chapter 12 Flashcards
period during which learning or practice of the behavior does not occur
retention interval
deterioration in performance of learned behavior following a retention interval
forgetting
the types of propose memories
declarative
non-declarative
state dependent learning
declarative memories are ________ _________
what are the two components of delcarative memories?
in words
semantics- knowledge of the world facts
episodic-memory of personally experience events
non-declarative memories are (3 words) _______ ___________ _________
whats is the component of declarative memories
procedural-memories of how to do something
the different ways to measure forgetting
free call
prompted (or cued) recall
relearning method
recognition
delayed matching to sample
extinction method
gradient degradation
presenting hints, or prompts to increase the likelihood that the behavior will be produced
prompted or (cued recall)
measures forgetting in terms of the amount of training required to reach the previous level of performance
relearning method
the participants has only to identify the material previously learned
recognition
when extinction proceeds more rapidly than it would have immediately after training we say that forgetting has occured
extinction method
the individual is given the opportunity to perform a previously learned behavior
free call
previous learning interferes with recall
proactive interference
pairs of words are learned and then the first word is given and the patiricpant must recall the second word, or vice versa
paired associates learning
more recent learning interferes with recall of previous learning
retroactive interference
stimuli present during learning that are not directly relevant to what is learned
Context
the absence of stimuli that were present during learning hurts remembering
Cue-dependent forgetting)
any device for aiding recall
Mnemonic
can improve performance by identifying cues that will be present during recall and then learn in the presence of those or similar cues.
context cue
a flattening of a generalization gradient
gradient degradation
the most important function of a family is ________ _________ to be __________ _______ and __________ citizens
rearing children
well behaved
productive
neglect
largely unresponsive environment
Reactive envornment
all stimuli that affect behavior at any given moment, (environment)
coercive family process
interaction between parents and children defined by negative reinforcement
child coercive behaviors such as whining, yelling, and hitting are aversive stimuli for the parent. Parents are likely to drop their demands and terminate their own coercive behavior directed at the child. this increases the child’s coercive behavior through negative reinforcement and may lead to a reinforcement trap
negative reinforcement for coercive child behavior
the naturally occurring negative reinforcement of both child and parent coercive behavior constitutes a ___________ _________. The participants trapped by ____________ ____________ will likely engage and__________ in these be behaviors towards each other in the future
reinforcement trap
negative reinforcement
escalate
original learning prior to the interference we call disability
–learning a whole system of behaviors
habilitation
learning to be disabled
–loss without learning, interference learning or learning different alternatives because of disability
dishabilitation
learning to be better able
–learning new skills
rehabilitation
clinic
SIB
conversion reaction
paralysis
delusions
dissociative identity disorder
irrational speech
walking (case study)
the conversion reaction case study
The problem- Astasia-abasia in a 45-year-old man
–inability to stand and walk
restricting movement of the normal limb and reinforcing use of the defective limb
constraint-induced movement therapy
delusions
traditional – false beliefs
behavioral – verbal behavior
Other dishabilitated behaviors maintained by reinforcement that have been rehabilitated.
paralysis from CVAs
chronic pain-related behaviors
verbal behavior
hysterical blindness
stuttering
tics
ADHD/ODD
learning disabilities (dyslexia)
Operant conditoining in zoo/Non-human animals promote __________ ________ behavior. by taking into account___________ variables, such as exhibit space, _________ schedules, and potential__________ items. the components describing characteristics of the physical variables of: 1)________ ______& 2)________ _________. In addition to _____________ ________, such as the way animals are house with other animals.
species typical
physical variables
feeding
enrichment
environmental enrichment & exhibit space
social variables
Programmed instruction
as first exemplified in Skinner’s teaching machines, (in which material to be taught is broken down into small units and presented sequentially with immediate reinforcement for each correct response before moving on to the next problem)
Self-injurious behavior (SIB)
Behaviors exhibited by an individual which cause harm to that individual.
delusions
traditional = false beliefs
behavioral = verbal behavior
Goldiamond’s paradox
delusional behavior must occur in setting where it is not reinforced.
the unaffected limb is constrained and movement of the affected (paralyzed) limb is reinforced.
Constraint-induced movement therapy
Two ways operant procedures have been used to improve the quality of life for workers and the profitability of companies
improving productivity and reducing accidents
How operant principles have been used in zoos
to provide veterinary care, and to improve the quality of life of captive animals
Using behavioral principles, zoos have been able to move away from __________or ___________immobilization practices to conduct routine____________ care
chemical
physical
veterinary
relatively permanent changes in environment behavior relationships due to observing a model
observational learning
an increase in the strength of an observed behavior following reinforcement of that behavior in a model
vicarious reinforcement
a decrease in the strength of an observed behavior following reinforcement of that behavior in a model
vicarious punishment
social (aka active) and asocial
two types of observational learning
an experimental procedure in which an event normally performed by a model appears to occur without a model
ghost conditions
to behave in a manner resemling the behavior of a model
imitation (to imitate)
the tendency to imitate modeled behavior even though the imitative behavior is not reinforced
generalized imitation
the different variables influencing observational learning
difficulty of the task
skilled vs unskilled models
characteristics of the models
characteristics of the observer
consequences of observed acts
consequences of the observer’s behaviors
two main theories of observational learning
bandura’s social cognitive theory
operant learning theory
difficulty of the task
the higher the difficulty of a task, the less learning is likely to occur during observation
skilled model vs unskilled model
skilled - model demonstrates proper performance of a task
unskilled or (AKA learning model) - is a novice observed learning to perform the task
characteristics of a model
the higher the attractiveness of the mode or prestigious increases the likelihood of learning
characteristics of the observers
learning is greatly dependent on the species that is doing the observing
consequences of the observed acts
behaviors are more likely to be imitated in the presence of an Sd to a consequences.
consequences of the observer’s behavior
given behavior produces one kind of consequence for a model and a very different kind of consequence for an observer, the latter consequences will eventually win out
two main theories of observational learning
Bandura’s social cognitive theory
operant learning history
His theory identifies four kinds of cognitive processes: attentional, retentional, motor- reproductive, and motivational.
Bandura’s social cognitive theory
modeled behavior and consequences serve as cues that similar behavior will be reinforced or punished in the observer.
Operant learning theory
another severe limitation of learning
noninheritability
what is the severity of this consequence of noninheritability of learning
it places a serious limitation on the ability of a species to benefit from expeirence
four ways the nervous system can be damages that affect learning
prenatal exposure to alcohol and other drugs
neurotoxins - substances (lead, pesticides, herbicides) that damage nerve tissues
head injury
malnutrition
a period during animal’s life when it is especially likely to learn a particular kind of behavior
critical period
the tendency of some animals, particularly birds, to follow the first moving object they see after birth, usually (but not necessarily) their mothers
imprinting
the idea that organisms are genetically disposed to learn some things but not others
continumm of preparedness
types of preparedness
prepared
unprepared
contraprepared
instinctive drift
learning proceeds quickly
prepared
learning proceeds steadily but more slowly
unprepared
learning proceeds slowly and irregularly
contraprepared
the tendency for behavior to drift toward a model action pattern
instinctive drift
the innate tendency of a pigeon to peck an object associated with food even though pecking is not required for the food to appear
autoshaping (aka sign tracking)
an individual directing their attention to the relavant aspects of the model’s behavior and its consequences.
attentional processes
represnting the model’s behavior in some way, typically in words or images, to aid recall
retention processes
process consist of using the symbolic representations stored during retentional processes to guide action
motor-reproductive
evaluating the consequences of imitating model behavior, consequences are important because of their effects on (expectations) about the outcomes, it is the (expectation) that matters not the actual consequences.
motivational process
