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Psy 341 Exam 2 > Chapter 5-8 > Flashcards

Chapter 5-8 Flashcards

1
Q

Pavlov and the factors that determine a CR development

A
  1. The CS and the US must be paired together in time
  2. The CS must consistency lead up to the occurrence of the US.
  3. CS must provide more reliable information
  4. the strength of the CS affects the strength of the CR following a CS-US pairing
  5. Strength of the CR is affected by the intensity of the US,CS or both
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2
Q

Trace conditioning

A

CS begins and ends before US

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3
Q

Simultaneous conditioning

A

CS and US are presented together

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4
Q

Backward Conditioning

A

least effective, US is presented and terminated before the CS

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5
Q

Temporal Conditioning

A

On schedule, no CS.

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6
Q

Blocking

A

prevention of the acquisition of a CR to a seconf stimulus

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7
Q

Vicarious Conditioning

A

modeling

respond to a stimulus after observing the experiences of others

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8
Q

contingency

A

relationship between behavior and reinforcement

environment determines this

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9
Q

Skinner Box

A

an enclosure in which an animal is maintained free from distracting stimuli and receive reinforcement for reward

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10
Q

Fundamental Law of Operant Conditioning

A

the occurrence of a operant is followed by an reinforcer then the rate of responding will increase

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11
Q

Shaping

A

slowly coaxed them into doing a desired behavior

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12
Q

Two types of chaining

A

Forward and Backward chaining

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13
Q

Edward Throndike and his Research

A

focused on animal intelligence, he would present animals with a problem and then give the problem again to see if performance was improved, and his conclusions were given behavior has one of two kinds of consequences or effects.

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14
Q

Examples of throndikes research

A

chicken in maze and puzzle box

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15
Q

Law of effect

A

the relationship between behaviors and its consequence

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16
Q

Barry 1958

A

his study was rats divided into 2 groups and one group didn’t have food for 26.5 hours and the other group for 2.5 hours the rats that didn’t have food were a longer amount of time ran faster to get to the food

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17
Q

Contiguity

A

time

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18
Q

Contingency Managent

A

1st the assessment phase
2nd contingency contracting
3rd Implementation Program

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19
Q

Response Cost vs Time Out

A

Response Cost is having a consequence because you did something and Time out is limited time that you are kept from reinforcement

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20
Q

Aversives

A

unpleasant stimuli that induces change in behavior

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21
Q

Azrin, Hutchinson, and McLaughlin

A

squirrel monkey and a ball they found that is was pleasing to agress to something after punishment

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22
Q

Learned Helplessness

A

shock seemed to teach dogs to do nothing and learned to be helpless

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23
Q

Learned industriousness

A

increases the tendencies to work hard at difficult tasks for a long period of time

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24
Q

Seligmans Research

A

prepared and contraprepared, tend to give up then fight for control

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25
Q

Bramel, Taub, and Blum

A

Their study was that people reported feeling good after being aggressive

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26
Q

Bandura, Ross, and Ross

A

Frustration Study- kids seen a preschool model act aggressive towards a doll and the kids that seen the model ended up acting aggressive towards the doll too

27
Q

Hokanson and colleagues

A

looked at blood pressure and blood pressure was high when punished and angry after releasing anger blood pressure was lowered

28
Q

Dryer and Church

A

looked at rats in a T-maze and the rats that were shocked those rats would attack other rats so they could release aggression

29
Q

Graduated vs. Participant Modeling

A

this was introduced by Bandura Grusecianel and Menlove, patient sees model move closer and closer until feared object is encountered.

30
Q

Dollard, Doob, Miller, Mowrer, and Sears

A

came up with the stimulus/response theory
social attachments are acquired as the result of classical conditioning experiences
attachment to other people reflect the development of acquired motives

31
Q

Premack’s Principles

A

different behaviors have different relative values because some behavior occur more. high probablity behavior can be used to reinforced low probability behavior

32
Q

Relative Value Theory

A

attributes a reinforcer effectiveness to its probability relative to other behaviors

33
Q

Drive Reduction Theory

A

Hull; learning»> adaptive process, drive is an internal arousal produced by deprivations and to reduce drive

34
Q

Equilibrium Theory

A

seeks order

35
Q

Response Deprivation Theory

A

animals programmed to exhibit specific level of responding to object importance to survival NEED BALANCE

36
Q

Types of Punishment

A

Positive- organism responds and then receives some form of aversive stimulation
Negative- loss of reward or not being able to obtain reward

37
Q

Types of Reinforcement

A

positive- reinforcer that reinforces by its presentation
negative- reinforcer that reinforcers by its removal
primary- innate reinforcing properties (food)
secondary- reinforcing properties through its association with a primary reinforcer

38
Q

Olds and Milner

A

Pleasure is within the brain, brain stimulation reward, small wire in the rats brain

39
Q

Stretching the ratio

A

this is when there is a gradual building up of responses for small amounts of reward
ex: increasing gambling behavior

40
Q

Ratio Strain

A

this the general weakening of responding found when large response reinforcer ratios are used

41
Q

Extinction

A

elimination of the CR

42
Q

3 factors that lead to extinction

A
  1. strength of the CR
  2. percentage of trials
  3. length of exposure `
43
Q

Matching Law

A

Herrenstein; the organisms behavior will come to mirror the contingencies of reward
behavior 1 = reward 1

44
Q

Hull vs. Hall

A

Hull; extinction process is a mirror image of acquisition
- stronger the CR the slower the extinction, of that response
Hall; omission of the US during extinction changes the subjects motivation level
- getting rid of motivation

45
Q

FR

A

constant number of responses are necessary to produce reinforcement

  • continuous reinforcement
  • most rapid way of reinforcement
  • post reinforcement pause
46
Q

VR

A

an average number of responses produces reinforcement -number of responses change within different environments

  • produces a consistent response rate
  • no reinforcement pause
47
Q

FI

A

the occurrence of reinforcement depends on both the passage of time and the exhibition of the appropriate behavior

  • no reinforcement until after a specific time period
  • scallop effect
48
Q

VI

A

interval of time between available reinforcement is an average the interval of time varies from one reinforcement to the next

  • steady rate of responding
  • the longer the interval the lower the response rate
49
Q

DRH

A

effective
min number of responses occur in a given time period
people tend to respond to a DRH schedule, as if it were an FI
if level of responding is too high, lack of reinforcement will decrease response rate until, no response

50
Q

DRL

A

rate of low responding
reinforcement can be scheduled contingent up on a low rate of responding
decreases responses
reinforcement is reinforced with the last behavior of the interval

51
Q

DRO

A

differential reinforcements of other behaviors
getting rid of unwanted behavior
reinforce only if there is an absence of a particular response in a specific period of time
reinforces failure to do a specific behavior

52
Q

DRI

A

differential reinforcement of incompatible behavior
reinforces behavior that cannot be performed at the at the same time
unwanted behavior rate lowers

53
Q

Concurient Schedule

A

widely studied
more of a choice and getting a pattern
matching law

54
Q

Tandem Schedule

A

must complete the requirements of each schedule in succession before reinforcement is given
ex: task»task»task» REINFORCEMENT

55
Q

Chain Schedule

A

each separate schedule is signaled by an external

ex: driving and stoping at stop signs

56
Q

Mixed Schedule

A

may obtain reinforcement during each individual schedule but schedules are presented sequentially and in random order
ex: starting with the chores that I want to do then getting praise for each chore that I do

57
Q

Multiple Schedule

A

each schedule is signaled by a cue, obtain reward during each schedule but they are presented in random and sequential order

58
Q

Sidman Avoidance Schedule

A

a procedure where brief aversive stimuli are presented at fixed intervals in the absence of a response

59
Q

Conditioned Reinforcers

A

Delayed, trace, simultaneous, backward, temporal, higher order

60
Q

Types of Reinforcement

A

positive, negative, punishment and extinction

61
Q

Types of Punishment

A

positive and negative

62
Q

Punisher

A

this leads to fear

63
Q

Two-process theory of punishment

A

involves both pavlovian and operant procedures

rat presses lever(CS) and receives shock

Psy 341 Exam 2 (1 decks)

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