Chapter 7, Exam #2 Flashcards
stimulus generalization
the tendency for a response learned to one specific stimulus to also occur for other, similar stimulus
response generalization
if a response of one type is blocked, then there is a tendency to make a similar response to the same stimulus
stimulus discrimination
when a response learned to one specific stimulus does not occur to other stimuli
response discrimination
learning not to make similar responses to the same stimulus
stimulus control
situations in which a behavior is triggered by the presence or absence of some stimulus
Discriminative stimuli (S+)-
any stimulus that signals whether a behavior will be reinforced or not reinforced
Excitatory gradient
in spence’s theory of generalization and discrimination, a generalized gradient showing an increased tendency to respond to the S+ or CS+ and stimuli resembling them
Inhibitory gradient
in spence’s theory of generalization and discrimination, a gradient showing decreased tendency to respond to the S- or CS- and stimuli resembling them
Peak shift
the tendency following discrimination training for the peak of responding in a generalization gradient to shift away from the S-
Basic transfer design
experiemental group-(learn task 1) (learn task 2) control group (rest) (learn task 2)q
positive transfer
experimental group performs better on task 2 than control group
Negative transfer
experimental group performs worse on task 2 than control group
Practice/Warm-up effects
we have to practice before we understand (Sc-Rd) non-specific
Learning to learn/Strategies-
earn by becoming familiar with how to do it (Sc-Rd) non-specific
Stimulus generalization ex
flirt with people with red hair/ flirt with people with auburn hair
response generalization ex
punch a classmate to kick a classamate
stimulus discrimination ex
go at a green light, stop at a red light
response discrimination ex
shifting gear, discriminating between a bad and good golf swing
What are the essential elements of Pavlov’s Brain Theory of discrimination?
The reinforced stimulus (S+) creates an area of excitation in the brain that produces a response (R). The non-reinforced stimulus (S-) creates an area of inhibition in the brain that inhibits responding and produces non responding (NR). - Theory of the brain» - New stimuli that are similar to S+ excites areas in the brain close to the area for the S+ and produce the response. - New stimuli that are similar to S- inhibit areas in the brain close to the area for the S- and fail to produce a response
What are the essential elements of Spence’s Gradient Theory of discrimination?
S+ creates a gradient of excitation (green), S- creates a gradient of inhibition (red). The tendency to respond to a new stimulus reflects the net difference between excitation and inhibition. - Theory of behavior
How does Spence’s Gradient Theory of discrimination differ from the Lashley-Wade theory?
The excitatory and inhibitory gradients depend on the prior experience of the learner
how does a researcher know when positive transfer has occurred
when the experimental group performs better than the control
how does a researcher know when negative transfer has occurred
when control group performs better that experimental
In a transfer task, what do the letters A-B stand for when applied to the first task? What do the letters C-D refer to when applied to the second task
This means the stimuli in the two tasks are not the same and the responses are not the same
Positive or negative transfer:
Response generalization
positive
Positive or negative transfer: Stimulus generalization
positive
Positive or negative transfer: Response integration
positive
Positive or negative transfer: Response interference
negative
Sa- Rb Sc- Rd
+
face-name/ event-date
Sa- Rb Sa- Rb’
++
cars-auto/cars- standard
Sa- Rb Sa’- Rb
++
US stop sign- stop/
Mexico stop sign- stop
Sa- Rb Sa’-Rb’
++
Instrument- picking/
Instrument- strumming
Sa- Rb Sc-Rb
++
French friend- French
name/ new friend-same name
Sa- Rb Sa-Rd
person- maiden name/
person- married name
Sa- Rb Sa- Rbr
red- stop green- go/ red- go green- stop
What is meant by the content of transfer
What is being transferred
What is meant by the context of transfer?
When transfers occur and where it might be directed
three content areas of transfer
Learned skills
Performance change
Memory demands
three content areas of transfer: Learned skills
routine procedure and abstract principles
three content areas of transfer:
Performance change
speed and accuracy
three content areas of transfer:
Memory demands
execute, recognize and execute, recognize and recall and execute
What are the six context areas of transfer?
knowledge domain, physical context, temporal context, functional context, social context, modality
six context areas of transfer:
knowledge domain
what is learned in calc transfers to physics
six context areas of transfer: physical context
transfer what you learn in a classroom to the work place
six context areas of transfer: temporal context
elapsed time between one task and applying what was learned to a subsequent task
six context areas of transfer: functional context
transfer what we learn on an exam to the real world
six context areas of transfer: social context
transferred from alone to a group
six context areas of transfer: modality
using sensory, physical or testing modalities to transfer from one task to another
What is the difference between near transfer and far transfer
Near transfer - transfer between very similar but not identical contexts. Far transfer - transfer between contexts that, on appearance, seem remote and alien to one another
