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Psychology > Chapter 6 - Learning > Flashcards

Chapter 6 - Learning Flashcards

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1
Q

reflexes

A
  • a motor or neural reaction to a specific stimulus in the environment
  • is an unlearned behavior
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2
Q

instincts

A
  • innate behaviors that are triggered by a broader range of events, such as maturation and the change of seasons
  • more complex patterns of behavior, involve movement of the organism as a whole (ex. migration)
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3
Q

learning

A
  • a relatively permanent change in behavior or knowledge that results from experience
  • involves acquiring knowledge and skills
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4
Q

associate learning

A

occurs when an organism makes connections between stimuli or events that occur together in the environment

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5
Q

classical conditioning

A

a process by which we learn to associate stimuli and, consequently, to anticipate events

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6
Q

unconditioned stimulus (UCS)

A

a stimulus that elicits a unlearned response in an organism

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7
Q

unconditioned response (UCR)

A

a natural (unlearned) reaction to a given stimulus

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8
Q

neutral stimulus (NS)

A
  • a stimulus that does not naturally elicit a response (but can train to make a response)
  • eventually will be able to elicit CR on its own
  • ex. Pavlov’s bell eventually making dogs salivate
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9
Q

conditioned stimulus (CS)

A
  • a stimulus that elicits a response after repeatedly being paired with an unconditioned stimulus
  • ex. the bell now making the dogs salivate
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10
Q

conditioned response (CR)

A
  • The behavior caused by the conditioned stimulus
  • ex. the dogs salivating
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11
Q

second-order/higher-order conditioning

A
  • when the conditioned stimulus serves to condition another stimulus
  • aka associating something else with the same thing you associated the CS with
  • very hard to get more than a second order CS
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12
Q

acquisition

A

when an organism learns to connect a neutral stimulus and an unconditioned stimulus

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13
Q

extinction

A

the decrease in the conditioned response when the unconditioned stimulus is no longer presented with the conditioned stimulus

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14
Q

spontaneous recovery

A
  • the return of a previously extinguished conditioned response following a rest period
  • don’t need to “retrain” the CR, it just happens again anyway
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15
Q

stimulus discrimination

A
  • When an organism learns to respond differently to various stimuli that are similar
  • ex. Pavlov’s dogs responding to bell but not to a doorbell
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16
Q

stimulus generalization

A

when an organism demonstrates the conditioned response to stimuli that are similar to the condition stimulus

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17
Q

Behaviorism

A
  • the idea that all behavior can be studied as a simple stimulus-response reaction, without regard for internal processes
  • can’t understand innerworkings of mind, so must study outside behavior
  • founded by John B. Watson, influenced by Pavlov
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18
Q

Little Albert

A
  • study where Watson wanted to apply classical conditioning to humans (a baby in this study)
  • conditioned to fear furry animals, seen as unethical study
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19
Q

observational learning

A

the process of watching others and then imitating what they do

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20
Q

operant conditioning

A
  • organisms learn to associate a behavior and its consequence
  • tend to repeat behavior w/good consequence and vice versa
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21
Q

law of effect

A

behaviors followed by consequences that are good are more likely to be repeated, and behaviors followed by unpleasant consequences are less likely to be repeated

22
Q

positive reinforcement

A
  • a desirable stimulus is added to increase a behavior
  • ex. giving a kid candy when they’re good
23
Q

negative reinforcement

A
  • an undesirable stimulus is removed to increase a behavior
  • ex. your car stops beeping after you put on your seatbelt
24
Q

positive punishment

A
  • you add an undesirable stimulus to decrease a behavior
  • ex. scolding a kid for texting in class
25
Q

negative punishment

A
  • you remove a pleasant stimulus to decrease behavior
  • ex. taking away a kids toy because they’re being bad
26
Q

shaping

A
  • we reward successive approximations of a target behavior
  • reward what is kind of the target, then slowly reward what is exactly the target (narrow it down)
  • often used to teach complex behaviors
27
Q

primary reinforcer

A
  • reinforcers that have innate reinforcing qualities (people will always want them)
  • these reinforcers aren’t learned
28
Q

secondary reinforcer

A
  • has no inherent value and only has reinforcing qualities when linked with a primary reinforcer
  • ex. money is only worth something when you use it to buy things
29
Q

continuous reinforcement

A
  • When an organism receives a reinforcer each time it displays a behavior
  • the quickest way to teach someone a behavior, effective in training new behavior
30
Q

partial/intermittent reinforcement

A
  • the person or animal does not get reinforced every time they perform the desired behavior
31
Q

fixed interval reinforcement schedule

A
  • is when behavior is rewarded after a set amount of time
  • makes it so there’s no point in exhibiting behavior when not rewarded
  • ex. using pain meds once an hour
32
Q

variable interval reinforcement schedule

A
  • the person or animal gets the reinforcement based on varying amounts of time, which are unpredictable
  • motivates for good behavior all the time bc never know when reward happens
33
Q

fixed ratio reinforcement schedule

A
  • there are a set number of responses that must occur before the behavior is rewarded
  • best suited for quantity of target behavior
  • ex. commissions in retail sales
34
Q

variable ratio reinforcement schedule

A
  • the number of responses needed for a reward varies
  • makes it harder to quit bc don’t know how much work will give next reward
  • ex. gambling
35
Q

models

A

The individuals performing the imitated behavior

36
Q

vicarious reinforcement

A
  • with observational learning
  • If you saw that the model was reinforced for their behavior, you will be more motivated to copy them
37
Q

vicarious punishment

A
  • with observational learning
  • if you observed the model being punished, you would be less motivated to copy them
38
Q

taste aversion

A

a type of conditioning in which an interval of several hours may pass between the conditioned stimulus (something ingested) and the unconditioned stimulus (nausea or illness)

39
Q

positive

A
  • you are adding something
  • can be positive or negative
40
Q

negative

A
  • you are taking something away
  • can be positive or negative
41
Q

reinforcement

A
  • you are increasing a behavior
  • can be positive or negative
42
Q

punishment

A
  • you are decreasing a behavior
  • can be positive or negative
43
Q

fixed

A
  • the number of responses between reinforcements or the amount of time between reinforcements
  • this is set and unchanging
44
Q

variable

A
  • the number of responses or amount of time between reinforcements VARIES or CHANGES
45
Q

interval

A

the number of responses that must occur before reinforcement is given (is fixed amount)

46
Q

ratio

A

reinforcment is based on the number of responses between

47
Q

extinction in operant conditioning

A
  • occurs at some point after reinforcement stops
  • fixed interval is easiest to extinguish, variable ratio is hardest
48
Q

radical behaviorism

A
  • a philosophy of behavior that explains all human behavior in terms of its relationship with environmental factors
  • Skinner’s idea, said that all cognition (mind) is unknowable
49
Q

cognitive map

A

a mental representation of a person’s understanding of a space, such as a maze

50
Q

latent learning

A
  • learning that occurs but is not observable in behavior until there is a reason to demonstrate it
  • ex. getting a reward for showing a skill you know
51
Q

social learning theory

A
  • a brand of behaviorism that says observational learning is more complex than imitating behavior
  • can learn not to do something from it, apply concept to different thing, etc.

Psychology (15 decks)

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