Exam 2 Flashcards

1
Q

Connections between the work of Thorndike and Skinner:

A

Skinner built upon Thorndikes theory law of effect, Skinner identified 4 types of consequences, Thorndike 2

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2
Q

Positive reinforcement

A

The consequence is the appearance of or increase in the intensity of a stimulus and
increases the strength or probability of the behavior.

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3
Q

Negative reinforcement

A

The consequence is the removal of or decrease in the intensity of a stimulus and
increases the strength or the probability of a behavior
lose their effectiveness
rather quickly.
* This leads to satiation

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4
Q

Positive Reinforcer

A

Those that appear to be innately effective, not dependent on learning
experiences, often called unconditioned
reinforcers.

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5
Q

Secondary Reinforcer

A

Those that are not innately effective
* They acquire reinforcing power by being paired with primary and other secondary reinforcers.
* Because they are dependent on previous learning experiences, they are also called conditioned reinforcers.

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6
Q

Natural Reinforcers

A

events that follow
spontaneously from a behavior

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7
Q

Contrived Reinforcers

A

events that are
provided for the purpose of modifying
behavior

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8
Q

Variables the affect operant learning: Contingency

A

refers to the degree
of correlation between a
behavior and its consequence.

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9
Q

Variables that affect operant learning: Contiguity

A

refers to the gap in time between
a behavior and its reinforcingconsequence.
shorter the interval is, the
faster learning occurs.
*A short interval decreases the likelihood a
different behavior will be reinforced.

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10
Q

Reinforcer Characteristics

A
  • Size/strength: A large reinforcer is
    generally more effective than a
    small one
    *Quality: Preferred reinforcers can
    improve the effects of
    reinforcement
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11
Q

Behavior Characteristics

A

Qualities of the behavior being
reinforced affect the ease at which it
can be strengthened.

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12
Q

Neurotransmitters involved in reinforcement

A

The “reward pathway” is activated in the
brain.
*In humans, this is in the septal region, which
runs from the middle of your brain to the
frontal cortex.
*When stimulated, this area of the brain will
produce dopamine.

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13
Q

Theories of negative reinforcement:Two-process theory

A

The two-process theory assumes that both Pavlovian and operant learning together explain avoidance learning.

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14
Q

Theories of negative reinforcement:One-process theory

A

The one-process theory explains avoidance entirely in terms of operant procedures.

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15
Q

Shaping

A

Makes it possible to establish behavior that rarely or never occurs spontaneously

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16
Q

Chaining

A

Connecting behaviors, teaching animal or person to perform a behavior chain

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17
Q

Forward Chaining

A

Begins with reinforcement of first link, repeats until no hesitation, then requires and reinforces 1st and 2nd link until no hesitation, repeats until finished

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18
Q

Backward chaining

A

Begins with reinforcing last link and works towards first link until no hesitation

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19
Q

Superstition

A

Occurs repeatedly even though it does not produce the reinforcers that maintain it, develop in situations where people feel lack of control, test, football game

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20
Q

Learned helplessness

A

Inescapable aversive teach individuals to do nothing through repeated failed attempts to escape, individual learns helplessness

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21
Q

Simple schedules: continuous reinforcement

A

Behavior reinforced everytime it occurs, leads to rapid increases

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22
Q

Simple schedules: fixed ratio

A

behavior is reinforced after
the same number of responses every time; when it has occurred a fixed number of times

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23
Q

Simple schedules:Variable ratios

A

a behavior is reinforced around an average number of
responses.

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24
Q

Simple schedules: fixed interval

A

the behavior is reinforced the first time after it occurs after a constant interval.

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25
Q

Variable ratio

A

behavior is required to last an average amount of time; it is reinforced the first time it occurs after an average
interval.

26
Q

Extinction

A

a previously reinforced behavior is never followed by reinforcers. The immediate effect is often an abrupt increase in the behavior is an extinction burst

27
Q

Stretching the ratio

A

frequency of reinforcement for the same behavior is slowly thinned

27
Q

The partial reinforcement effect: Discrimination hypothesis

A

extinction takes longer after intermittent reinforcement because it is more difficult to
distinguish between a variable schedule and extinction

28
Q

Response unit hypothesis

A

Target behavior can be defined in terms of what produces reinforcement

28
Q

Sequential hypothesis

A

The PRE is due to differences in the sequence
of cues during training.
Assumption is that there are only two events:
reinforcement and nonreinforcement

29
Q

Partial reinforcement effect (pre)

A

tendency for behavior maintained on an intermittent schedule to be more resistant to extinction than behavior that has been on continuous reinforcement.

30
Q

Types of Punishment: Negative Punishment

A

Removal of or decrease in the intensity of a stimulus, usually something the individual seeks out

31
Q

Types of Punishment: Positive Punishment

A

Appearance of, or an increase in the intensity of a stimulus, ex: electric shock, spanking

32
Q

Variables affecting punishment: Contigency

A

The degree to which punishment reduces frequency of behavior varies with the degree to which a punishment occurs

33
Q

Variables affecting punishment: Contiguity

A

interval between a behavior and a punishing consequence-longer delay less effective punisher

34
Q

Variables affecting punishment: punisher intensity

A

Relationship between the intensity of a punisher and its effects

35
Q

Variables affecting punishment: introductory level of punisher

A

How you begin-strong aversive or weaker aversive

36
Q

Variables affecting punishment: reinforcement of the punished behavior

A

unwanted behavior almost certainly earns reinforcement

37
Q

variables affecting punishment: alternative sources of reinforecement

A

when punishing an unwanted behavior, provide an alternative means of obtaining the reinforcers that maintain that behavior

38
Q

Variables affecting punishment: motivating operations

A

increase the effectiveness of a reinforcer by performing an establishing, motivating operation

39
Q

Problems with punishment: escape

A

escape or avoidance of source of punishment

40
Q

Problems with punishment: aggression

A

attacking

41
Q

problems with punishment: suppression

A

suppression of behavior

42
Q

problems with punishment: potential for abuse

A

potential for abuse by the punisher-resorting to extreme forms of punishment

43
Q

problems with punishment: imitation of the punisher

A

tend to imitate those who punish them

44
Q

Alternatives to punishment: response prevention

A

prevent the behavior from occurring by alterin the environment

45
Q

Alternatives to punishment: differential reinforcement

A

combines nonreinforcement of unwanted behavior and reinforcement of another behavior

46
Q

Differential reinforcement of alternative behavior (DRA)

A

reinforcement becomes available for a specified alternative to unwanted behavior

47
Q

Differential reinforcement of incompatible behavior (DRI)

A

reinforce a behavior incompatible with the unwanted behavior

48
Q

Differential reinforcement of low rate (DRL)

A

behavior earns reinforcement but only if it occurs at a low rate

49
Q

Types of observational learning: social

A

observing the behavior of another individual and the consequences of the model’s behavior

50
Q

vicarious punishment

A

consequences of the model’s behavior weaken the observer’s tendency to behave a similar way

51
Q

vicarious reinforcement

A

consequences of model’s behaviors strengthen the observer’s tendency to behave a similar way

52
Q

Types of observational learning:asocial

A

learning observed events in the absence of a model

53
Q

Variables affecting observational learning: difficulty of the task

A

more difficult task, less learning will likely occur during observation

54
Q

Variables affecting observational learning: skilled vs unskilled model

A

Skilled: model demonstrates the proper performance of task
Unskilled: observer watches the model as they learn to perform the task

55
Q

Variables affecting observational learning: characteristics of the model

A

observers learn better from attractive, likable, and prestigious models than from those who lack

56
Q

variables affecting observational learning: characteristics of observer

A

species of observer, humans get most out of observation

57
Q

variables affecting observational learning: consequences of observed acts

A

serve as critical function, consequences of observed events that are not modeled also prove critical

58
Q

variable affecting observational learning: consequences of observer’s behavior

A

if observing others pays off, we tend to do it more