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Psychology of Learning > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Learning

A

A relatively permanent change in behavior that occurs because of experience with events. Excludes temporary change and effects due to maturation. It is necessary because environments are unpredictable and we need to adapt

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2
Q

Memory

A

Retention or retrieval of information

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3
Q

Epistemology

A

Philosophical study of nature of knowledge and how we came to have knowledge

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4
Q

Maturation

A

Effects due to this are not attributed to organism learning, but simply development

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5
Q

Structuralism

A

School of early psychology associated with Wundt. It was known for emphasizing use of introspection
Purpose of psychology = understanding conscious experience via structure

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6
Q

Functionalism

A

(James) emphasis on functions of consciousness; is often based on observation

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7
Q

Behaviorism

A

School of early psychology associated with Watson. It viewed science as the study of observable events and psychology as the study of behavior.
Emphasis on relationship between stimuli and responses. Did not care about mental experience and feelings like attention, insight, etc. Only on what you DO

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8
Q

Cognitive approach to learning

A

(Piaget, Bartlett) The goal of learning is to use measures of behavior to develop and test theories of mental processes.
The mind is an active processor of information, and forms an internal representation of the world that can guide behavior

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9
Q

Schema

A

stored framework or body of knowledge about some topic

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10
Q

Piaget’s theory of cognitive development

A

A theory involving qualitative changes in intellectual functioning during childhood. Follows the idea that development results from a combination of assimilation and accomodation

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11
Q

Stages of Piaget’s theory

A

Sensory motor intelligence: infant, lack of object permanence
Preoperational period: toddler, failure at conservation tasks
Concrete operations: inability to handle abstract concepts or reason scientifically
Formal operations

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12
Q

Repetition priming

A

Processing of a stimulus is affected by a previous presentation of it

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13
Q

Learning curve

A

Is represented by a monotonic (one-direction), negatively accelerated (slowing) graph

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14
Q

Habituation

A

Decrease in a response to a stimulus that is repeatedly presented
Refers to something happening as a reflex and is thus stimulus-specific

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15
Q

Dishabituation

A

the idea that habituation to one stimulus can be temporarily blocked by the presentation of another stimulus

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16
Q

Discrimination

A

Responding differently to different stimuli

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17
Q

Features of habituation

A

It is a function of number of repetitions
effects fade with time
occurs more rapidly if it occurs to same stimulus on multiple occasions
spacing of repetitions is important

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18
Q

Spontaneous recovery

A

Idea that the effects of habituation fade away as a result of the passage of time

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19
Q

sensitization

A

increase in response to a stimulus as a result of repetition
reflects the overall state of arousal in the nervous system
tends to occur more with strong stimuli

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20
Q

Thompson et al

A

Associated with dual-process theory of habituation and sensitization

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21
Q

Thompson et al’s dual process theory

A

Found that response to a stimulus depends on two different sets of neurons
H neurons: most directly involved in reflect arc and habituate to repeated stimulation
S neurons: more central, reflect general state of arousal in organism and likely to enhance responsiveness

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22
Q

Implications of dual-process theory

A

habituation and sensitization are not opposites but are based on different levels of the nervous system
Sensitization is less stimulus-specific than habituation
Processes are independent and may both operate, and behavior will reflect both systems

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23
Q

Why does habituation occur

A

reduction or elimination of inappropriate response to a weak stimulus

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24
Q

Why does sensitization occur

A

increase of general responsiveness in an important environment, usually dealing with a strong or particularly stressful stimulus

25
Q

Opponent-process theory of acquired motivation

A

Theory that presents idea that all organisms are oriented to homeostasis; when experience a strong reaction A, they then experience a counter-reaction B
As a result of repetition, A habituates, but B sensitizes

26
Q

Applications of opponent-process theory

A

Romantic passion
Skydiving
Drug tolerance and addiction

27
Q

Who developed the opponent-process theory

A

Solomon, in 1980

28
Q

Hedonic treadmill

A

Emotional systems adapt to life circumstances, returning us to our emotional set-point
Life experiences have only a temporary effect on our level of happiness

29
Q

Perceptual learning

A

Once we have learned how to perceive or identify a stimulus, it is easier to learn other things about it
Experience with stimulus leads to improvement in task performance

30
Q

Who developed the cognitive theory of habituation

A

Wagner (1976)

31
Q

Cognitive theory of habituation

A

theory that habituation could reflect either short-term or long-term memory
Stimulus more likely to be recognized if short-term

32
Q

Classical conditioning

A

Using a conditioned stimulus to program a response

33
Q

Unconditioned stimulus

A

Food

34
Q

Unconditioned response

A

salivation to food

35
Q

Conditioned stimulus

A

tone

36
Q

conditioned response

A

salivation to tone

37
Q

Extinction

A

when conditioned stimulus comes but not expected consequences, behavior for conditioned response slowly stops being conditioned
Consciousness may be sufficient for extinction, but it is not necessary

38
Q

preparedness

A

number of learning experiences that must occur before behavior change is reliable

39
Q

conditioned taste aversion

A

only takes one illness to avoid food as a response
one-trial learning
Tends to only be certain aspects of senses

40
Q

second order conditioning

A

stimulus that was previously neutral (e.g., a light) is paired with a conditioned stimulus (e.g., a tone that has been conditioning with food to produce salivating - this is the “first” order) to produce the same conditioned response as the conditioned stimulus.

41
Q

Sensory preconditioning

A

learning of an association between two stimuli. S1 and S2 presented together, then only S2, with an unconditioned stimulus. It becomes a conditioned stimulus, then present S1 by itself and may elicit conditioned response due to association

42
Q

overshadowing

A

a stronger or more salient stimulus may be learned at the expense of a weaker one

43
Q

Blocking

A

Will not respond to a second stimulus that is unconditioned if it is presented with a stimulus that is already conditioned.

44
Q

Unblocking

A

Increasing the result when having two stimuli will cause conditioning for second stimulus too

45
Q

who came up with theory of classical conditioning

A

Rescorla and Wagner

46
Q

What is the theory of classical conditioning

A

Every unconditioned stimulus is limited in associative strength, and it is possible that conditioned responses can compete with each other for that associative strength
delta V = f(lambda - V) -> change in associative strength of all conditioned stimuli = coding a particular US will support - associative strength of all CS

47
Q

Importance of classical conditioning theory

A

formed the way we think about classical conditioning

48
Q

Successes of the rescorla-wagner theory

A

shape of learning curve: learning slows as V approaches lambda
Extinction and inhibitory conditioning occur when delta V is a negative number
For blocking, after CS1-US conditioning, V already near Lambda

49
Q

over-expectation effect

A

presenting two stimuli conditioned for a response together with lead to a greater response, but animal will become conditioned to respond less over time if it does not receive twice the result

50
Q

Positive patterning

A

presenting simultaneous compound stimuli that are paired with reinforcement while withholding reinforcement when a single stimulus is presented.
produces an increase in responding to the compound stimuli and a decrease in responding to a single stimulus.

51
Q

Negative patterning

A

However, the simultaneous compound stimuli are not paired with reinforcement while the stimuli presented individually are paired with reinforcement.
decreases responding to the compound stimuli and increases responding to the stimuli presented individually.

52
Q

Perruchet effect

A

subjects’ conscious expectations may differ from physiological response

53
Q

causal learning

A

learn associations between events, that one eent causes the other

54
Q

Evaluative conditioning

A

a conditioned stimulus coincides with some desirable or undesirable object, the unconditioned stimulus. Over time, stimuli that often coincide with desirable objects are perceived more favorably, whereas stimuli that often coincide with undesirable objects are perceived less favorably

55
Q

Coolidge effect

A

The reinitiation of sexual behaviour in a sexually satiated animal, in response to a novel receptive mate

56
Q

Conditioned emotional response

A

emotional response that results from classical conditioning, usually from the association of a relatively neutral stimulus with a painful or fear-inducing experience.

57
Q

Summation test of conditioned inhibition

A

stimuli that are conditioned separately are then combined in a compound. The procedure can identify a stimulus as a conditioned inhibitor if it suppresses responding evoked by the other stimulus

58
Q

Retardation of acquisition test of conditioned inhibiton

A

stimulus as a conditioned inhibitor if, when paired with a stimulus that gets a conditioned response, achievement of response is slowed.

Psychology of Learning (2 decks)

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