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PSYC100 > EXAM 3: CHAPTER 7 > Flashcards

EXAM 3: CHAPTER 7 Flashcards

1
Q

Learning

A

A process by which experience produces a relatively enduring change in behavior or capabilities

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2
Q

Two categories of learning:

A
  • Associative learning: Learning formed between two or more stimulus (eg. Cringing at the sound of a dental drill because you associate the sound with the pain)
  • Non-associative learning: Learning that does not involve forming associations between stimuli
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3
Q

Two categories of non-associative learning:

A
  • Habituation: Weakening of response to a stimulus after repeated presentation (eg. Cat seeing you as a threat and is scared, but overtime becomes friendly because they don’t see you as a threat)
  • Sensitization: A strong stimulus that results in increased responsiveness (eg. Cat knocks over a lamp and you feel startled. Later on, you might freak out at another auditory stimuli like ringing of cellphone)
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4
Q

Dishabituation

A

Learning whereby there is a recovery of attention to the following habituation. (eg. Accidentally stepping on the cat’s tail and is now seeing you as a threat once again)

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5
Q

Two categories of associative learning:

A
  • Classical conditioning
  • Operant conditioning
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6
Q

Classical conditioning

A

Associative learning between two previously unrelated stimuli that results in a learned response (eg. Cringing at the sound of thunder, but then later on cringing at the sight of lightening because you associate it with the sound)

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7
Q

Natural reflex

A

An automatic involuntary response that typically occurs without learning

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8
Q

Ivan Pavlov (3)

A
  • Studied salivary reflex with dogs. He noticed that dogs were salivating even when the food itself wasn’t present, but began to when lab assistants arrived, which signaled for food
  • Studied digestive system for two decades
  • Won Nobel Prize in physiology
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9
Q

4 basic components of classical conditioning:

A
  • Unconditioned stimulus (US): Stimulus that on its own elicits a response
  • Unconditioned response (UR): Physical response elicited by an unconditioned stimulus; does not need to be learned
  • Conditioned stimulus (CS): Neutral stimulus that eventually elicits the same response as an unconditioned stimulus with which it has been paired
  • Conditioned response (CR): Physical response elicited by a conditioned stimulus; acquired through experience and is usually same as unconditioned response
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10
Q

4 basic components of classical conditioning in Pavlov’s dog experiment:

A
  • US: Meat powder
  • UR: To salivate
  • CS: Lab assistant
  • CR: Salivation
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11
Q

Examples of classical conditioning (4):

A
  • Feeling anxious at the sight of police car, even if you do nothing wrong
  • Thinking of an ex when you smell cologne
  • Veterans who feel frightened when they smell fuel
  • Sexually abused child who sees a male
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12
Q

Stimulus generalization

A

What occurs when stimuli similar to the original conditioned stimulus trigger the same conditioned response

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13
Q

Stimulus discrimination

A

Loss of generalization. Learns to respond to only one tone

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14
Q

Extinction

A

The gradual weakening of a conditioned response resulting in a behavior stopping, or going extinct, over time

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15
Q

Spontaneous recovery

A

Re-emergence of a conditioned response sometime after extinction has occurred

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16
Q

Drug use

A

Begins when individual experiences the effects of a drug as pleasurable

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17
Q

Drug dependency

A

Involves the psychological and physiological experiences that occurs as the individual continues to use the drug

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18
Q

Withdrawal

A

Psychological and physical discomfort and distress experienced when body is deprived of that substance it has adapted to

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19
Q

Tolerance

A

Involves a number of factors, including possible changes at the cellular level in response to the drug

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20
Q

John B Watson beliefs

A

Believes that human emotions and environment plays an important role in shaping individuals

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21
Q

Little Albert experiment

A

Conducted by John B Watson to see if little albert would fear rats when associated with a hammer noise. This resulted in little Albert to also fear of other fluffy animals like rabbits

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22
Q

Phobias

A

Persistent, irrational or obsessive fear of a specific object or situation that may arise as a result of a fear conditioning

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23
Q

Systematic desensitization

A

Exposure therapy. Process used to condition the extinction of phobias

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24
Q

Phobia activation in the brain

A

involve abnormal activity in the amygdala

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25
Q

Conditioned taste aversion

A

Learning an association between a particular food and subsequent stomach illness (eg. Eating chips at the beach and then feeling ill later on due to heat. But now you cant bare to eat chips)

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26
Q

Arachnophobia

A

Fear of spiders

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27
Q

Operant conditioning

A

Form of associative learning where behavior is modified depending on consequences

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28
Q

Puzzlebox

A

Experiment conducted by Edward Thorndike to create a cage which placed a hungry cat with an attempt to escape

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29
Q

Law of effect

A

Law that states any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped.

30
Q

Behaviourism

A

Systematic study and manipulation of observable behavior

31
Q

Reinforcer

A

An experience that produces an increase in a certain behavior

32
Q

Statistics of Canadians that self-harm

A

13%

33
Q

Positive reinforcement

A

Increases the probability that a particular behavior will occur by adding a pleasant stimulus

34
Q

Negative reinforcement

A

Increases a specific behavior by removing an unpleasant stimulus Reinforcement always increases the likelihood that a specific behavior will be repeated

35
Q

Punishment

A

Decreases a particular behavior

36
Q

Negative punishment

A

Removal of a pleasant stimulus as a consequence of a behavior to decrease probability of behavior being repeated (eg. Child is late for curfew so his parents take his phone)

37
Q

Positive punishment

A

Add a consequence to unwanted behavior so that they change. (eg. Spanking a child after throwing a tantrum)

38
Q

Primary punisher

A

Stimulus that is naturally aversive to an organism (eg. Punching, hitting, slapping)

39
Q

Secondary punisher

A

Stimulus that becomes aversive when associated with a primary punisher (eg. Disapproval, bad grades, criticism)

40
Q

Primary reinforcer

A

Stimulus that has survival value and is therefore intrinsically rewarding (eg. Food, water, sexual partners). They satisfy biological needs

41
Q

Secondary reinforcer

A

Neutral stimulus that becomes rewarding when associated with a primary reinforcer (eg. Verbal praise, toys, grades and money earned from good behavior)

42
Q

Why is positive reinforcement more effective than punishment

A

Reinforcement is effective at establishing new and more appropriate behaviors. Physical punishment is associated with long-term problems such as low self-esteem, poor self-concept and lack of interpersonal skills

43
Q

Guidelines for effective punishment (6):

A
  • Mild
  • Occurs immediately following incorrect behavior
  • Negative punishment (eg. Timeout) is more effective than positive punishment
  • Consistency
  • Combined with explanation
  • Must be a valid reason
44
Q

Continuous reinforcement

A

What occurs when behavior is reinforced every time it occurs

45
Q

Intermittent or partial reinforcement

A

Schedule of reinforcement where the behavior is followed by reinforcement only some of the time

46
Q

Fixed ratio schedule

A

Schedule of reinforcement that occurs after a specific number of responses (eg. Free coffee after 9th purchase)

47
Q

Variable ratio schedule

A

Schedule of reinforcement that occurs when the number of responses required for reinforcement is unpredictable

48
Q

Fixed interval schedule

A

Schedule of reinforcement that occurs every time a specific time period elapsed (eg. Getting paycheque every week)

49
Q

Variable interval schedule

A

Schedule of reinforcement that occurs after varying amounts of time (eg. Work breaks occur at unpredictable intervals)

50
Q

Shaping

A

Introducing new behavior by reinforcing close approximations of the desired behavior (eg. Giving a dog a treat every time it is close to doing the trick that is being trained)

51
Q

Behavior modification

A

Systematic approach to change behavior using principles of operant conditioning (eg. Giving a disruptive child who likes video games stickers every time he is quiet. After getting a certain amount of stickers, he is allowed to play games)

52
Q

Learned helplessness

A

State that occurs after a person has experienced a stressful situation repeatedly and believe they are unable to control or change situation

53
Q

Observational learning

A

Learning that occurs without overt training in response to watching the behavior of others

54
Q

Modelling

A

What occurs when an observer learns from behavior of another

55
Q

Albert Bandura

A

Conducted experiment to see whether children learned aggressive behavioral responses by observing aggression. Children watched a movie about a women beating up a Bobo doll. Later, the children were allowed to play in a room with bobo dolls to see if they would display aggressive behavior

56
Q

Vicarious learning

A

Learning that occurs when an individual observes the consequences to another’s action and then chooses to duplicate the behavior

57
Q

Mirror neurons

A

Neurons fired when an animal or human performs an action or when they see another animal perform

58
Q

Implicit learning

A

Learning that occurs without awareness

59
Q

Spatial navigation learning

A

Learning that involves forming associations among stimuli relevant to navigating in space

60
Q

Latent learning

A

Form of learning that is not expressed until there is a reward or incentive

61
Q

Insight learning

A

Sudden realization of a solution to a problem or leap in understanding new concepts

62
Q

Semantic learning

A

Learning based on solid comprehension

63
Q

Episodic learning

A

Process of storing experiences in one’s memory and retrieving that information to improve behavior

64
Q

Key factors of learning (3):

A
  • Timing
  • Context
  • Awareness/attention
65
Q

Acquisition phase

A

Initial learning of the stimulus response relationships

66
Q

B.F Skinner beliefs:

A
  • Organisms don’t simply respond to the environment, but rather they exert influence on it
  • Behaviors that are followed by favourable consequences will likely be repeated
67
Q

B.F Skinner’s three types of consequences on operant:

A
  • A neutral consequence neither increases or decreases the probability that the response will recur
  • Reinforcement strengthens the response or makes it more likely to recur
  • Punishment weakens the response or makes it less likely to recur
68
Q

3 term contingency of operant conditioning:

A
  • Discriminative stimulus
  • Response
  • Reinforcer
69
Q

Instinctive drift

A

Tendency of an animal to revert to unconscious and automatic behavior that interferes with learned behavior from operant conditioning

70
Q

Social cognitive theories

A

Theories that emphasize how behavior is learned and maintained through observation and imitation of others, positive consequences, and cognitive processes such as plans, expectations and beliefs

71
Q

Two types of observational learning:

A
  • Vicarious learning
  • Mirror neurons

PSYC100 (7 decks)

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