Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Learning & Behavior > Chapters 1-4 > Flashcards

Chapters 1-4 Flashcards

1
Q

What is learning

A

Biological mechanism

how we interact w/ our world

survival meachanism

adapting to a change

a change in behavior due to previous experience

modifies behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How does natural selection relate to learning

A
  • natural mutations that are beneficial for survival get passed down to the next generation
  • mutation need to interact w/ the environment; the environment determines random mutation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

human behaviors that came about w natural selection are…..

A

innate

adaptive

& help us cope w/ our environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what are reflexes?

A

involuntary relationship b/t an event and a response to that event

some presnt @ birth, other develop w/ time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

characteristics of reflexes

A
  • involuntary
  • found in almost all species
  • protect us from injury
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what are Modal Action Patterns (MAPs)

A

“instincts”

  • a more complicated series of actions/reflexes
  • series of related acts found in almost all members of a species
  • **Releaser: stimulus that triggers a MAP

Ex: ant trail, bear hibernation, opossum playing dead

human usually don’t have MAPs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

characteristics of a MAP

A
  • they evolve w/ Natural Selection (survival mech)
  • involuntary
  • everyone does them the same way
  • every time you do a MAP, you do it the same way
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what makes a MAP different than a reflex

A
  • MAPs involve the whole body rather than a part
  • MAPs are more complicated than reflexes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what are general behavior traits?

A

a tendency to engage in a certain typr of behavior

  • response can vary; voluntary
  • occur in a variety of situations (no stimulus required)
  • can be influenced by hereditary/genetics
    • vary w/i a species
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

problems w/ Natural Selection

A
  • inefficient
  • mutations occur by chance
  • it happens very SLOWLY
  • good for a species, but not necessarily for an individual in that species
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what are the two major components of learning?

A

Experience & Behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what is “experience?”

A
  • any change in the environment
  • involves stimuli:
    • ​any physical items/ changes in the enviro.
    • they effect each other, making the world complicated
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is “behavior?”

A
  • anything a person does that can be measured
  • changes the can be measured
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what are the 4 measurable changes in behavior?

A

learning is a change in:

  • frequency
  • intensity
  • speed
  • form
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

does a change in behavior have to last?

A

NO, the change does not have to be lasting

learning is not memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

are all changes learning?

A

No, some changes in behavior are attributed to other factors such as responses to….

  • injuries
  • other physical limitations
  • aging
  • intoxication
  • illness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

why measure behavior when you could just measure brain changes?

A
  • brain changes can occur w/o learning
    • they are physiological & complex
  • a small brain change may not cause a change in behavior–> not ADAPTING
  • however, brain changes can be related to behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is habituation?

A
  • most simple example of learning
  • reflex adapts to a stimulus
    • ​decr. your rxn to a stimulus; get used to it

Ex: after hearing a book fall repeatedly, you no longer have a response to it

  • decr. in strength or occurence of a behavior (reflex response) after repeated exposure to a stimulus that produces the behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

benefits of habituation

A

survival value

helps conserve energy/resources by realizing you don’t need to respond as strongly or at all to a stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

characteristics of habituation

A

it’s stimulus specific

  • ​after being habituated to one stimulus you may still experience a new stimulus
    • Ex: book slamming + fire alarm

** the less intense the stimulus, the easier it is to become habituated to it, the *more * intense, the harder it is (low beep = easy vs. loud siren = hard)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is stimulus generalization?

A

the closer the new stimulus is to the old stimulus , the less the reflex will “bounce back” or recover

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what is dishabituation?

A

renewal/recovery of responding in a habituated stimulus after presentation of a new stimulus

demonstrates that habituation does not occur simply due to fatigue or disinterest in the stimulus

ex: book falls, startled again

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

how quickly habituation happens depends on…

A
  • how arousing the stimulus is
  • how many times it is experienced
  • time b/t exposure to the stimulus
    • learn through repeated exposure that a stimulus is not dangerous
      • shorter time pds b/t = quicker habituation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

how long does habituation last?

A
  • short term habituation: seconds or minutes
  • long term habituation: anything longer than a few minutes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what is spontaneous recovery?

A

reappearance or increase in strength of a response after a period w/o stimulus presentation

more likely to occur for habituation created by more frequent stimulus presentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is sensitization?

A

(opposite of habituation)

  • experiences w/ an arousing stimulus lead to a stronger response to that stimulus
    • ex: electric shock w/ a loud noise
  • increase reflex response
    • can amplify response to other types of stimuli presented after the sensitizing stimulus*
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what are the 7 measures of learning?

A
  1. Topography
  2. Fluency
  3. Latency
  4. Intensity
  5. Error
  6. Rate
  7. Speed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what is topography?

A

a change in a behaviors form

ex: learning to use a mouse clicker

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what is fluency?

A

measure of learning that combines error and rate

number of responses per minute

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

what is latency?

A

how long it takes one to react to a stimulus

a change in time before a behavior occurs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

what is intensity?

A

measure of learning noting changes in intensity of a behavior/response to a stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

what is error?

A

measure of learning noting a reduction in the number of errors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

what is rate?

A

a change in the rate at which a behavior occurs

number of occurences per unit of time

***allows us to see _subtle changes in behavior _***

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

what is speed?

A

a measure of learning noting a change in speed in which a behavior occurs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

3 sources of data

A

Anecdotes

Case Studies

Experiments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

what is an anecdote?

A

1st/2nd-hand report of personal experiences

common wisdom

**good starting point; get general ideas of how others think

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

criticisms of anecdotes

A

tend to be vague

misremembered

no control over the situation

38
Q

what is a case study?

A

in depth studies of ONE individual in detail

better than anecdotes b/c they have actual data that was obtained in a systematic way

39
Q

criticisms of case study

A

take a long time to conduct

cannot infer causality (no way to determine cause & effect)

individuals may not represent the whole population

verbal reports are not as reliable as quantitative data

40
Q

what is an experiment?

A

a type of study that has an **INDEPENDENT & DEPENDENT **variable, and a control group

41
Q

independent variable

A

the variable that is manipulated

ex:

physical properties of stimuli

of stimuli

time of testing

drug vs. placebo

42
Q

dependent variable

A

the variable that is measured

the outcome variable that measures behavior

ex:

reaction time

accuracy

brain activity

43
Q

2 types of experiments

A

between subjects

within subjects

44
Q

within subject experiments

A

one BIG group, but experimenter manipulates the IV to fit each individual

each person is in both the experimental & control group

requires fewer participants

45
Q

between subject experiments

A
  • experiments where the IV changes across groups of participants
    • experimental group: exposed to variable
    • control group: NOT exposed to variable
  • assume people in the 2 groups are similar; avoid group differences
    • use random assignment
    • use matched sampling
46
Q

**benefits **of experiements

A

have control of the situation

CAN determine causality (b/c of variables)

47
Q

**limitations **of experiments

A

not a lot of ecological validity

(not really how it happens in reality)

it’s simplistic compared to the real world

48
Q

what is the baseline period in within subject experiments?

A

the initial period of the experiment

the CONTROL

provides basis for comparison

49
Q

what is the treatment period in within subject experiments?

A

time where IV varies within the same period

50
Q

ABA reversal design

A

average the control & treatment periods to balance

return to the baseline period after the treatment period

it eliminates the practice/fatigue effects

51
Q

why use animal models for human learning?

A
  • animals & humans are similar in how we learn
  • “unethical” to study humans, but may be possible to study animals (depends)
  • experimenter can control heredity & genetics
  • experimenter can control learning history
52
Q

benefits and ethical concerns of animal research

A

can benefit BOTH animal & human knowledge

practical effects on animal treatment

APA provides guidelines to prevent unecessary suffering or pain in animal subjects

53
Q

what did Ivan Pavlov study?

A

“how do we break down food?”

salivary reflex vs. psychic reflex

54
Q

what are unconditional reflexes?

A

reflexes that occur no matter what

they’re the same every time

present @ birth

fairly permanent and unchanging

  • consists of:
    • unconditional stimulus (US)
    • unconditional response (UR)
55
Q

what are conditional reflexes?

A

reflexes that are acquired through experience

depend on many conditions

impermanent; vary

ex: Pavlov’s dogs

  • consists of:
    • conditional stimulus (CS)
    • conditional response (CR)
56
Q

unconditional stimulus (US)

A

an event important to survival

creates UR

57
Q

conditional stimulus (CS)

A

learned event

creates the CR

58
Q

describe basic conditioning

A
  • trial 1: present CS→present US→get UR
  • trial 2: “ “
  • trial N: present CS→present US→get CR

CR is some sort of reflex response

CS & US appear no matter what

59
Q

higher-order conditioning

& second-order conditioning

A

present a **new stimulus **with an old stimulus

  • trial 1: present CS2→present CS1→get CR
  • repeat until {second-order conditioning}
    • trial N: present CS2→get CR

*** the more intense the stimulus, the higher the conditioning can go; get better conditioning

60
Q

what qualifies as LEARNING?

A

when latency gets short enough, the CR appears before the US (reflex trigger)

***when you get the conditioned response***

at first CS→US→CR …then CS→CR→US.

*** as the time b/t CS & CR decrease, we determine learning occurs

61
Q

test trials/catch trials

A

usually CS→US→CR.

but every so often CS→…?

(will a CR appear w/o a US?)

62
Q

measure learning by looking at the intensity of the response

A

if response get stronger over time

increase in the response over time

63
Q

what is pseudoconditioning?

A

responding to a stimulus w/ a _conditioned response (CR) _ after a reflex has occured

similar to sensitization

learning hasn’t occured if indiv. becomes sensitized to the certain kind of stimulus

exp. group: CS & US consistently paired together

control group: CS & US sometimes paired together

64
Q

VARIABLES affecting Pavlovian conditioning:

**how you present/pair the CS & US **

A
  • trace conditioning
    • when you experience the US, you no longer experience the CS over time
  • delay conditioning
    • ​some pverlap where you’re experiencing both the CS and US
65
Q

VARIABLES affecting Pavlovian conditioning:

contingency

A

one thing will occur **only ** when another thing occurs

  • “if X, then Y”
  • if no X, then no Y”

greater contingency will help us learn faster

66
Q

VARIABLES affecting Pavlovian conditioning:

contiguity

A

how close in time the CS and US are together when occurring

  • Interstimulus Interval (ISI)
    • time b/t when the CS starts and the US starts
      • ​the bigger the ISI, the less contiguity there is
67
Q

VARIABLES affecting Pavlovian conditioning:

stimulus features

what is a compound stimulus?

A

some things are more likely to become a CS than others

a more intense US = better results/learn faster

  • compound stimulus
    • 2 stimuli presented at the same time together as one
    • overshadowing
      • ​can occur when one part of the compund stimulus alone elicits the CR, but the other doesn’t
      • one of them is more easily learned
68
Q

VARIABLES affecting Pavlovian conditioning:

prior experience

what is l_atent inhabition_ & blocking?

A

person has experienced a stimulus before someone attempts to use it

Latent inhabition

  • previous experience interferes w/ ability of a stimulus to become a CS
  • impairs the ability to learn a new response

***using a new stimulus is best for learning

  • blocking: new stimulus compounded w/ a well-learned CS will not, its self, become a CS
    • ​specific to compund stimuli
69
Q

VARIABLES affecting Pavlovian conditioning:

# of trials

time b/t trials

A

the more trails there are, the better

  • Intertrial Interval (ITI)
    • time b/t trials
      • the longer the ITI, the more effective learning is
        • more time to process & associate
70
Q

what are some of the other variables that influence how you learn?

A
  • age
  • temperment/personality
  • stress
71
Q

what is extinction?

A

a way to “forget” learning

repeatedly presenting the CS alone, so eventually the CS gets *weaker *and will disappear

the CS doesn’t signal anything changing or new in the environment

72
Q

how do you test if extinction worked?

A

by testing to see how fast you re-learn

after extinction, relearning the CS–>CR relationship occurs faster b/c there’s some assn to build on

73
Q

what is spontaneous recovery?

A
  • ​CR reappears after extinction (a pd. w/o CS presentation)
  • shows that extinction is not really forgetting; the orig. learning is still there

***spontaneous recovery can be eliminated with multiple extinctions

74
Q

what is the stimulus-substitution theory

A

“the CR is exactly the same, in the brain, as the UR”

connect CS & US

there’s a pathway linking the CS neuron path and the US neuron path before the US appears, triggering the UR before the US

75
Q

problems with the stimulus substition theory

A

a CR will not always be the same as a UR

you are conditioned to expect one thing, so you’ll do something else if there is a different stimulus

76
Q

what is the prepatory response theory?

A
  • the UR is an innate response designed to deal w/ the US
  • the CR is a learned response designed to prepare for the US
77
Q

what did Watson want to know about fear?

A

if it was innate or learned

78
Q

Little Albert

A

baby that had no fear response to a rat

Watson added a loud gong noise with presentation of the rat–> made Little Albert fear the rat

(pair rat w/ loud noise=think he fear the rat)

***shows that we can create fear/condition fear***

79
Q

how can we eliminate fear?

A

Little Peter

naturally afraid of rabbits

Watson asso. positive feelings (food) w/ exposure to the rabbit–> he no loner feared the rabbit

^^^counterconditioning therapy/ exposure therapy^^

there’s also **Virtual Reality Exposure Therapy (VRET) **b/c not all fears are easy to obtain

systematic desensitization

80
Q

what is systematic desensitization?

A

imagine/virtually recreate scene w/ VRET

often as effectinve as in vivo experimentation

helps w/ PTSD

helps prevent PTSD

(create latent inhabition), reduce contingency)

81
Q

what is prejudice?

A

judging before having facts about an individual/situation

generalizations that are often inappropiate

pairing words about a certain race/ethnicity/religion w/ emotional words

ex: muslim/terrorism, women/weak

82
Q

how can we get rid of prejudice?

A

with evaluative conditioning

** **pair words/images of groups with positive stimuli to reduce/eliminate prejudice

helps adjust views of a group w/ this type of conditioning

83
Q

what is paraphilia?

A

“incorrect love”

sexual arousal often judged as unethical and/or immoral by society

ex: sexual offenders

conditioning may help explain wh it exists

84
Q

how to get rid of paraphilia

A

use aversion therapy

break assn by re-conditioning negative stimuli, that the person sees as positive, to be negative again

CS–> noxious US–> unpleasant sensation

85
Q

is treatment for paraphilia morally acceptable?

A

YES is they are harming others

NO if they are not harming others; if it’s their personal preference/desires

86
Q

what is taste aversion?

A

conditioned taste avoidance

happens very quickly

its valuable for survival

(important to avoid dangerous substances)

87
Q

problems with advertising

A

they NEED to present product (CS) first and more often

they often involve simultaneous or backward conditioning

***co-brandning helps (pair a new brand w/ an old favorite brand)

88
Q

how does conditioning work in drug addiction?

A

drug = US

the high = UR

drug paraphernalia = CS

  • our bodies naturally have physiological change that build tolerance to the drug
    • compensatory response
      • ​reduce drugs effectiveness
      • paraphernalia –> CR –> tolerance
89
Q

what happens when the CS is missing in drug addiction?

A

the body doesn’t have time to **prepare **for the drug with the lack of a CS

often leads to an accidentla overdose

90
Q

what happens when the CS appears w/ no drug in drug addiction?

A

the drug addicted person will experience withdrawl and cravings for the drug

91
Q

how does conditioning help diagnose patients?

A

a poor response to condtioning can be an early sign of dementia

conditioning can help diagnoase deafness

(infant doesn’t turn toward a clap)

also helps diagnose autism^^^

Learning & Behavior (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions