Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Dual Credit Psycology > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

Learning

A

relatively permanent change in an organism’s behavior from experience or practice.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Associative Learning

A

How two or more pieces of information are related

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Classical conditioning

A

Learning two stimuli go together
Ex. Scary movies music produces anxiousness when heard

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Operant conditioning

A

Learning a behavior brings a particular outcome
Ex. Studying leads to better grades

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Observing

A

We learn and or change behavior after watching another person.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Modeling

A

Imitating another’s behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Vicarious conditioning

A

Learning after seeing others being rewarded, or punished, for an action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

LTP (Long-term potentiation)

A

Strengthening of synaptic connections

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Who discovered classical conditioning?

A

Ivan Pavlov, while studying digestion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Behaviorism

A

School of psychology and theoretical viewpoint that emphasizes the scientific study of observable behaviors, as they pertain to learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Who founded behaviorism?

A

John Watson

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is CS?

A

Conditioned Stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is UCS?

A

Unconditioned Stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Extinction of CR (conditioned responses)

A

Gradual waking and disappearance of the CR as a result of repeated presentation of the CS without the UCS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Spontaneous Recovery

A

After a rest period, reappearance of an extinguished response when CS is presented.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Generalization

A

The tendency to make a CR to a stimulus similar to the original CS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Discrimination

A

Learned ability to distinguish between similar stimuli so that the CR occurs only to the original CS but not to similar stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Cognitive Perspective on Classical Conditioning

A

Demonstrated that classical conditioning is not just repeated pairing of the CS and the UCS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Cognitive Perspective on Classical Conditioning

A

Conditioning depends on whether the CS reliable predicts the UCS - this usually means slightly before the UCS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Conditioned Taste Aversion

A

Development of nausea or an aversive response to a particular taste because that taste was followed by a nauseous reaction, occurring after only one association.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Who discovered taste aversion?

A

John Garcia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

How does it differentiate?

A

Only needs one pairing, time between CS and UCS can be several hours, particular conditioned stimulus that is used makes a difference in classical conditioning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Operant Conditioning

A
  • Explains voluntary behaviors
  • The consequences of behavior change the probability of that behavior occurrence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What is Thorndike’s Law of Effect

A
  • Behaviors followed by favorable consequences become more likely
  • Behaviors followed by unfavorable consequences become less likely
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Puzzle Box Experiment

A

Cat had to press a pedal to escape the box and receive a fish

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Operant Conditioning

A

Learning in which a behavior increases if followed by reinforcement or diminished if followed by punishment
- can shape entirely new behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Operant

A

A voluntary behavior (action) that brings a consequence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Reinforcer

A

Anything that follows a behavior (operant) and increases the likelihood a behavior will occur again (a reward of some kind)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Reinforcement

A

Reinforcement increases behavior probability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Positive Reinforcement

A
  • behavior followed by a rewarding consequence
  • rewarding stimulus is “added”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Negative Reinforcement

A
  • behavior followed by a rewarding consequence
  • aversive (unpleasant) stimulus is “removed”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Negative Reinforcement

A

Avoid or stop an unpleasant condition or consequence (penalty/punishment) Ex. Traffic Tickets, Late Bill Payment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Positive Reinforcement

A

Get something you want. Ex. Money for working, Good Grade for studying

34
Q

Primary Reinforcer

A

Fulfills a basic physical need for survival and does not depend on learning
- food, water, sleep, sex, touch, attention

35
Q

Secondary Reinforcer

A

Acquired or learned through association with other primary reinforcers
- money, grades, degree, fancy cars, fancy shoes

36
Q

Types of Reinforced Behavior

A

Generalization, Discrimination, Extinction and Spontaneous Recovery

37
Q

Generalization

A
  • stimulus “sets the occasion” for the response
  • responding occurs to similar stimuli
38
Q

Discrimination

A
  • stimuli signal when behavior will or will not be reinforced
39
Q

Extinction and Spontaneous Recovery

A
  • behavior decreases when reinforcement stops
40
Q

Shaping

A

Reinforcement of small behavior changes leads to a desired, more complex behavior

41
Q

Continuous Reinforcement

A

Behavior reinforced each time it occurs
- fast learning, uncommon in real world

42
Q

Partial Reinforcement

A

Behavior is occasionally reinforced
- more common in real-world; more effective, longer

43
Q

Schedules of Reinforcement

A

A systematic plan of administering reinforcement to achieve a specific response rate (shaping)

44
Q

Fixed Ratio

A

Reinforcement after a fixed number of correct responses.

45
Q

Variable Ratio

A

Reinforcement given after a varying number of correct responses.

46
Q

Fixed Interval

A

Reinforcement after a set time passes.
Responding increases rapidly just before the next reinforcer is due..

47
Q

Variable Interval

A

Reinforcement given based on a varying amount of time.

48
Q

Punishment

A

The application of an unpleasant stimulus or remover/loss of a pleasant stimulus, thereby lowering the probability of a behavior/response.

49
Q

Negative Punishment

A

Losing something that you want
- losing driving privilege
- losing money due to ticket

50
Q

Positive Punishment

A

Getting something you don’t want
- bad grades
- a speeding ticket

51
Q

Negative Reinforcement vs Punishment

A

NR - removes something you don’t want like headache
NP - losing something you want like driving privileges

52
Q

Cons of Punishment

A
  • Punishment doesn’t extinguish undesirable behavior
  • suppresses behavior when punishing is present
  • likely to continue if punishment is removed
  • does not teach appropriate behavior
  • can cause to retaliate
53
Q

When is it most effective?

A

Most effective when applied during the misbehavior or as soon afterward as possible.
Longer the delay between response/punishment, the less effective .

54
Q

Effective Punishment

A
  • Unnecessarily severe punishment leads to bad side effects
  • Purpose of punishment is NOT to vent your anger but to modify behavior
  • If too mild it will have no effect
  • To suppress a behavior the punishment must be more punishing than the misbehavior is rewarding
  • Gradually increasing the intensity of the punishment causes the perpetrator to adapt and the unwanted behavior will persist
55
Q

Behavior Modification

A

Using conditioning to modify your own behavior

56
Q

How to use behavior modification?

A
  • Identify the target behavior
  • Gather and record baseline data
  • Plan your behavior modification program
  • Choose your reinforcers/punishments
  • Set the reinforcement conditions
    Ex. Training a cat to use the toilet will involve
  • shaping
  • preparing “the training arena”
  • positive reinforcement on a variable schedule
57
Q

Cognitive Learning

A

Cognitive Processes, Insight - Epiphany

58
Q

Cognitive Processes

A

Mental Processes
- thinking, knowing, problem solving, remembering
- forming mental representations

59
Q

Insight - Epiphany

A

The sudden realization of the relationship between elements in a problem situation makes the solution apparent. Result of ongoing cognitive processes over time

60
Q

Latent Learning

A

Learning that occurs without apparent reinforcement and not demonstrated until organism motivated.

61
Q

Cognitive Maps

A

A mental representation of a spatial arrangement
- Tolman and Honk study of rats

62
Q

Rats Experiment

A

Latent Learning occurred as the rats had learned the maze but were not motivated to perform until rewarded.

63
Q

Learned Helplessness

A

A resignation to bad conditions: learned through repeated exposure. to inescapable/unavoidable events.

64
Q

Overmeier and Seligman Experiment

A
  • Dogs who could not escape received electric shock
  • Later, same dogs placed in a box with two compartments separated by a low barrier
  • Warning signal indicated shock was coming in the floor on one side
  • Dogs did not jump the barrier to avoid the shock
  • Dogs in a control group jumped the barrier
65
Q

Learned Helplessness

A

Humans who suffer painful experiences then can not avoid of escape may simply give up and react to disappointment in life by becoming inactive, withdrawn, and depressed

66
Q

Cognitive Observational Learning

A

Learning by observing the behavior of others and its consequences.
- involves imitation of others
- improved learning when several sessions of observation precede attempts to preform the behavior

67
Q

Observational Learning

A

The Bandura and Observed Violence

68
Q

Bandura and Observed Violence Experiment

A

Demonstrated children are influenced by aggressive models.
– “Bobo Doll” and later studies confirmed exposure to humans on a film portraying
aggression is most influential in eliciting and shaping aggressive behavior.
– Violent video games increase aggressive behavior
– Violence in music, music videos, advertising, and on the Internet also influence
behavior
– Observing consequences (rewards or punishments) for aggressive acts help
preschoolers learn violence is morally unacceptable.
– Individuals who watch the most violence as children were more likely to engage in
acts of violence as adults.

69
Q

A young man was stung by a bee on the neck hurting him greatly. Soon after this the young man became afraid of bees. Over time, he became afraid of anything insects, particularly flying insects. This illustrates _____ in _____ conditioning.

A

stimulus generalization; classical

70
Q

Punishment works best when

A

it consistently follows the operant.

71
Q

Positive reinforcement _____ the probability of a behavior’s repetition. Negative reinforcement _____ the probability of a behavior’s repetition.

A

increases; increases

72
Q

George had a great first date with Elena. As a result he asks Elena to go on a second date. How would you best explain George’s behavior?

A

the law of effect

73
Q

Sheep meat coated with emetics, nausea producing poison, is placed out for coyotes to eat. The reason is to reduce loss of sheep based on

A

taste aversion learning

74
Q

Ten blind mice were run in a maze over 13 days. For the first 8 days there was no cheese at the end. Day 9 they found cheese at the maze end. After the cheese was introduced, the mice ran the maze more quickly and had fewer errors. According to __________ this demonstrates ________________

A

Edward C. Tolman; latent learning

75
Q

A boy is dumped by his girlfriend for flirting with other girls. He now does not flirt with other girls in front of his girlfriends. This exemplifies:

A

negative punishment

76
Q

To avoid biting flies and mosquitoes, George sprays himself with OFF insect repellent before going on long walks in the forest. This is an example of what in operant conditioning?

A

negative reinforcement by avoidance

77
Q

What is crucial to survival in an ever-changing environment?

A

the capacity to learn

78
Q

To promote social change, television commercials and movies are based on research by

A

Albert Bandura

79
Q

If a person is having feelings of learned helplessness, they might respond to failing an exam by

A

giving up prematurely on subsequent academic tasks or procrastinating instead of persisting

80
Q

Reinforcement on different ways will produce different rates and types of responding. Variable ratio reinforcement produces a steady rate of responding. Why?

A

It is not possible to predict which response will lead to the delivery of a reinforcer.

81
Q

Elena drinks Dr Pepper and has been getting them from a machine in the cafeteria. However the last several times she tried the machine she lost her money. She now does not use this machine for her Dr Peppers. What has happened in this scenario?

A

extinction of an operant behavior

82
Q

In the two types of conditioning in the text, classical uses _____ and operant uses ____________

A

reflexive behaviors; voluntary behaviors

Dual Credit Psycology (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions