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Final Flashcards

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1
Q

What is learning?

A

Change in behavioral potential, changed through reacting to a situation, and cannot be explained by nature or temporary stages such as drugs

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2
Q

What are psychic secretions?

A

glandular secretions that appear to be provoked from thoughts, wishes, sights, sounds, or smells. Example: salivating as one thinks about eating a hamburger

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3
Q

What are reflexes?

A

nervous reactions which can be modified in that they may be triggered by different stimuli through learning. Ex Grasping
Can be:
Unconditioned Reflexes- inborn, permanent, reflexes, unvaried
Conditioned Reflexes- acquired through experience, impermanent, variable

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4
Q

Habituation and Sensitization

A

Both are reflexes; sensitization is where a neurotransmitter increases, Ford Focus example
Habituation is a decrease, ex: cologne

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5
Q

What is the dual process theory?

A

different underlying neural processes responsible for H & S. Both occur simultaneously, but given response depends on net result.
Habituation occurs in the the Stimulus Response system (reflex arc)
S occurs in the state system (like sympathetic) and can be affected by drugs, emotionality etc

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6
Q

Model Action Patterns

A

Fixed action patterns, species-specific behavior, species-typical behavior, instincts, complex, hard to change (woodpeckers)

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7
Q

General Behavior Traits

A

More variable than MAP, ex. sexual practices dog breeding

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8
Q

Mutations

A

Can be passed on, and most are not adaptive

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9
Q

Releasers

A

Stickleback find results

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10
Q

Natural selection cannot help with

A

abruptly changing environments

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11
Q

Why is the ability to learn selected for?

A

It allows organisms to adapt to abruptly changing environments (whereas other changes do not)

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12
Q

Between subjects experiment

A

experimental group (receiving treatment) is compared to control group (not receiving treatment)

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13
Q

Random Assignment

A

to minimize differences between groups that are not of interest to study (IQ, experience, age, gender, etc)

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14
Q

Matched Sampling

A

may be used for small sample sizes when random assignment may not be effective

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15
Q

Within subjects experiment

A

he participants serve as their own control (baseline vs. post treatment)
E.g., To test effectiveness of GRE prep course, participants take exam, then course, then exam again

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16
Q

Limitations of Animal Research

A 
Generalize to humans (will people act the same)
Practical value (who benefits?)
Ethical concern (informed consent)
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17
Q

Delayed

A

occurring at the end of cs

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18
Q

Trace

A

after cs

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19
Q

Backward

A

us before cs

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20
Q

Temporal

A

time interval

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21
Q

Extinction

A

CS presented alone until the CR disappears (becomes extinguished)
Not “Forgetting”- CS is still presented

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22
Q

Spontaneous Recovery

A

following a break from extinction trials, a weakened CR may be elicited by the CS again without further pairing with US

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23
Q

Response Latency

A

time between CS and response decreases

a. Problem- short intervals between CS and US may make it difficult

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24
Q

(Compound Stimulus Effects) Sensory Preconditioning

A

IF TWO NEUTRAL STIMULI ARE PAIRED THEN ONE BECOMES a CS by being paried with a US the other more easily become a CS

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25
Q

(Compound Stimulus Effects) Overshadowing

A

when a compund stimulus is used as a CS, one stimulus may overpower the other such that the second does not elicit the CR alone

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26
Q

(Compound Stimulus Effects) Kamin’s Blocking Effect

A

due to prior experience with one part of a compound stimulus, a second stimulus is blocked becoming a CS

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27
Q

(Compound Stimulus Effects) Higher-Order Conditioning-

A

neutral stimulus is paired with an est. CS, so that neutral stim also becomes a CS

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28
Q

(Theories of classical conditioning) Stimulus substitution & 2 probs

A

a. Conditioning causes a beurological ocnnection between the CS and US such that the CS npw activated the same reflex that the US does Contiguity between CS and US is what is important
i. Problem- Assumes UR and CR are one in the same- CR may on occasion be opposite of UR
ii. Problem- Cannot account for such phenomena as blocking

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29
Q

(Theories of classical conditioning) Rescorla-Wagner Model

A

The CS predicts the US and thus establishes a contingency. Both contiguity and contingency must be present for conditioning, Learning occurs in each CS-US pairing, but there is a finite amount of learning that can take place. Each trial “uses up” some of the learning potentional

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30
Q

Suppression Ratio

A

subject slow down other activitites when stimulus is presented (conditioned fear)

a. SR- (response w CS)/ (total responding with/ & w/out CS)
b. Problem- only useful when conditioning fear

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31
Q

Aversion Therapy

A

parting the fetish object with unpleasant US (e.g., nausea induced via emetic drug)

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32
Q

Paraphilia

A

“incorrect love”- sexual attractions and activities perceived by society to be abnormal or perverse (e.g., fetishes, S&M, exhibitionism).

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33
Q

Garcia Effect

A

conditioned taste aversion to certain foods ex. Problematic during chemotherapy

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34
Q

Counter conditioning

A

employed to reduce or eliminate fear of a particular object, situation, or activity; rabbit and kid

35
Q

Systematic desensitization

A

substitute a relaxation response to the conditional stimulus gradually using counter conditioning

36
Q

Implosion therapy

A

a form of behavior therapy involving intensive recollection and review of anxiety-producing situations or events in a patient’s life in an attempt to develop more appropriate responses to similar situations in the future.

37
Q

Generalization

A

Had a nightmare, went to parents bedroom and there was something that wasn’t right (it was aunt and uncle) thinking it was mom and dad, tendency to apply what you have learned to new, similar situations. Generalization is vital to learning and survival and crucial to research
E.g., animal eats an insect that makes it sick, learns to avoid similar-looking insects
E.g., littler leaguer learns to hit ina

38
Q

Generalization Gradient

A

Pigeon was trained to peck when this light came on, as the color moves away from main color the behavior doesn’t occur (does respond the closer to the main character)
graph of behavior showing that the more closely a stimulus resembles the training stimulus, the greater the response

39
Q

semantic generalization

A

Similar responses are elicited to words that are similar to target words in terms of meaning, sound, or category
See list of related words (e.g., baseball, bat, mitt)
Pair “baseball” with shock
Heart rate increases to word such as dugout or glove

40
Q

Generalization of behaviors following punishment or extinction

A

suppression of behaviors similar to target behavior follows similar generalization curve
Inhibitory generalization

41
Q

Discrimination Training

A

E.g., QA inspector distinguishes good from defect
General practioner suggests ADD cause kid asks lot of question he generalized the questions to add but didn’t discriminate all the add symptoms

42
Q

peak shift

A

Greatest responding to the side of S+ opposite S- (peak shift)

43
Q

successive discrimination training

A

randomly alternate S+ and S-

pepsi, coke, pepsi, pepsi, coke, pepsi, coke, coke

44
Q

Matching to Sample & Oddity Matching

A

subject presented with S+, then shown 2 or more alternatives and must pick out the one that matches the comparison
the comparison
Oddity Matching – same concept, but subject is rewarded for selecting stimulus that does not match.

45
Q

Errorless Discrimination Training

A

The S+ presented as typical, but S- is presented weakly at first and for short time, then faded in.
subject rarely, if ever, selects the S-
Eliminates frustration and negative emotional reactions associated with responding to S-

46
Q

Differential Outcome Effect

A

different behaviors lead to different reinforcers (signified by different discriminative stimuli)
Leads to quick discrimination learning

47
Q

Stimulus Control

A

behavior brought under the influence of a discriminative stimulus due to discrimination training

48
Q

Pavlov’s Theory

A

the CS+ becomes associated with excitatroy area of the brain, and CS- becomes associated with inhibitory area of the brain
-The more closely a neutral stimulus resembles a CS+, the more likely it is to excite that area of the brain (elicit CR)
If neutral stimulus resembles CS-, more likely to activate the area of brain that inhibits CR

49
Q

Spence’s Theory

A

training with S+ or CS+ leads to increased responding to it and similar stimuli (excitatory gradient), training with S- or CS- results in decreased responding to it and similar stimuli (inhibitory gradient)
net result of two gradients determines likelihodd of responding to a novel stimulus (algebraic summation)

50
Q

Lashley-Wade Theory

A

steepness of generalization gradient depends on the experience the subject has had with relevant stimuli prior to training
The more prior experience an individual has with the stimulus dimension, the steeper the gradient (i.e., better discrimination)

51
Q

Sperling experiment

A

Sperling experiment demonstrates that . . . Info processed in sensory register is large, but short-lived

52
Q

Levels of Processing

A

Shallow – attending to physical characteristics (e.g., shape, sound)
Deep – attending to meaning and relations (e.g., is this item something I can eat)

53
Q

Elaborative Rehearsal

A

add context to material

E.g., how does this info relate to my personal experience?

54
Q

Von Restorff Effect

A

distinctive stimuli are easier to recall (e.g., platypus)

55
Q

Semantic Memory

A

knowledge of the world, memory for facts, vocabulary

wife’s maiden name

56
Q

Episodic Memory

A

memory for events, autobiographical memory, “flashbulb” memory
The day you met your wife

57
Q

Procedural Memory

A

knowing how, implicit knowledge

58
Q

Hierarchical Networks

A

words stored in terms of superordinate-subordinate relationships ex do canaries sing?(fast RT)
Do canaries have skin?(slower RT)

59
Q

Spreading Activation

A

non-hierarchical network, with pathways linking one word to many others. tip of the tongue phenomenon

60
Q

Category Clustering

A

tendency to create organization out of randomly presented material

61
Q

State-Dependent Learning

A

memory performance is better when in same emotional state as when material was learned

  • -tend to recall sad information when in a sad state
  • -may recall where you put your car keys while you were drunk after a few drinks
62
Q

Decay Theory

A

memory simply decays over time (use it or lose it)

Problem: time is not a causal factor – memories fade with time, not because of it

63
Q

Interference

A

recall of one memory interferes with the other

64
Q

Proactive

A

first thing learned interferes with later info

E.g., give new spouse anniversary card on the anniversary of your previous marriage

65
Q

Retroactive

A

information learned recently interferes with being able to recall past information
–e.g., learning new password makes it difficult to remember old one

66
Q

Amnesia

A

May be caused by damage to the limbic system (specifically Hippocampus).
Case of HM – hippocampus and amygdala removed to prevent seizures

67
Q

Korsakoff’s Syndrome

A

brain damage caused by thiamine deficiency, causing neurons to shrink or die (associated with acute alcoholism)
May suffer both retrograde and anterograde amnesia
Case of 59 yr old man
-could not recall any recent events, but no trouble recalling distant past
-reads same newspaper over and over and is surprised each time

68
Q

Alzheimer’s Disease

A

due to protein build-up causing degeneration of neurons that release acetylcholine (Ach).
Severe memory loss, usually in old age

69
Q

Moderate retrograde amnesia

A

inability to recall events prior to surgery

70
Q

Severe anterograde amnesia

A

inability to create new memories

71
Q

Massed vs. Distributed Practice

A

Talked about creating synaptic pathways
Example: don’t practice when you’re tired, then you will learn the bad moves (because you’re tired)
In basketball, don’t shoot from same position, learn skill from various positions
Massed practice may help with immediate recall, but distributed practice leads ti better retention

72
Q

Generation Effects

A

Items produced by the learner are more easily recalled than those supplied by the teacher
Give me an example

73
Q

Overlearning

A

Practice and study beyond the point of mastery
Inverse relationship between degree of learning and rate of forgetting
Aids in retention
Why do you need to practice after mastery?
Discussed playing a piano, mastery would be defined as playing it without any mistakes:
Overlearning allows us to maintain and retain over time

74
Q

Method of Loci

A

Imagine object in each room of your house, then mentally move through house looking at objects

75
Q

Keyword Technique

A

use a keyword to connect two words that need to be associated
E.g., pato Spanish for duck- use “pot” as keyword

76
Q

Pegword

A

To recall following grocery list (eggs, apples, butter, soda, pasta, tuna, steak, sugar, chips, lettuce)
One is a bun – egg resting on a bun

77
Q

Narrative Chaining

A

using imagery, tie words in a list together

Make a story with the following word list:
Walrus, Brass, Fan, Frog, Hospital, Lightbulb, Cookie

78
Q

Interchangeable Parts Assumption

A

comparable organisms can be classically or operantly conditioned to make the same responses, and various stimuli can serves the CS or S+ equally well
All comparable organisms can be trained in the same way

79
Q

heredity and learning ability

A

Learned behaviors cannot be passed down to next generation, but ability to learn can

80
Q

neurological damage and learning

A

Prenatal exposure to alcohol and drugs

Shaken baby syndrome

81
Q

Critical Periods

A

periods in an animals life at which it is especially likely to learn a particular kind of behavior
Imprinting has a critical period (e.g., 13-16 hrs for ducks)

82
Q

Imprinting

A

behavior is “stamped in” after birth e.g., animal follows the first moving object it sees after birth (typically it’s mother)
Harlows’ Rhesus monkeys
Extinction & punishment are ineffective in eliminating the imprinting response

83
Q

e. preparedness and learning/ instinctive drift / SSDR

A

Seligman (1970)- animals are predisposed (Prepared) to respond to certain stimuli
E.g., rats learn to jump hurdle to avoid shock do learn to press lever for food
Dogs are well prepared to discern tones, but cannot localize sounds (especially floppy-eared dogs)
Instinctive drift- tendency of an animal to revert to a fixed action pattern
Sets limits on learning
Revert back to innate tendencies
Breland and Breland- taught a racoon to place coin in bank, if gave 2 coins rubbed them together and “dipped” into bank as if washing food, which interfered with trick

84
Q

Olton

A

Picture of a star at the bottom, and there was cheese on the end of one arm.
Had cheese, and rat wouldn’t look where it already got cheese
tested animal learning of spatial memory using radial arm maze

Psychology of learning (2 decks)

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