

Q2: Define extinction, spontaneous recovery and stimulus generalisation in classical conditioning.

Extinction occurs when the CS is repeatedly presented without the UCS, causing the CR to weaken and eventually disappear. Spontaneous recovery is the reappearance of the CR after a rest period following extinction. Stimulus generalisation occurs when stimuli similar to the CS also produce the CR. Stimulus discrimination is responding only to the specific CS and not to similar stimuli.

Q3: Explain positive reinforcement, negative reinforcement and punishment in operant conditioning.

In Skinner’s operant conditioning, behaviour is shaped by consequences. Positive reinforcement adds a desirable stimulus to increase behaviour. Negative reinforcement removes an aversive stimulus to increase behaviour. Positive punishment adds an aversive stimulus to decrease behaviour. Negative punishment removes a desirable stimulus to decrease behaviour. "Positive" means adding; "negative" means removing.

Q4: Compare the four schedules of reinforcement and their effects on behaviour.

Fixed-ratio: reinforcement after a set number of responses (fast responding, pause after reinforcement). Variable-ratio: reinforcement after an unpredictable number of responses (highest, most consistent response rate). Fixed-interval: reinforcement for the first response after a set time period (scalloped pattern — slow then fast). Variable-interval: reinforcement for the first response after an unpredictable time period (steady, moderate response rate).

Q5: Describe Bandura’s social learning theory and the Bobo doll experiment.

Bandura proposed that learning occurs through observing and imitating others (models) without direct reinforcement. The Bobo doll experiment (1961) showed that children who watched an adult behave aggressively toward an inflatable doll were significantly more likely to imitate that aggressive behaviour. Four processes are required: attention, retention, motor reproduction and motivation.

Q6: Describe the multi-store model of memory and evaluate its strengths and limitations.

Atkinson and Shiffrin’s (1968) multi-store model proposes three stores: sensory memory (large capacity, brief duration), short-term memory (7±2 items, ~30 seconds) and long-term memory (unlimited capacity, potentially permanent). Strengths: supported by case studies (HM), brain imaging studies. Limitations: oversimplifies memory (STM is not a single store), overemphasises rehearsal and does not explain different types of LTM.

Q7: How does Baddeley’s working memory model improve on the multi-store model?

Baddeley and Hitch (1974) replaced the passive short-term store with an active working memory system containing: the central executive (attentional control and coordination), phonological loop (verbal information), visuospatial sketchpad (visual and spatial information) and episodic buffer (integrates information). This model explains dual-task performance and the active processing of information that the multi-store model cannot.

Q8: What is selective attention and how does it affect learning?

Selective attention is the cognitive process of focusing on relevant information while filtering out distractions. It is essential for encoding information into memory. Factors that enhance attention include novelty, emotional significance, personal relevance and motivation. Divided attention (multitasking) reduces learning efficiency because cognitive resources are split across tasks.

Q1: In classical conditioning, the unconditioned stimulus (UCS) must be learned through repeated association.

Answer: FALSE

The unconditioned stimulus (UCS) naturally and automatically triggers a response without any prior learning. It is the neutral stimulus that must be repeatedly paired with the UCS to become a conditioned stimulus (CS).

Q2: Spontaneous recovery refers to the reappearance of a conditioned response after a rest period following extinction.

Answer: TRUE

Spontaneous recovery occurs when a conditioned response that was previously extinguished reappears after a period of rest, suggesting that extinction does not completely erase the learned association.

Q3: Negative reinforcement is the same as punishment because it involves something unpleasant.

Answer: FALSE

Negative reinforcement removes an unpleasant stimulus to increase behaviour, while punishment (positive or negative) decreases behaviour. Despite involving something aversive, negative reinforcement strengthens the behaviour that removes it.

Q4: A variable-ratio schedule of reinforcement produces the highest and most consistent response rate.

Answer: TRUE

Variable-ratio schedules produce high, consistent response rates because the individual cannot predict when the next reinforcement will occur, so they continue responding at a high rate. This also makes the behaviour most resistant to extinction.

Q5: Bandura’s social learning theory requires direct reinforcement for learning to occur.

Answer: FALSE

Bandura argued that learning can occur through observation alone, without direct reinforcement. Vicarious reinforcement (seeing a model rewarded) increases the likelihood of imitation, but the learning itself occurs through attention, retention, reproduction and motivation.

Classical Conditioning

Pavlov’s classical conditioning explains how associations between stimuli and responses are formed. Understanding the terminology (UCS, UCR, NS, CS, CR) and processes (acquisition, extinction, spontaneous recovery, generalisation) is essential for TASC assessments. Be prepared to identify these elements in novel scenarios.

Operant Conditioning and Reinforcement

Skinner’s operant conditioning explains how consequences shape behaviour. Distinguishing between positive/negative reinforcement and positive/negative punishment, and understanding schedules of reinforcement, are core skills that TASC examiners test through scenario-based questions.

Observational Learning

Bandura’s social learning theory demonstrates that learning can occur without direct experience, through observing models. Knowing the four processes (attention, retention, reproduction, motivation) and the Bobo doll experiment is fundamental for TASC responses.

Memory Models and Cognitive Processes

The multi-store model and working memory model provide competing explanations for how memory operates. Being able to describe, compare and evaluate these models, and link memory processes to attention and perception, demonstrates integrated understanding valued by TASC examiners.

What does TCE Psychology Level 3 cover on cognition and learning?

This topic covers classical conditioning (Pavlov), operant conditioning (Skinner), observational learning (Bandura), memory models (multi-store, working memory), cognitive processes (attention, perception) and the application of learning principles to behaviour change.

Are these flashcards aligned to the TASC curriculum?

Yes — every flashcard and quiz question is mapped to the Tasmanian Assessment, Standards and Certification (TASC) Psychology Level 3 curriculum.

How can I use these flashcards to prepare for TCE exams?

Use spaced repetition to review flashcards daily, then test yourself with the true/false quiz. Focus on applying learning theories to scenarios, as TASC exams reward practical application of psychological concepts.