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psychology > Chapter 6.1 > Flashcards

Chapter 6.1 Flashcards

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1
Q

learning

A
  • a change in an organisms behaviour or thoughts as a result of an experience
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2
Q

Habituation

A

is the process by which we respond less strongly over time to repeated stimuli
- highly adaptive process. Reduces focus on “safe” things
- has limits

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3
Q

Sensitization

A
  • increase in vigour of behaviour that can result from repeated presentations, or by arousal from extraneous stimuli
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4
Q

Pavlov’s discoveries experiment

A
  • studied digestive process in dogs
  • dogs fed in the morning when hooked up to a device to measure saliva output
  • found that after a few day, dogs began salivating before they could see/smell food
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5
Q

Pavlov’s findings lead to the discovery of

A

Classical (or pavlovian) conditioning

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6
Q

classical conditioning

A
  • a form of learning in which neutral stimulus comes to signal the occurrence of a second stimulus that elicits an automatic response
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7
Q

Unconditioned stimulus (UCS)

A
  • simulus that naturally elicits an automatic response
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8
Q

Unconditioned Response (UCR)

A
  • the response by elicited by the UCS.
  • this is the natural response to the UCS
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9
Q

Neural Stimulus (NS)

A
  • a stimulus that does not naturally or normally elicit a response
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10
Q

Conditioned Stimulus (CS)

A
  • a previously neural stimulus that now elicits a response due to parings with the UCS
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11
Q

Conditioned Responce (CR)

A
  • the responce that is elicited by the CS
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12
Q

Acquisition

A
  • the process of learning that the CS predicts the imminent arrival of the UCS
  • CS grows in strength with repeated pairings. This growth represents learning
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13
Q

Asymptote

A
  • when the CR occurs with every presentation of the CS, and the CR is similar in magnitude to the UCR
  • no further learning occurs
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14
Q

Extinction

A
  • when the CS is presented without the US. The CS will slowly lose the ability to elicit a CR
  • predictive relationship between the CS and the imminent arrival of the UCS is broken
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15
Q

Spontaneous recovery

A
  • when a seemingly extinct CR reappears (often in a somewhat weeker form) if the CS presented again following a delay after extinction
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16
Q

Renewal Effect

A
  • when a response if extinguished in a setting different from the one in which the animal acquired it
  • when we restore the animal to the original setting, the extinguished response appears
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17
Q

what is an important consideration in treating phobias

A

the renewal effect

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18
Q

Stimulus generalization

A
  • one a CS has been established, similar stimuli may also produce a CR
  • magnitude of the CR produced by the new CS depends on its similarity to the old CS
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19
Q

Stimulus discrimination

A

occurs when we exhibit a less pronounced CR to CSs that differ from the original CS

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20
Q

can you pair a NS with CS and still get conditioning

A

yes

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21
Q

higher order conditioning

A

pairing a NS with a CS

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22
Q

example of first order conditioning

A

bell (NS): food(UCS) –> Starvation (UCR)
bell (CS) –> salivation (CR)

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23
Q

example of second order conditioning

A

light (NS2): bell (CS) –> salivation (CR)
light (CS) –> salvation (CR)

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24
Q

applications of classical conditioning

A
  • advertising
  • fetishism
  • drug tolerance
  • conditioned phobias
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25
Q

latent inhibition

A

familar stimuli are harder to condition than novel stimuli

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26
Q

how can advertising be a form of classical conditioning

A

(pairing product (NS) with attractive people having fun (UCS)

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27
Q

fetishism

A
  • sexual attraction to non living things
  • arises in part becasue of classical conditioning
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28
Q

How can Fetishims be a form of classical conditioning

A

Paring shoes (NS) with sexual cues (UCS) –> leads to sexual excitement (UCR)
shoes(CS)–>sexual excitement (UCR)

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29
Q

using drugs in the same location leads to

A

conditioned compensatory responces

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30
Q

conditioned compensatory response

A
  • when the cue (room or environment) leads to the opposite physiological reaction as the drug should be coming soon
31
Q

example of conditioned compensatory response

A

drinking at the bar vs. drinking at home

32
Q

what is an example of conditioned phobias

A

the case of little albert

33
Q

The case of little albert

A
  • 11 month old baby
  • afriad of noise but liked white rats
  • shown white rat, which paired with the sound of a hammer blow to a gong
  • evoked fear response
34
Q

operant conditioning

A

is learning controlled by the consequences of the organisms behaviour

35
Q

operant conditioning is also called

A

intremental conditioning

36
Q

classical conditioning target behaviour is

A

elicited automatically

37
Q

operant conditioning target behaviour is

A

emitted voluntarily

38
Q

classical conditioning behaviour is a function of

A

stimuli that precede the behaviour

39
Q

operant conditioning behaviour is a function of

A

consequences that follow the behaviour

40
Q

classical conditioning behaviour depends primarily on

A

automatic nervous system

41
Q

operant conditioning behaviour depends primarily on

A

skeletal muslces

42
Q

the Law of Effect was discovered by

A

Edward Thorndike

43
Q

The Law of Effect

A
  • discovered by Edward Thorndike
  • is the basis of operant conditioning
  • if a response, in the presence of a stimulus, is followed by the satisfying state of affairs, the bond between stimulus and response will be strenghtened
44
Q

The Law of Effect is the basis for

A

operant conditioning

45
Q

Puzzle Boxes

A
  • used by Thorndike to train cats to escape a puzzle box
  • hungry cats placed in the box
  • faster they get out of the box, faster they get food
  • escaped more quickly each time they were placed in the box
  • gradual process
46
Q

what are the critical terms in operant training

A
  • reinforcement
  • punishment
  • acquisition
  • extinction
  • spontaneous recovery
  • stimulus generalization
  • stimulus discrimination
47
Q

reinforcement

A

any outcome that strenghtens the probability of a response

48
Q

what are the two types of reinforcement

A

-postive
-negative

49
Q

positive reinforcement

A
  • behaviour is followed by the presentation of a stimulus (a reinforcer) and the behaviour is strengthened
50
Q

negative reinforcement

A
  • behaviour is followed by the removal of a stimulus (usually something unpleasant) and the behaviour is strengthened
51
Q

punishment

A

any outcome that weakens the probability of a response

52
Q

what are the two types of punishment

A
  • postive
  • negative
53
Q

positive punishment

A

behaviour is followed by the presentation of a stimulus (a punisher) and the behaviour is weakend

54
Q

negative punishment

A

behaviour is followed by the removal of a stimulus (usually reinforcer / appetitive stimulus) and the behaviour is usually weakened

55
Q

is punishment effective for weakening behaviour

A

usually not effective

56
Q

what are the disadvantages to punishment

A
  • tells an organism what not to do. Does not tell it what is should do
  • creates anxiety, which interferes with future learning
  • encourages subversive behaviour
  • may create a model for behaviour towards others
57
Q

Discriminative stimulus

A

any stimulus that signals the presence of reinforcement

58
Q

schedule of reinforcement

A

response requirement that must be met to obtain reinforcement

59
Q

what are the two broad categories of schedules of reinforcement

A
  • Continuous Reinforcement Schedules (CRF)
  • partial (intermittent) reinforcement schedule (PRF)
60
Q

Continuous reinforcement schedule

A
  • reinforces a behaviour every time it occurs
  • fast learning, but labor intensive
  • extinction can occur quickly
61
Q

Partial Reinforcement schedule

A
  • only some responses are reinforced
  • slower learning, but less labour intensive and more resistant to extinction
62
Q

Ration schedules

A

require a certain number of responces to be performed before a reinforcer is delivered

63
Q

interval schedule

A

reinforce the first behaviour after period of time has elapsed

64
Q

what are the 4 types of schedules

A
  • fixed ratio (FR)
  • variable ration (VR)
  • Fixed interval (FI)
  • variable interval (VI)
65
Q

Fixed ration schedule

A
  • reinforcer delivered after a fixed number of responses
  • pause after reinforcer is delivered (post reinforcement pause) is common
  • moderate rate of responding
66
Q

Variable Ratio Schedule

A
  • reinforcer delivered after a variable number of responses that average around a particular number
  • no pauses seen in this schedule
  • very high rate of responding
67
Q

Fixed interval schedule

A
  • first response after a specific period of time will lead to the delivery of a reinforcer
  • response before the interval has elapsed lead to nothing
  • scalloped-shaped response curve
68
Q

Variable Interval schedule

A
  • first response after a varying, unpredictable period of time, has elapsed
  • period of time is centered around some average, but still unpredictable
  • responses before the interval has elasped lead to nothing
  • moderate rate of responding. No pauses
69
Q

Applications of Operant Training

A
  • animal training
  • overcoming procrastination
  • therapeutic uses
70
Q

Animal training uses techniques known as

A

shaping by successive approximations

71
Q

Premack principle

A
  • can reinforce a lower probability behaviour (studying) using the opportunity to engage in a high probability behaviour (video gaming)
72
Q

What is an example of where operant and classical conditioning interact

A

Mowers two-process theory of avoidance and fear

73
Q

Two process theory states that

A

fears are aquired and maintained through an interactive process of operant and classical conditioning

psychology (13 decks)

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