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Psyc 100A > Chapter 7 Module (Learning) > Flashcards

Chapter 7 Module (Learning) Flashcards

1
Q

Learning

A

The process of acquiring through experiencing new and relatively enduring information or behaviorus.

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2
Q

Classical Conditioning

A

Two or more stimuli

First stimuli comes to elicit behaviour in anticipation of the second stimulus.

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3
Q

Operant Conditioning

A

Learn to repeat acts that bring rewards and avoid acts that bring unwanted results.

A response and its consequence

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4
Q

Cognitive Learning

A

Learning new behaviours by observing events and people, and through language.

Also learning things we have neither experienced nor observed.

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5
Q

Association

A

Naturally connects events that occur in sequence.

Feed habitual behaviours (the default modes)

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6
Q

Stimulus

A

Any event or situation that evokes a response.

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7
Q

Respondent Behaviour

A

Behaviour that occurs as an automatic response to some stimulus.

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8
Q

Operant Behaviours

A

Behaviour that operates on the environment, producing a consequence.

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9
Q

Behaviourism

A

The view that psychology

1) should be an objective science that
2) studies behaviour without reference to mental processes

Most research psychologists today agree with 1 but not with 2.

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10
Q

Neutral Stimuli (NS)

A

In classical conditioning, a stimulus that elicits no response before conditioning.

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11
Q

Unconditioned Response (UR)

A

In classical conditining, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US)

ex. drooling

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12
Q

Unconditioned Stimulus (US)

A

In classical conditioning, a stimulus that unconditionally - naturally and autmatically - triggers an unconditioned response (UR).

ex. food

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13
Q

Conditioned Response (CR)

A

In classical conditioning, a previously unconditinoed response becomes activated in response to the previously neutral stimuli.

ex. drooling to the sound of a bell

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14
Q

Conditioned Stimulus (CS)

A

In classical conditioning, a previously neutral stimuli elicits a previously unconditioned response.

ex. a bell that elicits drooling

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15
Q

5 Major Conditioning Processes

A

(Pavlov)

1) Acquisition
2) extinction
3) Spontaneous recovery
4) Generalization
5) Discrimination

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16
Q

Acquisition

A

In classical conditioning, the initial stage when one links a neutral stimulus and an unconditined stimulus so that the neutral stimulus begins triggering the conditional response.

In operant conditioning, the strengthening of a reinforced response.

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17
Q

High-Order conditioning

A

A new NS can become a new CS without the presence of a US.

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18
Q

Extinction

A

Diminished response that occurs when the CS no longer signals an impending US.

Spontaneous recovery suggests that extinction is suppression rather than elimination.

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19
Q

Spotaneous Recovery

A

The reappearance of a (weakened) CR after a pause.

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20
Q

Generalization

A

When the CS does not have to be specific, and similar stimuli can elicit a CR.

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21
Q

Discriminization

A

Distinguishing between the CS and similar stimuli.

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22
Q

Law of Effect

A

Thorndike’s principle that behaviours followed by favorable consequencess become more likely, and that behaviours followed by unfavorable consequences become less ilkely.

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23
Q

Operant Chamber

A

Skinner box.

24
Q

Reinforcement

A

In operant conditioning, any event that stregnthens the behaviour it follows.

Can be negative (taking away a negative) or positive (giving a reward).

25
Q

Positive Reinforcement

A

Adding a reward as a consequence of a behaviour that you are trying to teach/enforce.

26
Q

Negative Reinforcement

A

Taking away a negative stimulus as a consequence of a behaviour that you are trying to teach/enforce.

27
Q

Primary Reinforcers

A

A reinforcement that is unlearned and satisfies a biological need.

Ex. eating when hungry.

28
Q

Conditioned Reinforcers

A

Also known as secondary reinforcers

A reinforcement that is learned association with a primary reinforcer.

Ex. a light in a skinner box.

29
Q

Continuous Reinforcement Schedule

A

Learning applies rapidly. Fast extinction rate as well.

Best for mastering somethig.

30
Q

Partial (intermittent) Reinforcement Schedule

A

Learning is slower, but resistance to extinction is higher.

Ex. gambling at the slot machines

31
Q

Fixed Ratio Schedule

A

A brief pause and then continuous response.

32
Q

Variable Ratio Schedule

A

Very high rates of responding, more responses is what leads to a reinforcer.

33
Q

Fixed Interval Ratio Schedule

A

Choppy start, and then high response rates.

Rapid response rate hear time of reinforcement.

34
Q

Variable Interval Ration Schedule

A

Slow and steady responding, very consistent.

35
Q

Punishment

A

Decreases the behaviour that it follows.

36
Q

Positive Punishment

A

Doing something bad.

37
Q

Negative Punishment

A

Taking away something good.

38
Q

5 Drawbacks to Punishment

A

1) Behaviour is suppressed not forgotten.

2) Does not replace unwanted behaviour.

3) Teaches discrimination among situations.

4) Teaches fear due to generalization.

5) Increases violence by modeling aggression.

39
Q

Behaviour Chain

A

Series of related behaviours, each of which provides the cue for the next & the last that produces a reinforcer.

40
Q

Biological Influences on Learning

A

Genetic predispositions

Unconditioned responses

Adaptive responses

Neural Mirroring

41
Q

Psychological Influences on Learning

A

Previous experiences

Predictability of associations

Gerneralization

Discrimination

Expectations

42
Q

Socio-Cultural Influences

A

Culturally Learned Preferences

Motivation, affected by presence of others

Modeling

43
Q

Preparedness

A

A biological predisposition to learn associations, such as between taste and nausea, that have survival value.

Think Darwin and natural selection.

44
Q

Instinctive Drift

A

The tendency of learned behaviour to gradually shift back to biologically predisposed patterns

45
Q

Cognitive Map

A

A mental representation of the layout of one’s environment.

Ex. Rats make a mental map of a maze that they were placed in.

46
Q

Latent Learning

A

Learning that occurs but is not apparent until an incentive is present.

47
Q

Observational Learning

A

Learning by observing others.

48
Q

Modeling

A

The process of observing and imitating others.

ex. learning a langugae.

49
Q

Mirror Neurons

A

Frontal lobe neurons that some scientists believe fire when we preform certain actions or observe another doing so.

The brain’s mirroring of another’s action may enable imitation and empathy.

50
Q

Prosocial Behaviour

A

Positive, helpful, or constructive behaviour.

Promotes more prosocial behaviour, prosocial effects.

51
Q

Antisocial Behaviour

A

Behaviours that are negative, aggressive, or violent.

Ex. Men who beat their wives typically have fathers who beat their wives aswell.

52
Q

Reciprocal Determinism

A

Internal (Cognitive) forces + external (environmental) forces = influence behaviour

53
Q

Examples of Observational Learning

A

Modeling can eliminate unwanted behaviours - teaching kids to not be afraid of dogs

Filmed models in therapy - shy kids watching videos of social activity being met positively.

54
Q

3 main factors influencing modeling

A

1) Model (similarity)

2) Observer (self-esteem)

3) Rewards (praise or punishment)

55
Q

Self-Efficacy

A

Believing you have the skill/capability to perform a behaviour.

Strong sense of self-efficacy = believe you can succeed despite obstacles

56
Q

Developing Self-Efficacy

A

Successful Performance

Vicarious experiences of success

Internal success images

Verbal Persuasion

Physiological & emotional arousal

Psyc 100A (7 decks)

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