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Psych Of Learning > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Additional Reinforcement

A

an instance in which the delivery of a reinforcer happens to coincide with a particular response, even though that response was not responsible for the reinforcer presentation. Also called adventitious reinforcement. This type of reinforcement was considered to be responsible for “superstitious” behavior

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2
Q

Adventitious Reinforcement

A

same as accidental reinforcement

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3
Q

Appetitive stimulus

A

a pleasant or satisfying stimulus that can be used to positively reinforce an instrumental response

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4
Q

Aversive stimulus

A

an unpleasant or annoying stimulus that can be used to punish an instrumental response

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5
Q

Avoidance

A

an instrumental conditioning procedure in which the instrumental response prevents the delivery of an aversive stimulus

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6
Q

Behavioral contrast

A

Change in the value of a reinforcer produced by a prior experience with a reinforcer of a higher or lower value. Prior experience with a lower valued reinforcer increases reinforcer value (positive behavioral contrast), and prior experience with a higher valued reinforcer reduces reinforcer value (negative behavioral contrast)

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7
Q

Belongingness

A

the idea, originally proposed by Thorndike, that an organism’s evolutionary history makes certain responses fit or belong with certain reinforcers. Belongingness facilitates learning.

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8
Q

Conditioned reinforcer

A

A stimulus that becomes an effective reinforcer because of its association with a primary or unconditioned reinforcer. Also called secondary reinforcer.

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9
Q

Contiguity

A

The occurrence of two events, such as a response and a reinforcer, at the same time or very close together in time. Also called temporal contiguity.

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10
Q

Differential reinforcement of other behavior (DRO)

A

An instrumental conditioning procedure in which a positive reinforcer is periodically delivered only if the participant does something other than the target response

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11
Q

Discrete-trial procedure

A

A method of instrumental conditioning in which the participant can perform the instrumental response only during specific periods, usually determined either by placement of the participant in an experimental chamber or by the presentation of a stimulus.

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12
Q

Escape

A

An instrumental conditioning procedure in which the instrumental response terminates an aversive stimulus (see also negative reinforcement)

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13
Q

Free-operant procedure

A

A method of instrumental conditioning that permits repeated performance of the instrumental response without intervention by the experimenter.

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14
Q

Instinctive drift

A

a gradual drift of instrumental behavior away from responses required for reinforcement to species-typical, or instinctive, responses related to the reinforcer and to other stimuli in the experimental situation.

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15
Q

instrumental behavior

A

an activity that occurs because it is effective in producing a particular consequence or reinforcer.

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16
Q

interim response

A

a response that has its highest probability in the middle of the interval between successive presentations of a reinforcer, when the reinforcer is not likely to occur

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17
Q

latency

A

the time between the start of a trial (or the start of a stimulus) and the instrumental response

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18
Q

law of effect

A

A mechanism of instrumental behavior, proposed by Thorndike, which states that if a response (R) is followed by a satisfying event in the presence of a stimulus (S), the association between the stimulus and the response (S-R) will be strengthened; if the response is followed by an annoying event, the S-R association will be weakened

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19
Q

Learned-helplessness effect

A

interference with the learning of new instrumental responses as a result of exposure to inescapable and unavoidable aversive stimulation

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20
Q

learned-helplessness hypothesis

A

the proposal that exposure to inescapable and unavoidable aversive stimulation reduces motivation to respond and disrupts subsequent instrumental conditioning because participants learn that their behavior does not control outcomes

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21
Q

Magazine training

A

a preliminary stage of instrumental conditioning in which a stimulus is repeatedly paired with the reinforcer to enable the participant to learn to go and get the reinforcer when it is presented. The sound of the food-delivery device, for example, may be repeatedly paired with food so that the animal will learn to go to the food cup when the food is delivered.

22
Q

Marking procedure

A

a procedure in which the instrumental response is immediately followed by a distinctive event (the participant is picked up or a flash of light is presented) that makes the instrumental response more memorable and helps overcome the deleterious effects of delayed reinforcement

23
Q

negative punishment

A

same as omission training or differential reinforcement of other behavior

24
Q

negative reinforcement

A

an instrumental conditioning procedure in which there is a negative contingency between the instrumental response and an aversive stimulus. If the instrumental response is performed, the aversive stimulus is terminated or canceled; if the instrumental response is not performed, the aversive stimulus is presented

25
Q

omission training

A

an instrumental conditioning procedure in which the instrumental response prevents the delivery of a reinforcing stimulus

26
Q

operant response

A

a response that is defined by the effect it produces in the environment. Examples include pressing a lever and opening a door. Any sequence of movements that depresses the lever or opens the door constitutes an instance of that particular operant

27
Q

Positive reinforcement

A

an instrumental conditioning procedure in which there is a positive contingency between the instrumental response and an appetitive stimulus or reinforcer. If the participant performs the response, it receives the reinforcer. If the participant does not perform the response, it does not receive the reinforcer

28
Q

positive punishment

A

same as punishment

29
Q

punishment

A

an instrumental conditioning procedure in which there is a positive contingency between the instrumental response and an aversive stimulus. If the participant performs the instrumental response, it receives the aversive stimulus; if the participant does not perform the instrumental response, it does not receive the aversive stimulus.

30
Q

response-reinforcer contingency

A

the relation of a response to a reinforcer defined in terms of the probability of getting reinforced for making the response as compared to the probability of getting reinforced in the absence of the response

31
Q

response shaping

A

reinforcement of successive approximations to a desired instrumental response

32
Q

running speed

A

how fast (in feet per second) an animal moves down a runway

33
Q

secondary reinforcer

A

same as conditioned reinforcer

34
Q

superstitious behavior

A

behavior that increases in frequency because of accidental pairings of the delivery of a reinforcer with occurences of the behavior

35
Q

temporal contiguity

A

same as contiguity

36
Q

temporal relation

A

the time interval between an instrumental response and the reinforcer

37
Q
A
38
Q

2 Challenges to the notion that contiguity is sufficient:

A

Overshadowing and Blocking

39
Q

Overshadowing

A

2 CS and one is more salient, the more salient cue leads to failure to learn other cue

40
Q

Blocking

A

2 trials and 2 groups:

Group 1 = B+/, BY+, Y -> larger response
Group 2 = B+, BY+, Y -> smaller response

41
Q

Attentional account assumes:

A

1) That the organism has a limited attentional capacity
2) That a CS must be attended to for learning to occur

42
Q

Rescorla Wagner random vs informative diagram shows what?

A

Learning only occurs when the signal is informative

43
Q

𝛌 (lambda)

A

Asymptote of conditioning that the US can support
Proportional to US magnitude

44
Q

V

A

Strength of the CS→US association

45
Q

VA

A

Strength of a particular CS (A) → US association

46
Q

VT

A

Assume net expectation is proportional to the sum of associative
strengths for all of the CSs that are concurrently presented

47
Q

⍺

A

The salience of the CS

48
Q

the more salient the CS, the _______ the conditioning

A

Faster

49
Q

ß

A

A learning rate parameter for the US

50
Q

∆V

A

Change in associative strength on a particular learning trial

Psych Of Learning (6 decks)

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