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Psychology/Sociology MCAT > 7C Attitude and Behavior Change > Flashcards

7C Attitude and Behavior Change Flashcards

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1
Q

Associative Learning

A

Learning that certain events occur together.
The events may be two stimuli or a response and its consequences (as in operant conditioning)

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2
Q

Non-Associative Learning

A

Learning that occurs when an organism is repeatedly presented with a stimulus

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3
Q

Habituation

A

Decreasing responsiveness with repeated stimulation. I.e. as infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner.

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4
Q

dishabituation

A

Recovery of a habituated response after a change in stimulation.

When an organism responds to a stimulus as if it were a novel stimulus again. This can happen when a stimulus that was given repeatedly (causing habituation) stops being administered. When the stimulus is suddenly reintroduced, the organism responds with a stronger response (even though it is the same response it has been habituated with)

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5
Q

Sensitization

A

A simple form of non-associative learning that occurs when presentation of a stimulus leads to an increased response to a later stimulus

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6
Q

Desensitization

A

When an organism’s originally sensitized response to a stimulus is diminished after repeated exposures to the stimulus.

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7
Q

Classical Conditioning (Pavlovian Conditioning)

A

A type of associative learning in which a neutral stimulus comes to elicit a response when it is associated with a stimulus that already produces that response.

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8
Q

Neutral Stimuli

A

In classical conditioning, a stimulus that elicits no response before conditioning

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9
Q

Conditioned Stimuli

A

In classical conditioning, an originally neutral stimuli that comes to trigger a conditioned response.

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10
Q

Unconditioned Stimuli

A

In classical conditioning, a stimulus that unconditionally—naturally and automatically—triggers a response. I.e. dog food that makes dog salivate

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11
Q

Conditioned Response

A

Conditioned Response

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12
Q

Unconditioned Response

A

In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.

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13
Q

Behaviorism

A

A branch of psychology and a theory of learning in which all behaviors are acquired through conditioning processes.

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14
Q

B.F. Skinner

A

Behaviorist that developed the theory of operant conditioning by training pigeons and rats

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15
Q

John B. Watson

A

Behaviorism; emphasis on external behaviors of people and their reactions on a given situation; famous for Little Albert study in which baby was taught to fear a white rat

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16
Q

Ivan Pavlov

A

Psychologist who discovered classical conditioning; trained dogs to salivate at the ringing of a bell

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17
Q

Acquisition

A

In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response.

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18
Q

Extinction

A

The diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.

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19
Q

Spontaneous Recovery

A

The reappearance, after a pause, of an extinguished conditioned response

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20
Q

Generalization

A

Tendency/ability of a stimulus similar to conditioned stimulus to elicit a conditioned response, and more similar the stimulus is to original conditioned stimulus - the greater the conditioned response

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21
Q

Discrimination (Classical Conditioning)

A

When two similar neutral stimuli, one being a conditioned stimuli and the other being a similar neutral stimuli, are distinguished from one another. Ex: loud bang from a drum and a loud bang from a gunshot are both loud bangs, but are distinguished from one another and elicit a different response.

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22
Q

Second-Order Conditioning (Higher-Order Conditioning)

A

A neutral stimulus, paired with a conditioned stimulus, to produce a conditioned response. I.e. Pavlov associates light with bell and dog salivates. Eventually the light makes the dog salivate in addition to the bell. Interesting because light has never been associated with food.

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23
Q

Extinction Burst

A

An increase in the frequency of responding when an extinction procedure is initially implemented.

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24
Q

Systemic Desensitization

A

A type of exposure therapy that associates a pleasant relaxed state with gradually increasing anxiety-triggering stimuli. Commonly used to treat phobias.

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25
Q

Counter Conditioning (Stimulus Substitution)

A

You pair a negative stimulus with a positive stimulus so you associate the negative with a positive, and it turns into an overall good time.

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26
Q

Operant Conditioning

A

A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher

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27
Q

Edward Thorndike

A

Pioneer in operant conditioning who discovered concepts in intstrumental learning such as the law of effect. Known for his work with cats in puzzle boxes.

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28
Q

Aversive Conditioning

A

Condition a negative emotional response to a previously neutral stimuli.

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29
Q

Little Albert Experiment (Watson)

A

A study in which a white rat was paired with a loud sudden noise in order to condition a fear response in an orphan infant.

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30
Q

Law of Effect

A

Thorndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely

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31
Q

Primary Reinforcer

A

An innately reinforcing stimulus, such as one that satisfies a biological need

32
Q

Secondary Reinforcer

A

Any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars

33
Q

Negative Reinforcement

A

Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.)

34
Q

Positive Reinforcement

A

Increasing behaviors by adding positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

35
Q

Positive Punishment

A

The administration of a stimulus to decrease the probability of a behavior’s recurring. (I.e. spanking a child - adding pain to decrease behavior)

36
Q

Negative Punishment

A

The removal of a stimulus to decrease the probability of a behavior’s recurring. (I.e. taking money from a person to decrease the likelihood of speeding)

37
Q

Token Economy

A

An operant conditioning procedure in which people earn a token of some sort for exhibiting a desired behavior and can later exchange the tokens for various privileges or treats

38
Q

Omission Training

A

Removal of a rewarding consequence that follows a voluntary behavior thereby decreasing the probability the behavior will be repeated

39
Q

Escape Conditioning

A

Training of an organism to remove or terminate an unpleasant stimulus

40
Q

Avoidance Conditioning:

A

Training of an organism to respond so as to prevent the occurrence of an unpleasant stimulus

41
Q

Shaping

A

An operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior.

42
Q

Chaining

A

Using operant conditioning to teach a complex response by linking together less complex skills

43
Q

Latent Learning

A

Learning that occurs but is not apparent until there is an incentive to demonstrate it. There is no reinforcement in this type of learning.

44
Q

Insight Learning

A

The process of learning how to solve a problem or do something new by applying what is already known

45
Q

Innate Learning

A

Fixed action patterns that are hard wired

46
Q

Simple Innate Behaviors

A

Reflexes, taxis, kinesis

47
Q

Taxis Movement

A

A directed movement toward or away from a stimulus

48
Q

Kinesis Movement

A

Random movement based on a change in environment

49
Q

Complex Innate Behavior

A

Fixed action patterns, migration, circadian rhythms

50
Q

The Premack Principle (Relativity Theory of Reinforcement)

A

A principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior. (I.e. parents won’t let you play until doing homework - pairing play time with homework)

51
Q

Rescorla-Wagner Model (Contingency Model of Classical Conditioning)

A

The conditioned stimulus is the reliable predictor and salient (captures the attention) - this is why the bell was the conditioned stimulus instead of just pavlov entering the room.

52
Q

Fixed-Ratio Schedule

A

In operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses

53
Q

Fixed-Interval Schedule

A

In operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed

54
Q

Variable-Interval Schedule

A

In operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals

55
Q

Variable-Ratio Schedule

A

In operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses

56
Q

Partial Reinforcement Schedule

A

In operant conditioning, this type of reinforcement schedule results in behavior that takes longer to acquire but more resistant to extinction

57
Q

Adaptive Association

A

Things that have a biological advantage are learned faster than learning with no biological value. Learning is not simply classical and operant conditioning.

58
Q

Taste Aversion

A

A classically conditioned dislike for and avoidance of a particular food that develops when an organism becomes ill after eating the food.

59
Q

Biological Pre-Disposition

A

Things that we have been pre-disposed to learn better than others because of evolution

60
Q

Instinct Drift

A

Tendency for animals to return to innate behaviors following repeated reinforcement

61
Q

Observational Learning

A

Learning by observing others; also called social learning

62
Q

Modeling

A

The process of observing and imitating a specific behavior

63
Q

Vicarious Reinforcement

A

Process where the observer sees the model rewarded, making the observer more likely to imitate the model’s behavior

64
Q

Albert Bandura Bobo Doll Experiment

A

In this study, children who previously watched adults physically abuse a blowup clown doll in a playroom proceeded to do the same behaviors during their playtime with the dolls. This experiment showed modeling and vicarious reinforcement.

65
Q

Learning-Performance Distinction

A

The distinction that learning can take place without actual performance of the learned behavior

66
Q

Edward Tolman

A

Cognitive psychologist who found that the rats were always learning; latent learning and cognitive map

67
Q

Cognitive Map

A

A mental representation of the layout of one’s environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it.

68
Q

Abstract Learning

A

Understanding concepts rather than learning to simply press a bar or peck a disk in order to receive a reward. Pigeons can differentiate between picasso and Monet. Some sort of “category” of what a Monet painting is.

69
Q

Mirror Neurons

A

Frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain’s mirroring of another’s action may enable imitation, language learning, and empathy.

70
Q

Vicarious Emotions

A

Feeling the emotions of others as though they are one’s own, in order to learn from the successes and mistakes of others through observation

71
Q

Elaboration Likelihood Model

A

Theory identifying how likely someone is to use central route processing or peripheral route processing.

Central Route Processing - Thinking critically and rationally about a decision

Peripheral Route Processing - Thinking emotionally about a decision

72
Q

Message Characteristics of Persuasion

A

Features of the message itself, like logic and number of key points
Length of speech and complexity included

73
Q

Target Characteristics of Persuasion

A

The characteristics of the person receiving the message, such as self-esteem, intelligence, mood, and other personal factors

74
Q

Source Characteristics of Persuasion

A

The characteristics of the person or venue delivering the message, such as expertise, knowledge, and trustworthiness

75
Q

Social Cognitive Theory

A

The theory of Albert Bandura that cognitive factors (personal factors like knowledge, expectation, attitudes), behavioral factors (skill, practice, self efficacy), and environmental factors (social norms, access in community, influence on others) all contribute to a person’s behavior or attitude.

Psychology/Sociology MCAT (12 decks)

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