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PSYCH 200 > Chapter 6 > Flashcards

Chapter 6 Flashcards

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1
Q

What is behaviourism?

A

Focuses only on the observable behaviour of the organism, learning is same as performance. Individuals are born a tabula rasa-blank slate.

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2
Q

Classical Conditioning

A

Pavlov’s Dog. Association between two stimuli, such that one comes to produce a response that was initially only triggered by other stimulus.

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3
Q

What are the 3 steps of Pavlov’s Research?

A
  1. Baseline measures-What happens before experiment even begins
  2. Learning/Aquisition- Learns to associate 2 stimuli
  3. Testing- Present one stimulus that initially did nothing at baseline and see what happen.
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4
Q

Unconditioned Stimulus

A

The non-learned stimulus. Instinctive, the thing that the organism never had to learn about. (Food)

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5
Q

Unconditioned Response

A

Innate response to the unconditioned stimulus (UCS). Non-learned response.

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6
Q

Conditioned Stimulus

A

The learned stimulus, we learn that it’s worth paying attention to (Bell). Only produces conditioned response after acquisition phases.

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7
Q

Conditioned Response

A

Learned response. Often same as the unconditioned response, but is caused by a different stimulus.

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8
Q

Extinction

A

Learns that the conditioned stimulus is actually meaningless, response weakens and eventually dies out.

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9
Q

Spontaneous Recovery

A

Even after extinction, conditioned response can reappear, happens after a long break and response is usually weaker than it was initially.

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10
Q

Generalization

A

Generalizing a response to a new stimulus because it’s “close enough” to the original. Usually response is weaker and weaker depending on size of difference.

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11
Q

Discrimination

A

Something that is not similar to the CS will not produce the CR. Ability to distinguish between two things because they’re not very similar.

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12
Q

Forward Short-Delay

A

CS comes on a few seconds before the UCS and continues throughout duration of UCS. There is no break between the two.

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13
Q

Forward Trace Pairing

A

CS comes on and turns off before UCS starts.

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14
Q

Simultaneous Pairing

A

CS comes on and turns off at exact same time that UCS does. Learning not as good for this one as either of the forward pairings.

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15
Q

Backward pairing

A

CS comes on after UCS, which is terrible for learning.

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16
Q

Conditioned Aversion

A

When people avoid certain foods or tastes because they have become sick about the time they ate that food in the past, even if the food DIDNT cause the sickness. Stronger with new foods.

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17
Q

Fear Conditioning

A

CS comes to elicit physiological symptoms of fear, activates the amygdala. Often only requires one trial if UCS is strong enough. Ex: Wallaby fear conditioning.

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18
Q

Exposure Therapy

A

Exposing person to fear in a safe environment (CS). Exctinction trial.

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19
Q

Systematic Desensitization

A

Type of exposure therapy. Patients learn relaxation techniques and gradually work up to their phobia.

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20
Q

Flooding

A

Exposure therapy where patients are immediately and drastically exposed to the object of their phobia.

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21
Q

Edward Thorndike and Operant Conditioning

A

Instrumental learning, placed cats in puzzle boxes where they needed to perform certain actions to get out. At first, cats only got out by chance, but got faster and faster at getting out.

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22
Q

Law of Effect (Thorndike)

A

Behaviour is more/less likely to occur if the outcome is satisfying/non-satisfying

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23
Q

B.F Skinner

A

Learning in which likelihood of behaviours are influenced by their consequences. Learning is like natural selection for behaviour.

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24
Q

Skinner Box

A

Lever for rats to press, dispenses food pellet when rata presses.

25
Q

Cumulative Recorder

A

Shows number/timing of lever presses

26
Q

What is ABC learning?

A

Antecedent- Stimuli present before behaviour (context, setting)
Behaviour, Consequence- reinforcement vs punishment

27
Q

Discriminative Stimulus

A

Antecedent stimulus that signals certain consequences IF a response is made

28
Q

Reinforcement

A

Behaviour becomes more likely. Positive=something is added to the scene or person. Negative=something is taken away.

29
Q

Punishment

A

Behaviour becomes less likely (also positive and negative)

30
Q

Primary Consequences

A

Have some innate biological importance (food, shock)

31
Q

Secondary Consequence

A

Only important because of relationship to primary consequence (money, “good dog.”)

32
Q

Immediate Consequences

A

Is learned faster-more complex in humans. Animals learn much better with immediate consequences

33
Q

Delayed Gratification

A

Ability to forego a smaller, immediate reward for a larger delayed one-thinkng about future. Develops in childhood and varies between people. Children who can’t do this have a tough time with stress/frustration later.

34
Q

Operant Extinction

A

Consequence is no longer paired with response, association gets unlearned. Some behaviours are more resistant, based on pattern of reinforcement.

35
Q

Operant Generalization

A

Organisms behaviour generalizes to similar antecedents eg) dog sits when I say sit and will sit when someone else says it.

36
Q

Operant Discrimination

A

Organism learns to distinguish between Antecedents. Ex) Child will swear around friends but avoids it around teachers and parents.

37
Q

Shaping vs Chaining

A

Reinforcing behaviours that are closer and closer to desired behaviour (single behaviour), and developing a sequence of responses by successfully reinforcing the next behaviour in line (multiple behaviours).

38
Q

Continuous Reinforcement

A

Every response is reinforced, fast for learning and fast to extinguish

39
Q

Partial Reinforcement

A

Only reinforce sometimes, 4 types.

40
Q

Fixed Ratio

A

Reinforcement always after a fixed number of responses. Produces high rate of responses, however there is a brief pause in response after reinforcement.

41
Q

Variable Ratio

A

Reinforcement given after a variable number of responses. Produces highest rate of response and is most resistant to extinction.

42
Q

Fixed Interval

A

Reinforcement is given for first response after a certain amount of time which produces a scalloped pattern of response. Gradual increase in rate of response.

43
Q

Variable Interval

A

Reinforcement given for first response after a variable amount of time. Produces steady response rate: ex) pop quiz, never know when next quiz will be so better keep studying!

44
Q

What produces the highest rate of response?

A

Variable ratio, is also most resistant to extinction.

45
Q

Escape Conditioning

A

Organism learns a response or behaviour that terminates (unpleasant) stimulus. Ex) taking weird herbal supplement for headache-always negative reinforcement.

46
Q

Avoidance Conditioning

A

Organism learns a response or behaviour to completely avoid an aversive (unpleasant) stimulus before it ever begins-also negative reinforcement.

47
Q

Biological Preparedness

A

Behaviour is influenced by evolution-organisms are pre-wired.

48
Q

Taste Aversions

A

Pre-wired to make taste-nausea associations-explains why people don’t feel nauseous due to the room they are in.

49
Q

Garcia’s Demonstration of Preparedness

A

Classical conditioning study-rats exposed to 3 potential CS at the same time-sweet water, bright light, buzzing sound. Half of rats then exposed to strong x-rays (UCS) which causes nausea. Other half given electric shock. Group 1 rats avoid sweet water (assumed it induces nausea). group 2-drink sweet water and avoid noise and light (assumed they produce shock).

50
Q

Evolutionary Taste Aversion

A

Sight/sound never makes you sick, food does! Also sight-fear/sound-fear association.

51
Q

Insight

A

Sudden perception of useful relationship that helps solve a problem (opposite of trial and error).

52
Q

Wolfgang and Kohler study

A

Chimpanzees. Hung banana from ceiling, observed how chimps solved the issue-chimpanzee contemplated and then stacked boxes and solved problem (insight)-shown in ravens and other animals.

53
Q

Cognitive Map

A

Mental (map-like) representation of space

54
Q

Cognitive Perspective

A
  1. Organism forms expectation that CS predicts UCS-learning depends on how well CS predicts UCS.
55
Q

Latent Learning

A

Organism learns even when it is not reinforced. Ex) Tolman Experiment. Group 1 recieved food reinforcement for finishing a maze. Group 2 did not. Group 3 received reinforcement on 11th day. Learning is not just pairing response with consequence, it’s forming a mental model of the world.

56
Q

Self-Evaluation

A

Learning can come from internal reinforcement, doesn;t always have to be external.

57
Q

Observational Learning

A

Learning by watching someone else

58
Q

Albert Bandura-Social Learning Theory

A

Now social cognitive theory, emphasizes that people learn by watching the actions of others-self-efficacy. (individuals belief in his or hers innate ability to acheive goals)

59
Q

Bobo Doll Experiment

A

All children watch a video of someone attacking an inflatable clown. Group 1 saw person rewarded for behaviour, Group 2 saw person reprimanded, Group 3 saw no consequences. When left in room with inflatable clown, group 1 hit it significantly more. When promised a reward for doing what the man in the video did, all children attacked doll equally-latent learning.

PSYCH 200 (9 decks)

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