Chapter 6.2 Flashcards

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1
Q

Learning

A

the change in an organisms behaviours of thoughts as a result of an experience

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2
Q

Did early behaviourists believe thinking played a role in learning

A

no

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3
Q

BF skinner was an advocate of

A

radical behaviouism

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4
Q

SOR (cognitive) model of learning

A

O= organisms cognitive interpretation of the stimulus
- expand on limited view of S(stimulus and R (response) model

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5
Q

in SOR (cognitive) models of learning response depends on

A

what the stimulus means to the animal

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6
Q

Latent learning

A

learning that is not directly observable
- knowledge that is acquired and can be used later, when needed

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7
Q

Strong evidence of latent learning comes from

A

Blodgett and Tolman

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8
Q

Cognitive Map

A

mental representations of spatial layouts

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9
Q

Tolman’s maze learning experiement

A
  • rats could select a novel path after being trained in a similar enviourment
  • suggests learning provides knowledge and expectation of “waht lead to what”
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10
Q

Observational learning

A
  • learning that occurs by observing the behaviour of a model
  • thought to be a special form of latent learning, becasue direct reinforcement is not needed for learning to occur
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11
Q

Example of Observational learning

A
  • Classic Bobo Doll experiments by Albert Bandura (1960s)
  • children who watch an agressive model yell at the doll imitated the behaviour later. Also more likely to escalate into aggressive behaviour
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12
Q

is there a relationship between media violence and aggression

A
  • is a third variable problem
    100s of studies show a correlation between exposure to media violence and increased aggression
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13
Q

Mirror neurons

A
  • cells in the prefrontal cortex that become activated by specific motion when an animal both preforms AND observes the action
  • very selective
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14
Q

Mirror neurone where originally found in

A

monkeys; however evidence suggest that humans have them too

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15
Q

Insight learning is demostrated by

A

Kohler (1925)
- some animals may learn this way

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16
Q

Insight learning

A
  • the sudden understanding of the solution to the problem
17
Q

Biological preparedness

A
  • biological prewired to learn behaviours related to survival
  • behaviours contrary to the natural tendencies are learned vary slowly, if at all
18
Q

How are taste aversions formed

A

learned
- classically conditioned: associated between the taste of food and feelings of illness/disgust

19
Q

What are the ways that Classical Taste Eversions (CTAs) differ from classical conditioning

A
  • can be learned in a single trial
  • there can be a very long delay between the CS and UCS, with little to no impact on the liklihood of developing a CTA
  • are very specific
20
Q

Garcia (1985)

A
  • showed rats could easily learn a taste aversion to flavours
  • but could not easily learn a taste aversion to sights/sounds
  • contradicts the assumption of equipotentiality
21
Q

equipotententiality

A
22
Q

Preparedness

A

innate tendency for an organsim to more easily learn certain types of behaviours or to associate certain types of events with eachother

23
Q

Preparedness and Phobias is demonstrated in what what experience

A

Cook & Mineka (1989)

24
Q

Cook & Mineka (1989) experiment process

A

Group 1: flowers/toy rabbit + video of money displaying fear
Group 2: toy snake/toy crocodile + video of monkey displaying fear
- group 2 learned fear response extremely quickly

25
Q

Instrictive Drift

A
  • the tendency of animals to return to innate behaviours following repeated reinforcement
26
Q

Instinctive Drift is demostrated by which experiment

A

Breland & Breland 1961

27
Q

Breland & Breland 1961

A
  • pig trained to deposit coin in piggy bank (didnt work out so well)
  • raccon trained to deposit the coin (also did not work)
28
Q

Sleep -assisted learning

A
  • the idea that you can learn new material while you sleep
  • Example: listening to an audio book when sleeping
29
Q

does sleep assisted learning work

A

no
- sleep can help with learning, just not in this direct way

30
Q

How does sleep help with learning

A
  • getting adequate sleep
  • sleeping between studying sessions
  • helps people maintain certain information
31
Q

Accelerated learning

A
  • supposedly allows people to learn new information 25x to 100x as quickly as normal
32
Q

What are the techniques mixed together to create SALTT

A
  • getting students to expect they will learn more quickly
  • visualize information for what they are learning
  • playing classical music during learning
  • breathing in a regular rhythym when learning
33
Q

does SALTT work

A
  • there is no evidence to support their claims
34
Q

Discovery learning

A

when students are given experimental material and asked to figure out scientific principles on there own
- not advised on a stand alone approach

35
Q

direct instruction

A

telling students how to solve problems, is typically more effective and efficient

36
Q

Is there evidence to support learning styles

A

no evidence lt enhances learning

37
Q

Learning styles

A
  • idea that every student has their own preferred way of acquiring information; if the content presented matches the students learning styles, learning will be more effective and efficient
38
Q

what are the 4 different learning styles

A
  • visual
  • auditory
  • reading/writing
  • kinaesthetic