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Psychology 100 > Chapter 5 > Flashcards

Chapter 5 Flashcards

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1
Q

Learning

A

Process that determines permanent change of behavior, knowledge, emotion as a result of practice or experience

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2
Q

Maturation

A

Developmental process, controlled by a genetic blueprint, physical ability to change
ex: walking outcome of maturation at 1 year old
have to develop physically to realize

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3
Q

Classical conditioning

A

Process of learning association between environmental stimuli and responses and outcomes

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4
Q

Ivan Pavlow

A
  • Physiologist studying digestion and starts in mouth

- His serendipity was finding Classical Conditioning through looking at Saliva

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5
Q

Unconditional Stimulus (UCS)

A

Unlearned stimulus, stimulus involuntary creates a response

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6
Q

Unconditioned Response (UCR)

A

Natural/unlearned stimulus response

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7
Q

Conditioned Stimulus (CS)

A

Originally neutral, doesn’t cause anything

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8
Q

Conditioned Response (CR)

A
  • Learned/conditioned response

- not a new behavior

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9
Q

Basic Principles affecting acquisition

A

-Timing of pairing
USC quickly follows CS (food follows can opener)

-Frequency of pairing
(the more it happens, the more the speed and strength of acquisition)

-Distinctive, new stimulus (refers to CS)
(has to be new)

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10
Q

Stimulus generalization

CLASSICAL CONDITIONING

A

Close enough to CS so animal may respind

ex: drawer with can opener being opened

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11
Q

Stimulus discrimination

CLASSICAL CONDITIONING

A

Response to one stimuli and none to others
ex: keep enforcing a fake stimuli of ‘can opener drawer’ to dogs, sooner or later the dog will stop responding to the can opener

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12
Q

Extinction

CLASSICAL CONDITIONING

A

Response dies out
ex: Keep shaking a can opener (CS) in front of a dog but not giving him food, causes the dog to eventually stop responding to the can opener

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13
Q

Spontaneous Recovery

CLASSICAL CONDITIONING

A

Response after extinction, can spontaneously reoccur after animals have been given a rest from the CS and all testing.
(weak and short lived)

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14
Q

High-Order

CLASSICAL CONDITIONING

A

-Chain/sequence of stimuli that predict the next thing.

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15
Q

John Watson

A
  • Classically conditioned a response of infant
  • He made infant afraid of white things
  • Little Albert
  • Advocated nuture: all about learning because you have a blank slate and can make anyone learn anything
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16
Q

John Garcia

A

Involved with Taste Aversion

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17
Q

Taste Aversion

CC

A
  • Timing: breaks the rule (sick after eating the food)

- Frequency: happens one time and you stop (don’t continue to eat the food and get sick after every time)

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18
Q

Biological Prepardness

A

-Difficult Condition:
Shock (USC) + Taste (CS) = Fear response (CR)

-Easy to condition:
Shock (USC) + Light (CS) = Fear response

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19
Q

Robert Rescorla

A
  • Suggested what we look for in environments are informative and reliable
  • Cognitive processes (thinking)
  • shock
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20
Q

Operant Conditioning

A

-Your behaviors operate on the environment to generate consequences

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21
Q

Thorndike and Law of Effect

A
  • Investigated how behavior is affected by its consequences
  • Cats in puzzle boxes
  • Events that are followed by positive outcomes are likely to occur again and vice versa
22
Q

Reinforcement

A

-Increases future behavior

23
Q

Positive reinforcement

A
  • Adding something

ex: giving significant other kisses after buying gifts which leads to this action happening again

24
Q

Negative reinforcement

A
  • Subtract something adversive

ex: hitting snooze

25
Q

Primary reinforcer

A

Food and Sex

-follow Gold standard…Does it work in animal?

26
Q

Secondary (conditioned) reinforcer

A

Picks up reinforcing value because it was paired with primary reinforcer
ex: money and grades

27
Q

Immediate reinforcer

A
  • Happen right away

- Powerful and work best

28
Q

Delayed reinforcer

A

Something that is going to come in the future

ex: Degree

29
Q

Shaping Behavior

OPERANT CONDITIONING

A

Successive approximation, reward little steps on the way to something

ex: rat getting a pellet when he would get closer to lever
- If a behavior isn’t changing use a different reinforcer

30
Q

Extinction

OPERANT CONDITIONING

A

Don’t get reinforcer, it can become extinct (pellets stop)

31
Q

Discriminative Stimulus

OPERANT CONDITIONING

A

Stimulus is in presence of which an operant is more likely to produce reinforcement
ex: Passing gas when stimulus of men isn’t present

32
Q

Stimulus Control

OPERANT CONDITIONING

A

A stimulus that seems to control behavior

ex: Not doing anything else but sleeping in bed if you have insomnia, making your bed the stimulus control

33
Q

Spontaneous recovery

OPERANT CONDITIONING

A

Pellet dispenser is jams and no one knows, eventually the rats stop responding because the reinforcing has stopped. The rats will spontaneously recover if you give them a rest and then put them back

34
Q

Continuous reinforcement

A

When you present a reinforcer after every response

35
Q

Fixed ratio

A
  • The number of responses to get a reinforcer is the same
    ex: assembly line worker is taking short breaks between each unit he completed because he knows he has a certain number to make

ex: Punch card, after 10 punches you get a free sandwich

36
Q

Partial reinforcement

A

-Maintain the behavior by not reinforcing

37
Q

Variable ratio

A

Animal doesn’t know when it will be reinforced, randomly giving reinforcer
ex: people using slot machines

38
Q

Fixed interval

A

Fixed amount of time after a single response gives you a reinforcer
ex: chores- doing them right before parents get home- clock and internal clock tell you its time to do iy

39
Q

Variable interval

A
  • Don’t know the time intervals, not the number of responses
  • Time is important
    ex: work slow and steady so whenever the boss comes you are doing work

ex: Checking e-mail time in between checking

40
Q

Punishment

A
  • Decreases future behavior
  • Application- spanking
  • Removal- taking something away
41
Q

Disadvantages of punishment

A
  • Temporary
  • Causes one to be passive, fearful, and anxious
  • Learned helplessness (Martin Seligman)
  • Models aggression
42
Q

Increase effectiveness of punishment

A
  • Timing
  • Consistency
  • Pair with reinforcement of correct behavior (take dog who’s eating garbage to his bowl)
43
Q

4 alternatives to punishment

A
  1. Reinforce an incompatible behavior
    ex: try again, ask again, when children wine or have attitude
  2. Reinforce the non-occurance of behavior
    ex: reward- get the ice cream if no fighting
  3. Stop reinforcing the problem behavior
    ex: kid having tantrum- ignore/walk away
  4. Remove the opportunity to obtain positive reinforcement
    ex: moving kids away from eachother before they begin to fight
44
Q

Cognitive Learning Theory

A

-Edward Tolman
(cognition and mazes)
-Used rats to show they use cognitive maps

45
Q

Biological Predisposition

A

-Instinctive drift-animal reverting back to more instinctive behavior

46
Q

Observational Learning

A
  • Albert Bandura: learning is cognitive process
  • Learning by observing a model
  • NOT imitation
  • Animals and little kids actively judgmental and constructive (thinking) (think what they should/shouldn’t do)
  • Bobo doll
47
Q

Repeatedly presenting a CS by itself will result in

A

Extinction

48
Q

Instinctive or involuntary behavior would probably be BEST modified by

A

Classical Conditioning

49
Q

Nagging someone to do something until they do it is an example of

A

Negative reinforcement

50
Q

Putting on sunglasses to relieve glare is an example of

A

negative reinforcement

51
Q

When someone uses punishment to change behavior, the behavior is likely to

A

decrease

52
Q

What type of learning occurs when we observe how other people act

A

observational learning

Psychology 100 (12 decks)

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