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Psy 341 Exam 3 > Chapters 9-11 > Flashcards

Chapters 9-11 Flashcards

1
Q

Those that witness Failure

A
  • Craig and Weinstein
  • when someone witnessed someone else fail there was a stronger conditioned stress reaction than the those who seen another person succeed.
  • failure alone and failure with shock, same reaction
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2
Q

Those that witness Success

A
  • conditioned stress was not stronger from when people witnessed people fail.
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3
Q

Modeling and who is more impacted by modeling

A
  • Bandura, Ross and Ross (children that seen the model get punished didn’t imitate the behavior)
  • if model is the same gender
  • attractive models
  • imitate model if the act occurs soon after the model
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4
Q

Thomas and Tell, Aggression

A
  • aggression influences a models behavior

- aggression that is real more likely to react to violent behavior

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5
Q

Vicarious Conditioning

A
  • Bandura and Rosenthal observed V.C of fear occurred when the subject observed another after being shocked.
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6
Q

Mineka et al. (1984)

A
  • did a study on monkeys

- reported that young monkeys learned snake phobias by observed older monkeys exhibit fear in the presences of snakes

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7
Q

Bandura and Rosenthal (1966)

A
  • moderately aroused showed strong strong autonomic reaction to the tone paired with shock.
  • highly aroused stopping attending ‘scary movie’ to stop watching if too scared
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8
Q

Systematic Desensitization

A
  • (SD), relax training is followed by a gradual exposed to a feared stimulus starting with the least feared stimulus.
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9
Q

Flooding

A
  • experienced feared stimulus all at once and associate CS with absence of UCS eliminating avoidance behaviors
  • Baum; effectiveness of flooding increased with longer exposure to the feared stimulus
  • Marks; agoraphobics fear eliminated in as few as 3 sessions
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10
Q

Types of Imitation

A
  • aggression
  • own gender imitation
  • soon after stimuli has been exposed
  • reinforced imitation
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11
Q

Neuroscience of Flooding

A
  • release of cortisol
  • exposure to feared stimulus is aversive and arouses sympathetic nervous system
  • increased heart rate, resoiration and release of epinephrine
  • effectiveness of flooding related to the cortisol response
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12
Q

Generalization vs Discrimination

A
  • Generalization; the process in which we respond in the same way to similar stimuli
  • Discrimination process in which an animal or person learns to respond in different ways to different stimuli
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13
Q

Bandura, Know Bobo doll studies

A
  • this study children watched a person beat up a Bobo doll
  • 1/3 seen the model get punished, 1/3 seen the model get rewarded, 1/3 seen no consequences
  • the children that seen the model get punished did not imitate the behavior
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14
Q

Pavlov’s Insoluble discrimination problem

A
  • 1 group of dogs were trained to discriminate between a circle and ellipse (SD-circle, Sdelta-ellipse)
  • after this was learned ellipse was made more like the circle
  • dogs unable to discriminate-salivate to both stimuli
  • dogs should extreme agitation, the behaviors occurred outside the experimental situation
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15
Q

Brown (1942) study results

A
  • trained rats to discriminate between two lights of differing brightness
  • SD=bright light, Sdelta=dim light
  • rats became agitated when dim light looked like bright light
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16
Q

**Aggression, Live vs. filmed

A
  • agression
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17
Q

Generalization gradients, slope of line

A
  • generalization gradients; psychologists constructed to study the level of generalization
  • slope of the line indicates amount of generalization
  • steeper the line the less generalization and the line that is less steep is more generalization
18
Q

Excitatory vs. Inhibitory conditioning

A
  • Excitatory conditioning is excite a responding- encourage responding any type of response
  • Inhibitory conditioning is you do not want a response- something that you can not see, not encouraged, there is also no reward or punishment
19
Q

Operant Procedures

A
  • problem extinguishing phobic behaviors: fears motivates avoidance of phobic stimulus
20
Q

Guttman and Kalish research

A
  • investigated generalization of excitatory conditioning using hungry pigeons
  • four groups were shown training stimuli 1/4 colors ranging from yellowish green to red
  • during the generalization test; presented the color that corresponds to the pigeon groups training color presented 10 additional stimuli- 5 colors higher and lower on a color spectrum
  • findings: responding declined as difference between training and test stimuli increased
  • excitatory conditioning gradients can be generalization
21
Q

Transposition

A
  • process of transferring a learned relationship between two or more stimuli to a new set of stimuli
22
Q

Errorless discrimination training

A
  • Terrance View suggests Hull-Spence view not always true (had to make errors to learn)
  • his method where animal never responds to negative stimulus
  • subjects exposed initially to a stimuli where reward was available but early in training introduced to stimuli where reward is not available
  • exposure to non-reward stimulus slowly increased
  • association of the stimulus where reward is not available with non-reward results in conditioned inhibition and the establishment of aversive properties to non-reward stimulus
23
Q

SD vs. S∆

A
  • SD: reward available

- SDelta: aversive event

24
Q

Eisenberger

A
  • found that rewarding people for making a strong effort on one task increases the level ofeffort made on other tasks
25
Q

Discriminative Operant

A
  • SD-R-SR

- example: you encounter a red light (SD) causes you to stop (R) thereby avoiding a ticket or accident (SR)

26
Q

Lashley and Wade

A
  • unable to distinguish between prior and new stimuli
  • generalize when we cant discrimination
  • failure to distinguish between old and new stimuli is responsible for stimulus generalization
  • they also believed that generalization and discrimination are opposites
27
Q

Spence

A
  • the absolute, interpretation of discrimination learning
  • stimuli are evaluated in absolute term-> stimuli are discrimination between because + and - characteristics
  • look at reward and nonreward characteristics
  • second stimulus has more reward we respond to that one
28
Q

Selective Attention,

A
  • selective attention: attending to one aspect of a situation while ignoring other dimensions
29
Q

Stimulus Selection

A
  • also known as stimulus control

- some information is more salient and more likely to gain stimulus control

30
Q

Stimulus Differentiation

A
  • differences between stimuli are impossible to make (inability to differentiate between discriminative stimuli
  • don’t learn to discriminate
31
Q

Hull’s Absolute or Algebraic Summation theory

A
  • effective reaction potential
  • both generalization and discrimination will depend on the presence of excitation and inhibition associated with any given stimulus
32
Q

Peak shift

A
  • tested Hull and Spences model
    1. the steeper the generalization gradient with discrimination training
      1. max responding is not to SD
      2. level of responding is higher with discrimination training (Hanson)
33
Q

Behavioral Contract

A
  • Terrance

- Behavioral constrast is responsible for the heightened responding with discrimination training

34
Q

Wolfgang Kohler

A
  • He describes peak shift
  • stimuli is not evaluated in absolute terms but in relation to other stimuli
  • learn relation between positive and negative stimuli (relationship learning)
35
Q

Herbert Terrace

A
  • behavioral contrast is responsible for the heightened responding with discrimination training
  • Sdelta is an aversive event
  • exposure to non reward or stimulus associated with non reward, can increase the intensity of responding for reward
36
Q

MacIntosh and Southerland

A
  • Attentional Theory
  • 2 phases of learning
    1. Attentional Phase or learn relevant dimension, must attend to the strong cues, attention to relevant dimension strengthened, evaluate salience and relevance of cue then respond to one or not ignore the rest
    1. Response Learning phase; attached to one dimension, will then respond to some stimuli and not others, attaches responses to certain environmental circumstances, association between instrumental response and relevant stimulus strengthened, must determine most relevant dimension and ignore all the others, most predictive cue gains stimulus control
37
Q

Vicarious conditioning studies of Bandura and Rosenthal; Craig and Weinstein

A
  • Bandura and Rosenthal; observed vicarious conditioning of fear occurred when subject observed another being shocked
  • Craig and Weinstein; subjects who witnessed other person fail showed a stronger conditioned stress reaction than those who seen another person succeed
38
Q

Vicarious learning: types of information

A
    1. how to information- confident about carrying out aggression
    1. observation can provide info about consequences
39
Q

Crooks study

A
  • monkeys learning to develop fear after veiwing another monkey engage in certain objects
40
Q

Neal Miller and John Dollard’s vicarious conditioning theory

A
  • tried to explain observational learning by providing an operant learning theory
  • changes in behavior not result of modeling but result of consequences
  • reinforced for imitating others we will continue to imitate
  • VC depends more than onjust observation but is also dependent upon reward
41
Q

Signal Detection Theory

A
  • perceptual theory
  • being able to detect to the stimulus
  • task-to determine when signal is present or not
    simple complex discrimination
  • social situations example of complex discrimination

Psy 341 Exam 3 (1 decks)

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