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AP Psychology > Chapter 6- Learning > Flashcards

Chapter 6- Learning Flashcards

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1
Q

learning

A

a long lasting change in behavior resulting from experience

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2
Q

acqusition

A

when the subject responds to the CS without of presentation of the US and has acquired a new behavior

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3
Q

extinction

A

the process of unlearning a behavior

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4
Q

spontaneous recovery

A

sometimes, after a conditioned response has been extinguished and no further train of the animals has taken place, the response briefly reappears upon presentation of the conditioned stimulus

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5
Q

generalization

A

the tendency to respond to similar CSs

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6
Q

discrimination

A

subjects can be trained to tell the difference between various stimuli

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7
Q

classical conditioning

A

people and animals can learn to associate neutral stimuli with stimuli that produce reflexive, involuntary responses and will learn to respond similarly to the new stimulus as they did to the old one

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8
Q

unconditioned stimulus

A

something that elicits a natural, reflexive response (food)

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9
Q

unconditioned response

A

the natural, involuntary response (salivation)

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10
Q

conditioned stimulus

A

something that, after conditioning, elicits the natural, reflexive response but would not do so without conditioning (bell)

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11
Q

conditioned response

A

the response that after conditioning, elicits the natural, reflexive response but would not do so without conditioning (bell)

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12
Q

aversive conditioning

A

subjects can be conditioned to have a negative response to a stimuli

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13
Q

second-order or higher-order conditioning

A

once a CS elicits a CR, it is possible, briefly, to use that CS as a US in order to condition a response to a new stimulus

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14
Q

learned taste aversion

A

when you ingest an unusual food or drink and then become nauseous, you will probably develop an aversion to that food or drink

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15
Q

operant conditioning

A

a kind of learning based on the association of consequences with one’s behaviors

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16
Q

law of effect

A

if the consequences of a behavior are pleasant, the stimulus-response connection will be strengthened and the likelihood of the behavior will increase. however, if the consequences of a behavior are unpleasant, the S-R connection will weaken and the likelihood of the behavior will decrease.

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17
Q

instrumental learning

A

learning in which the consequence is instrumental in shaping future behaviors

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18
Q

Skinner box

A

an experimental tool that has a way to deliver food to an animal and a lever to press or disk to peck in order to get the food

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19
Q

reinforcer, reinforcement

A

a desirable stimuli, the process of giving a desirable stimuli to a subject

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20
Q

positive reinforcement

A

the addition of something pleasant

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21
Q

negative reinforcement

A

the removal of something unpleasant

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22
Q

positive punishment (punishment)

A

the addition of something unpleasant

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23
Q

negative punishment or omission training

A

the removal of something pleasant

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24
Q

shaping

A

reinforces the steps used to reach the desired behavior

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25
Q

chaining

A

reinforces a number of responses successively in order to get a reward

26
Q

primary reinforcers

A

reinforcers that are, in and of themselves, rewarding (food, water, rest, etc.)

27
Q

secondary reinforcers

A

things we have learned to value (praise, the chance to play a video game, etc.)

28
Q

generalized reinforcers

A

reinforcer that can be traded for anything (money)

29
Q

token economy

A

a system in which, every time people perform a desired behavior, they are given a token which can be used to trade for any one of a variety of reinforcers

30
Q

reinforcement schedule

A

a schedule that determines the number of rewards per number of times a behavior is performed

31
Q

fixed interval schedule

A

reinforcement is delivered after a behavior is performed following the passage of a fixed amount of time

32
Q

fixed ratio schedule

A

reinforcement is delivered after a set number or responses

33
Q

variable interval schedule

A

reinforcement is delivered after a behavior is performed following the passage of a variable amount of time

34
Q

variable ratio schedule

A

reinforcement is delivered after a variable number of responses

35
Q

continuous reinforcement

A

when a behavior is reinforced each time it occurs

36
Q

partial-reinforcement effect

A

behaviors will be more resistant to extinction if the animal has not been reinforced continuously

37
Q

instinctive drift

A

the tendency for animals to forgo rewards to pursue their typical patterns of behaviors

38
Q

observational learning or modeling

A

people and animals learn by observing others

39
Q

latent learning

A

learning that becomes obvious only once a reinforcement is given for demonstrating it

40
Q

insight learning

A

occurs when one suddenly realizes how to solve a problem

41
Q

Ivan Pavlov

A

inadvertently discovered classical conditioning while studying digestion in dogs

42
Q

John Watson and Rosalie Rayner

A

conditioned a little boy named Albert to fear a white rat

43
Q

John Garcia and Robert Koelling

A

experiments illustrating biological preparedness in classical conditioning

44
Q

Edward Thorndike

A

one of the first people to research operant conditioning, cat in puzzle box experiment

45
Q

B. F. Skinner

A

best known psychologist to research operant conditioning, invented the Skinner box

46
Q

Robert Rescorla

A

revised the Pavlovian model of classical conditioning to take into account a more complex set of circumstances, contingency model, cognitive view of classical conditioning

47
Q

Albert Bandura

A

studied modeling and observational learning, Bobo doll experiment

48
Q

Edward Tolman

A

studied latent learning in rats going through mazes

49
Q

Wolfgang Köhler

A

studied insight learning in chimpanzees

50
Q

delayed conditioning

A

most effective form of classical conditioning, when the CS is presented, and while it is still occurring, the US is presented

51
Q

trace conditioning

A

the presentation of the CS, followed by a short break, followed by the presentation of the US

52
Q

simultaneous conditioning

A

CS and US are presented at the same time

53
Q

backward conditioning

A

US is presented first and is followed by the CS, particularly ineffective

54
Q

salient stimuli

A

easily noticeable stimuli that create a more powerful conditioned response

55
Q

escape learning

A

allows one to terminate an aversive stimulus

56
Q

avoidance learning

A

allows one to avoid the unpleasant stimulus altogether

57
Q

Premack principle

A

the idea that the reinforcing properties depend on the situation, whichever of two activities is preferred can be used to reinforce the activity that is not preferred

58
Q

contiguity model

A

Pavlovian model of classical conditioning, postulates that the more times two things are paired, the greater the learning that will take place

59
Q

contingency model

A

Rescorla’s model of classical conditioning, cognitive view, A is contingent upon B when A depends upon B and vice versa, expectations and thoughts influence learning

60
Q

abstract learning

A

understanding abstract concepts such as tree or same, animals have been shown to demonstrate abstract learning as well as people

AP Psychology (14 decks)

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