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PSYC302 - Learning and Behavior > Exam 1 (Chapters 1-4) > Flashcards

Exam 1 (Chapters 1-4) Flashcards

1
Q

An enduring change in behavior that occurs as a result of practice or experience

A

Learning

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2
Q

“Internally stored information about the world and about how things work”

A

Knowledge

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3
Q

What are four examples of declarative knowledge?

A
  1. Past events
  2. General Information
  3. Meaning and Concepts
  4. Significance of things
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4
Q

What are two examples of explicit knowledge?

A
  1. Episodic

2. Semantic

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5
Q

Type of knowledge

Autobiographical

A

Episodic

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6
Q

Type of knowledge

Concepts, meanings, and general information

A

Semantic

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7
Q

Behavior is dormant until such time as it is expressed in some other situation (devaluation)

A

Latent Learning

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8
Q

Who said this?

  • The body controls involuntary behavior in response to external stimuli
  • Involuntary behavior is mediated by the reflex, which is an automatic reaction to external stimuli and connects a stimulus with a response
A

Descartes (Dualism)

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9
Q

Who said this?

  • The mind is a blank state at birth
  • All knowledge is built from experience
  • Sensations are combined to form complex ideas by associations
A

John Locke (Tabula Rasa)

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10
Q

If two events repeatedly occur together in space or time, they will become associated

A

Contiguity

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11
Q

Association formed if two things are similar (ex: stop sign and red traffic lights)

A

Similarity

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12
Q

____________________ that events occurred together (ex: quiet tone and small shock, or loud tone and large shock)

A

Frequency and intensity

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13
Q

Who said this?

  • All human thought and action (voluntary behavior) is governed by hedonism
  • The pursuit of pleasure and avoidance of pain
A

Thomas Hobbes (Hedonism)

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14
Q

Who said this?

Not all reflexes are innate. New reflexes to stimuli can be established through mechanisms of association.

A

Ivan Pavlov (Classical Conditioning)

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15
Q

What is the General Process Approach?

A
  • Driven by the search for commonalities
  • Formulate general laws that govern behavior across species and circumstance
  • Learning phenomena are the product of elementary processes that operate in much the same way in different learning situations and species
  • What this means is that there are general rules of learning that may be discovered by studying any species or response system that exhibits learning
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16
Q

Why do we do research?

A

Research on nonhuman animals can provide information that may help us better understand human behavior and what goes wrong with it in psychiatric disorders

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17
Q

What constitutes a good animal model? (3)

A
  1. Relevant feature or function
  2. Similar causal mechanisms (Construct validity)
  3. Criterion validity
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18
Q

For a model to be valid it must be comparable to its target in terms of the feature or function understudy

A

Relevant feature or function

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19
Q

We can gain insight into human behavior from animal models if the causal factors governing the behavior are similar

A

Similar causal mechanisms (Construct validity)

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20
Q

What are two examples of construct validity said in class?

A
  1. Drug administration by mice, rats, monkeys, and humans

2. Age

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21
Q

The extent to which laboratory-animal behavior induced by an experimental manipulation predicts human behavior induced by a similar event in the modeled condition

A

Criterion Validity

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22
Q

What is an example of the incubation of craving?

A

Rat in Cage
Phase 1 = See’s light and eats the cheese
Phase 2 = After too much cheese and got sick
Phase 3 = Light comes on, but the rat remembers that cheese makes him feel sick

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23
Q

Learning is an example of experimental science because…

A

We manipulate variables and examine how behavior changes

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24
Q

What are examples of how we manipulate a variable and examine how the behavior changes? (5)

A
  1. Drugs
  2. Cue lights
  3. Odors
  4. Rewards
  5. Shock
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25
Q

Subjects of an experiment are assigned to different conditions, with each subject experiencing only one of the experimental conditions.

A

Across Subjects Design

aka Between

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26
Q

How would you run an across subject’s design using this vignette:

Scientists want to find out if nicotine is rewarding. So they come up with an experiment to test nicotine self-administration in rats. Is nicotine rewarding? And will rats work for it?

A

Three groups of different rats.

  1. Lever press gets nicotine infusion and visual stimulus.
  2. Lever press gets saline infusion and visual stimulus.
  3. Lever press gets saline infusion and no visual stimulus.
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27
Q

How would you run a within subject’s design using this vignette:

Scientists want to find out if nicotine is rewarding. So they come up with an experiment to test nicotine self-administration in rats. Is nicotine rewarding? And will rats work for it?

A

Similar to the across subjects design except you will be using the same rat/rats for each trial.

  1. Lever press gets nicotine infusion and visual stimulus.
  2. Lever press gets saline infusion and visual stimulus.
  3. Lever press gets saline infusion and no visual stimulus.
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28
Q

What are the practical considerations for why we use nonhuman animals in research?

A
  • Known behavioral history; can control prior experience
  • Often know full genetic sequence (DNA)
  • Animals will not try to guess the goals of the experiment
  • Can control confounding variables such as inherent traits
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29
Q

What are other considerations for why we use nonhuman animals in research?

A
  • Can ask questions about human behavior that can not be studied directly in humans
  • Acquisition of maladaptive emotional responses (PTSD, addiction…)
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30
Q

What are the alternatives to research with animals? (3)

A
  • Observational techniques
  • Tissues cultures (neurons in a dish)
  • Computer simulations
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31
Q

What is the problem with using observational techniques in research?

A

Can not be used to investigate learning, but not well controlled

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32
Q

What is the problem with using plants in research?

A

They have no nervous system

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33
Q

What is the problem with using tissue cultures in research?

A

Examine cellular processes, but cells in a dish don’t behave

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34
Q

What is the problem with using a computer simulation in research?

A

Creating simulations requires knowledge of the natural event first

35
Q

What are the three R’s that Russell and Burch (1959)

use as guiding principles for the use of animals in research in many countries

A
  1. Replacement
  2. Reduction
  3. Refinement
36
Q

The preferred use of non-animal methods over animal methods whenever it is possible to achieve the same specific aim

A

Replacement

37
Q

Methods that enable researched to obtain comparable levels of information from fewer animals, or to obtain more information from the same number of animals

A

Reduction

38
Q

Methods that alleviate or minimize potential pain, suffering, or distress, and enhance animal welfare for the animals still used

A

Refinement

39
Q

Any kind of behavior (innate or learned) that is demonstrated (or drawn out of an organism) in response to stimuli.

A

Elicited behavior

40
Q

A simple elicited behavior; a relatively simple, automatic response to a stimulus. Reflexes are often closely tied to survival.

A

Reflex

41
Q

What defines a reflex? (2)

A
  1. Presentation of stimulus always triggers the response, but the response rarely occurs without the stimulus.
  2. Pre-wired
42
Q

What is the advantage of reflexes?

A

Having pre-wired reflexes allows us to respond much quicker to our environment.

43
Q

A response pattern exhibited by most, if not all members of a species in much of the same way. Modal action patterns are used as basic units of behavior in ethological investigation of behavior.

A

Modal Action Patterns (MAPs)

44
Q

What are the two types of MAPs?

A
  1. Releasing or sign stimulus

2. Supernormal Stimulus

45
Q

A specific feature of an object or animal that elicits a modal action pattern

A

Releasing or sign stimulus

46
Q

An artificially enlarged or exaggerated sign stimulus that elicits an unusually vigorous response.

A

Supernormal Stimulus

47
Q
  1. MAPs are highly dependent on ___________________ (e.g., physiological state)
  2. MAP does not depend on _________ or ___________
A
  1. Circumstances

2. Reinforcement; feedback

48
Q

Startle responses are vestiges of defensive modal action patterns in humans

A

Defensive Behaviors

49
Q

How can we determine what exactly that eliciting stimulus is in MAPs?

A

The eliciting stimulus for a MAP can be difficult to determine if it is part of a complex behavioral sequence. Break into components to determine the best way to elicit the response

50
Q

Behaviors are broken down into two components…

A
  1. Appetitive (Early)

2. Consummatory (End)

51
Q

What type of behavior?

  • More individual variability
  • More likely to be shaped by learning
  • Aimed at making contact with the target
A

Appetitive (Early) Components

52
Q

What type of behavior?

  • More stereotypic (e.g., MAPs)
  • Finish sequence (chew, swallow, copulate)
A

Consummatory (End) Components

53
Q

Using the squirrel from Ice Age, explain what appetitive and consummatory components of behavior would look like.

A

Appetitive: Squirrel trying to get the nut
Consummatory: Squirrel eating the nut

54
Q

Elicited behavior is not _________ (Sorry Descartes)

A

Invariant

It is highly PLASTIC (can change over time)

55
Q

Repeated stimulation can _________ elicited behavior

A

Alter

56
Q

What are the two processes seen with elicited behavior?

A
  1. Habituation

2. Sensitization

57
Q

A decrease in the vigor of elicited behavior that may occur with repeated representations of the eliciting stimulus.

A

Habituation effect

58
Q

An increase in the vigor of elicited behavior that may result from repeated presentations of the eliciting stimulus or from exposure to a strong extraneous stimulus.

A

Sensitization effect

59
Q

Effects, last much longer, occur after presentations of a stimulus are repeated over several trial periods

A

Long-term habituation

60
Q

Effects, usually last minutes or seconds, and occur after closely spaces presentations of an eliciting stimulus

A

Short-term habituation

61
Q

Recovery of a response produced by a period of rest after habituation or extinction

A

Spontaneous Recovery

62
Q

How would you rule out sensory adaptation?

A

Response-specific (motor output)

Look for different responses. Might get habituation to start but they are still responding (in different ways)

63
Q

How would you rule out fatigue?

A

Play a different stimulus, if they still respond/move, they are not fatigued.

64
Q

A decrease in the sensitivity of sense organs caused by repeated or excessive stimulation. Ruled out by evidence that a decrease in behavior is response-specific. An organism will stop responding to the stimulus in one aspect but continue to respond in other ways (e.g., might not jump but will still orient).

A

Sensory adaptation

65
Q

A decrease in behavior caused by repeated use of the muscles involved in the behavior. Ruled out by evidence that decreases in behavior is stimulus-specific (i.e. startle with some other sensory stimulus).

A

Fatigue

66
Q

Habituation and sensitization are assumed to involve neurophysiological changes that _______ or ________ the transmission of neural impulses from sensory to motor neurons.

A

Hinder; facilitate

67
Q

The organism may stop responding to a stimulus in one aspect of its behavior but continue to respond to the stimulus in other ways (rules out sensory adaptation).

A

Response-Specific

68
Q

The habituated response will quickly recover when a new stimulus is introduced (rules out response fatigue).

A

Stimulus-Specific

69
Q

A stronger than usual reaction to an eliciting stimulus, typically under conditions of heightened arousal.

A

Sensitization

70
Q

We tend to habituate to _______ intensity stimuli

A

Low

71
Q

Show sensitization to ________ intensity stimuli

A

High

72
Q

The shortest neural pathway that connects sense organs activated by eliciting stimulus to the muscles involved in the response
Ex: the reflex arc

A

S-R System

73
Q

Other parts of the nervous system that determine an organism’s general level of responsiveness or arousal
The state system determines your general readiness to respond

A

State System

74
Q

A primary reaction during the eliciting stimulus is often followed by an opposite after-reaction when the stimulus is terminated

A

Biphasic

75
Q

The neurophysiological mechanisms involved in emotions are tuned to achieve stability (homeostasis)

A

Opponent Process Theory

76
Q

A stimulus that reliably elicits the characteristic response (no learning involved).
Examples: footshock, food

A

Unconditioned Stimulus (US)

77
Q

The behavior that is elicited by the US. Examples: startle, salivation

A

Unconditioned Response (UR)

78
Q

A previously neutral stimulus (i.e., does not normally elicit any response similar to the UR) that following repeated pairings with the US, will elicit the response. Examples: light-cue, tone

A

Conditional Stimulus (CS)

79
Q

The response elicited by the CS, without presentation of the US. It should be similar to the UR.

A

Conditional Response (CR)

80
Q

What type of conditioning was Watson & Rayner (1920) - Little Albert experiment?

A

Fear Conditioning
Trial 1: Albert plays with rat

Trials 2-5: Albert reaches for the rat, loud noise occurs, Albert cries

Trial 6: Albert sees a rat, Albert cries

81
Q

What is an example of a Conditioned emotional response (CER) experiment?

A

Phase 1: Baseline training: Train rat to press a lever for a reward
Phase 2: Conditioning + Test: CS predicts shock while rat is pressing for reward
Suppression Ratio = CS responding/(CS responding + pre-CS responding)

82
Q

What type of conditioning is an early component of a startle response

A

Eye-blink conditioning

83
Q

What type of conditioning?

  • Will develop if a novel flavor is followed by an aversive consequence (e.g., indigestion, food poisoning)
  • Very rapid learning (1 trial learning)
    Learning occurs even if the subject gets sick hours after CS presentation
  • A powerful form of conditioning that survives a long time
A

Conditioned taste aversion

PSYC302 - Learning and Behavior (1 decks)

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