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My EPPP > Cog Affective > Flashcards

Cog Affective Flashcards

1
Q

Zeigarnick effect

A

Remember I completed tasks better than uncompleted tasks

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2
Q

Protocol analysis

A

Verbalize problem solving process

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3
Q

Bx contrast

A

2 Bx are uniquely reinforced at equal levels then one Bx stops being reinforced

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4
Q

Response cost

A

When someone loses st for misbehavior

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5
Q

Positive cdtning

A

Apply st

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6
Q

Punishment

A

Decrease neg Bx

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7
Q

Reinforcement

A

Increase Bx

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8
Q

Neg reinforcement

A

This is typically relief, and involves removing something disturbing in an effort to increase the behavior.

For example, a wife nags her husband to clean the garage until he finally does it. Then once the behavior is performed the nagging stops.

e.g., giving time outs that work

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9
Q

Pos punishment

A

This is typically something painful (either emotionally or physically), and involves adding something aversive or unwanted in order to decrease the behavior from occurring again. For example giving a child a spanking, extra chores, or scolding are all positive punishment.

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10
Q

Adler

A

Parenting

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11
Q

Skinner

A

Reinforcement

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12
Q

hypnosis

A

produces more false memories with a high degree of confidence

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13
Q

expectancy theory

A

Vroom

ppl behave based on perceived expectancy that rewards will follow

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14
Q

two factor theory

A

Herzberg

increasing employee responsibilities will result in increased satisfaction and performance

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15
Q

equity theory

A

ratio of self-input/self outcomes vs. other input/other outcome based on social comparison theory

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16
Q

Continuous Reinforcement

A

when a reinforcement is given each and every time a behavior occurs.

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17
Q

Intermittent Reinforcment:

A

Rather than being reinforced on every occurrence of the behavior, the reinforcement is only given every once in a while

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18
Q

Fixed Ratio

A

After a certain unchanging amount of responses a reinforcement is given

moderate to high effectiveness, and often results in a pause or break after receiving the reinfor

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19
Q

Variable Ratio:

A

After a unpredictable number of responses a reinforcement is given. For example playing the slot machines,

very effective

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20
Q

Fixed Interval

A

After a set amount of time has elapsed, the first time the behavior occurs it is reinforced and the interval is reset. For example, you are able to pick up your paycheck after you work shift every 2 weeks. This typically has limited effectiveness for productivity

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21
Q

Variable Interval

A

After a variable amount of time has passed, the first time the behavior occurs it is reinforced and the interval is reset. If the subject is unaware of this interval it is moderately effective in reinforcing a behavior. For example every now and then after variable amounts of time a child is rewarded with ice cream for good behavior.

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22
Q

Stimulus Generalization

A

When a subject emits the target behavior in front of stimuli that is similar to but not
the same as the stimuli originally used for reinforcement. For example a child learns to raise there hand in school, and so they raise there hand in all setting with an instructor such as swimming lessons.

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23
Q

Response Generalization

A

A similar behavior yet not exactly the same one is elicited in an attempt to be reinforced. For example a child shares their vegetable with their sibling expecting reinforcement after the behavior of sharing toys has been reinforced.

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24
Q

Stimulus Control (Discrimination Learning)

A

Often in the real world target behaviors are reinforced in certain circumstances but not in others, and the subject learns to “discriminate” between these 2 situations. For example, a child who’s parents are divorced may know that throwing a tantrum at their mothers house will result in them being able to continue to play video games, but also know that throwing a tantrum at their fathers house will result in their video game time being taken away.

25
Q

Operant Extinction

A

This refers to removing the previous reinforcement in order to stop the behavior from continuing to occur. For example after a child returns from their grandparents house where whining is reinforced by getting what they want, the parents no longer give the reinforcement in order to stop the target behavior of whining from continuing to occur.

26
Q

Chaining

A

his involves reinforcing a series of behaviors to get to the much desired target behavior, and there are many mild reinforcements along the way to get to the major reinforcement. For example in order to go on a blind date you need your car to start, find a parking spot, find the right restaurant you decided to meet at, and being able to find your date in a crowd of people. If you find out you forgot your wallet the whole chain stops.

27
Q

The Unconditioned Stimulus (US)

A

is typically biologically potent (like food) and produces an automatic reflex or response (such as salivating)

28
Q

Unconditioned Response (UR)

A

automatic reflex or response (such as salivating)

29
Q

Conditioned Stimulus (CS)

A

In an experimental setting a neutral stimulus (such as a bell) can be associated with the US if it is paired correctly, which turns this previously neutral stimulus into the Conditioned Stimulus (CS).

30
Q

Conditioned Response (CR)

A

After repeated pairing the CS is now capable of provoking the same response as the US (salivating after the bell but without the food), and this response is known as the Conditioned Response (CR).

31
Q

Forward Conditioning

A

Bell»»Food»»Salivating

32
Q

Delay Conditioning

A

The timing of how close the CS and US occur is closely monitored, there is a very short interval (as low as half a second) between when the CS is presented and the US occurs, and they are actually overlapping. So the bell is NOT done ringing and the food is already presented.

33
Q

Trace Conditioning

A

The timing differs slightly, the CS and US do not overlap at all. There is still a short amount of time in between, but the CS and US are obviously occurring at different times. For example, as soon as the bell finished ringing the food would be presented, but not a moment sooner to be careful they do not overlap.

34
Q

Simultaneous Conditioning

A

This differs from Forward condition as the US and CS are presented at the exact same time.

bell and presentation of the food occur simultaneously.

35
Q

Temporal Conditioning

A

In this experiment there is no bell. The US is presented in a consistent interval that is repeated over and over. Eventually the interval and time itself becomes the CS. So for example, Pavlov feeds his dogs once a day everyday at noon exactly. After consistent enough pairings the dogs will start to salivate (CR) at noon (time is the CS) even without the presentation of food (US). The individuals own biological clock becomes the CR.

36
Q

Backward Conditioning

A

This has been studied, but has been shown to not be effective so there is no CS rather just a neutral stimuli (NS). The NS (bell) follows the US (food), but the NS (bell) alone will not produce a CR (salivation).

37
Q

Second Order Conditioning

A

Also know as “higher order conditioning.” This involves multiple neutral stimulus being conditioned, for this example we will use a bell, a light, and a musical tone. The first CS1 (bell) is paired with the US (food) until a CR (salivation) occurs. The the second CS2 (light) is then paired with the CS1 (Bell) until the CS2(light) can elicit the CR (salivation). And finally the third CS3 (tone) is paired with the CS2 (light) and CS1 (bell) until the CS3 (tone) can elicit the CR (salivation). Three levels is as high as you can go, and each level away from the original CS1(bell) has a less potent effect.

38
Q

Zero Contingency

A

If the US (food) is presented sometimes with the CS(bell) and other times without, then conditioning or learning will fail and not produce the CR(salivation).

39
Q

Aquisition

A

While a single CS (loud clanging) US (white rat) pairing may be enough to produce a CR (crying), evidence shows that repeated pairings gradually increases the strength of the CR (crying), although it can be dependent on a number of factors such as the subjects motivation and the nature of the US.

40
Q

Generalization

A

If a CR (crying) has already been established through multiple pairings of the US (loud clanging) and CS (white rat), it may be possible to generalize the CR (crying) to other similar presented stimulus. This happens organically and not through deliberate experimentation or pairings. For example, in the Little Albert experiment a CR (crying) occurred when he was presented with a white rabbit, a fur coat, or a white bearded Santa Claus mask.

41
Q

Discrimination

A

Basically the opposite of generalization. While the subject may associate the CS (white rat) with some NS such as a white rabbit and produce the CR (crying), the subject can also discriminate from other NS such as a teddy bear and not produce the CR (crying). In the Pavlov experiment the dogs may display the CR (salivation) to one tone of bell but not to others.

42
Q

Extinction

A

When the CS (white rate) is repeated presented without the US (loud clanging), eventually the CR (crying) will no longer be elicited and the response is considered extinct or extinguished.

43
Q

Habituation

A

The subject becomes so used to the US (loud clanging) that it no longer produces the UR (crying) and is therefore no longer an effective tool for creating an association. This is not possible with all Unconditioned Stimuli.

44
Q

Latent Inhibition

A

When a subject is presented with a novel CS (white rat) that the subject has no prior experience, with it will be quicker to pair with the US (loud clanging) than if the subject is presented with a familiar CS (like the family dog)

45
Q

Blocking

A

This occurs when second order conditioning is being tested with more than one CS. In the first phase a CS (white rat) is paired with the US (loud clanging) and elicits a CR (crying). In the second phase a CS2 (song) as well as a CS1 (white rat) are presented with the US (loud clanging) and elicits the CR(crying). The results show that when presented alone there is no contingency or association between the CS2 (song) and the CR (crying), but there is between the CS1 (white rat) and CR (crying). The initial association blocks the learning of a second association.

46
Q

Pseudoconditioning

A

This occurs outside of the experiment and purely by accident, and when a NS (such as the presence of Watson) comes to elicit a CR (crying) without purposed fully or intentionally being paired with either the US (loud clanging) or the CS (white rat). Extinction can be used to undo these unintentional associations.

47
Q

retroactive interference

A

newly learned info. interferes with recall of previously learned info.

48
Q

discriminative stimulus

A

signals whether reinforcement or punishment will be given

49
Q

primary reinforcer

A

reinforce everyone @ any age, in any culture (food)

50
Q

secondary reinforcer

A

acquires reinforcing value through experience

51
Q

generalized conditioned reinforcer

A

gives you access to other reinforcers (e.g., $)

52
Q

episodic memory

A

autobiographical

53
Q

procedural memory

A

skills

54
Q

semantic memory

A

facts

55
Q

long term potentiation

A

short term memory becomes long term memory

56
Q

overjustification

A

when people are reinforced for behavior they would normally do anyway - takes away reinforcer and they stop doing the behavior.

57
Q

Atkinson

A

theory of achievement motivation – person with high need for achievement would: take intermediate amount of risk, set realistic goals, experience pride in accomplishments

58
Q

Deci and effects of extrinsic rewards on intrinsic motivation

A

intrinsic motivation may not be decreased when the extrinsic reward is based on competency

59
Q

utility analysis

A

measures the improvement in productivity from implementing a training program

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