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General Psychology > Chapter 5 - Learning > Flashcards

Chapter 5 - Learning Flashcards

1
Q

Learning

A
  • Any relatively permanent change in behavior or practice.
  • Part of brain is physically changed to record what has been learned.
  • Not all change accomplished through learning; some is maturation.
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2
Q

Ivan Pavlov

A
  • Russian Physiologist: Discovered classical conditioning through his work on digestion in dogs.
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3
Q

Classical Conditioning

A
  • Learning to make a reflex response to stimulus other than original, natural stimulus that normally produces the reflex.
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4
Q

Unconditioned stimulus (UCS)

A
  • Naturally occurring stimulus that leads to an involuntary response.
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5
Q

Unconditioned response (UCR)

A
  • Involuntary response to naturally occurring or unconditioned stimulus.
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6
Q

Conditioned stimulus (CS)

A
  • Stimulus that becomes able to produce a learned reflex response by paired with original unconditioned stimulus.
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7
Q

Conditioned response

A
  • In classical conditioning, a learned response to a conditioned stimulus.
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8
Q

Neutral stimulus (NS)

A
  • Can become conditioned stimulus when paired with unconditioned stimulus.
  • “Conditioned reflex”.
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9
Q

Acquisition

A
  • Repeated pairing of NS and UCS; organism is in process of acquiring learning.
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10
Q

Few basic principles researches discovered

A
  • CA must come before UCS
  • CS and UCS must come very close together in time - ideally, only several seconds apart.
  • Neutral stimulus must be paired with the UCS several times, often many times, before conditioning can take place.
  • CS usually some stimulus that is distinctive or stands out from other competing stimuli.
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11
Q

Stimulus generalization

A
  • Tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response.
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12
Q

Stimulus discrimination

A
  • Tendency to stop making generalized response to a stimulus that is similar to original conditioned stimulus because the similar stimulus is never paired with unconditioned stimulus.
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13
Q

Extinction

A
  • Disappearance or weakening if learned response following removal or absence of unconditioned stimulus (in classical conditioning) or removal of reinforcer (in operant conditioning).
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14
Q

Spontaneous Recovery

A
  • Reappearance of a learned response after extinction has occurred.
  • Learning: Relatively permanent change in behavior.
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15
Q

Higher-order conditioning

A
  • Strong conditioned stimulus is paired with neutral stimulus.
  • Neutral stimulus becomes a second conditioned stimulus.
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16
Q

Conditioned emotional response (CER)

A
  • Emotional response that has become classically conditioned to occur to learned stimuli.
  • CERs may lead to phobias-irrational fear responses.
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17
Q

Stimulus substitution

A
  • Original theory in which Pavlov stated that classical conditioning occurred because the conditioned stimulus became a substitute for unconditioned stimulus by being paired closely together.
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18
Q

Cognitive perspective

A
  • Modern theory in which classical conditioning is seen to occur because the conditioned stimulus provides information or an expectancy about the coming of unconditioned stimulus.
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19
Q

Vicarious Conditioning

A
  • Classical conditioning of a reflex response or emotion by watching the reaction of another person.
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20
Q

Conditioned taste aversion

A
  • Development of a nausea or aversion response to particular taste because taste was followed by nausea reaction.
  • Occurs after only one association.
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21
Q

Biological preparedness

A

-Tendency of animals to learn certain associations (taste and nausea) with only one or few pairings due to survival value of the learning.

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22
Q

Operant conditioning

A
  • Learning of voluntary behavior through the effects of pleasant and unpleasant consequences to responses.
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23
Q

Thorndike’s law of effect

A
  • If a response is followed by pleasurable consequences, it will tend to be repeated.
  • If response is followed by an unpleasant consequence, it will tend not to be repeated.
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24
Q

B.F Skinner

A
  • Behaviorist; Wanted to study only observable, measurable behavior.
  • gave “operant conditioning “ it’s name.
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25
Q

Operant

A
  • Any behavior that is voluntary.

- Learning depends on what happens after the response: the consequence.

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26
Q

Reinforcement

A
  • Any event or stimulus, when following a response, increases the probability that response will occur again.
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27
Q

Primary reinforcer

A

-Any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch.

28
Q

Secondary reinforcer

A
  • Any reinforcer that becomes reinforcing after being paired with primary reinforcer, such as praise, tokens, or gold stars.
29
Q

Operant conditioning (comparing)

A
  1. End result is an increase in the rate of an already occurring response.
  2. Responses are voluntary, emitted by the organism.
  3. Consequences are important in forming an association.
  4. Reinforcement should be immediate.
  5. An expectancy develops for reinforcement to follow a correct response.
30
Q

Classical conditioning (Comparing)

A
  1. End result is creation of a new response to stimulus that did not normally produce that response.
  2. Responses are involuntary and reflexive, elicited by a stimulus.
  3. Antecedent stimulus are important in forming an association.
  4. CS must occur immediately before UCS.
  5. An expectancy develops for UCS to follow CS.
31
Q

Positive reinforcement

A

-Reinforcement of response by the addition or experience of pleasurable stimulus.

32
Q

Negative reinforcement

A
  • Reinforcement of response by the removal, escape from, or avoidance of an unpleasant stimulus.
  • Ex. Taking meds to get rid of headache. (Negativity Reinforcement: removal of headache.)
33
Q

Partial reinforcement effect

A

-Response that is reinforced after some-but not all-correct responses tends to be very resistant to extinction.

34
Q

Continuous Reinforcement

A
  • Reinforcement of each and every correct response.
35
Q

Fixed interval schedule of reinforcement

A
  • Interval of time that must pass before reinforcement becomes possible is always the same.
36
Q

Variable interval schedule of reinforcement

A
  • Interval of time that must pass before reinforcement becomes possible is different for each trial or event.
37
Q

Fixed ratio schedule of reinforcement

A
  • Number of responses required for reinforcement is always the same.
38
Q

Variable ratio schedule of reinforcement

A

-Schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event.

39
Q

Punishment (role in operant conditioning)

A
  • Any event or object that, when following a response, makes the response less likely to happen again.
40
Q

Punishment by application

A

-Punishment of response by addition or experiencing of an unpleasant stimulus

41
Q

Punishment by removal

A
  • Punishment of response by removal of a pleasurable stimulus.
42
Q

Reinforcement (Four ways to modify behavior)

A
  • Positive (adding):
  • something valued or desirable
  • Ex. Getting a gold star for good behavior in school.
  • Negative (removing/avoiding):
  • something unpleasant
  • Ex. Fastening a seat belt to stop the alarm from sounding.
43
Q

Punishment (Four ways to modify behavior)

A
  • Positive (adding):
  • something unpleasant
  • Ex. Getting a spanking for disobeying.
  • Negative (Removing/avoiding):
  • something valued or desirable.
  • Ex. Losing privilege like going out with friends.
44
Q

Severe punishment

A
  • May cause avoidance of the punisher instead of the behavior being punished.
  • May encourage lying to avoid punishment.
  • Creates fear and anxiety.
45
Q

Examples of negative reinforcement

A
  1. Stopping at red light to avoid getting in wreck.
  2. Fastening seat belt to get the annoying warning signal to stop.
  3. Obeying a parent before the parents counts to “three” to avoid getting scowled.
46
Q

Examples of punishment by removal

A
  1. Losing privilege of driving because you get into too many accidents.
  2. Having to spend some money to pay a ticket for failure to wear seat belt.
  3. Being “grounded” (losing freedom) because of disobedience.
47
Q

Punishment in operant conditioning

A
  • punish should immediately follow behavior it is meant to punish.
  • Punishment should be consistent.
  • Punishment of wrong behavior should be paired, whenever possible, with reinforcement of right behavior.
48
Q

Discriminative stimulus

A
  • Any stimulus, such as a stop sign or a doorknob, that provides the organism with cue for making certain responses in order to obtain reinforcement.
49
Q

Extinction

A
  • Occurs if the behavior (response) is not reinforced.
  • one way to deal with child’s temper tantrum is to ignore it; lack of reinforcement for the tantrum behavior will eventually result in extinction.
50
Q

Operantly conditioned responses

A

-Also can be generalized to stimuli that are only similar - not indicated to original stimulus.

51
Q

Spontaneous recovery

A

-(Reoccurrence of a once-extinguished response) also happens in operant conditioning.

52
Q

Successive Approximation

A
  • Small steps, one after another, that lead to a particular goal behavior.
53
Q

Time-out

A
  • Form of mild punishment by removal in which misbehaving animals, child, or adult, is places in special area away from attention of others.
  • Essentially, organism is being “removed” from any possibility of positive reinforcement in form of attention.
54
Q

Cognitive learning theory

A
  • Researchers early focus was on observable and measurable behavior.
  • 1950s and 1960s, many psychologists becoming aware that cognition could no longer be ignored.
55
Q

Cognition

A
  • Mental events that take place inside a persons mind while behaving.
56
Q

Edward Tolman

A
  • Early cognitive scientist.
  • Best known experiments in learning involved teaching three groups of rats the same maze, one at a time. (Tolman and Honzik 1930)
57
Q

Positive psychology

A
  • New way of lookin at entire concept of mental health and therapy that focuses on adaptive, creative, and psychologically more fulfilling aspects of human experience rather than on mental disorders.
58
Q

Observational Learning

A
  • Learning new behavior by watching a model perform that behavior n
59
Q

Learning/performance distinction

A
  • Learning can take place without actual performance of the learned behavior.
60
Q

Attention (element of observational learning)

A
  • Learning anything through observation, the learner must first pay attention to model.
61
Q

Memory (element of observational learning)

A
  • Learner must also be able to retain memory of what was done, such as remembering steps in preparing a dish that were first seen on a cooking show.
62
Q

Imitation

A
  • Learner must be capable of reproducing, or imitating, the actions of model.
63
Q

Desire

A
  • learner must have motivation to perform the action.
64
Q

Reflex

A
  • an involuntary response, one that is not under personal control or choice.
65
Q

Reinforcers

A
  • Any events or objects that, when following a response, increase the likelihood of that response occurring again.

General Psychology (15 decks)

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