Final Flashcards
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
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
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
4
Q
Habituation and Sensitization
A
Both are reflexes; sensitization is where a neurotransmitter increases, Ford Focus example
Habituation is a decrease, ex: cologne
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
6
Q
Model Action Patterns
A
Fixed action patterns, species-specific behavior, species-typical behavior, instincts, complex, hard to change (woodpeckers)
7
Q
General Behavior Traits
A
More variable than MAP, ex. sexual practices dog breeding
8
Q
Mutations
A
Can be passed on, and most are not adaptive
9
Q
Releasers
A
Stickleback find results
10
Q
Natural selection cannot help with
A
abruptly changing environments
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)
12
Q
Between subjects experiment
A
experimental group (receiving treatment) is compared to control group (not receiving treatment)
13
Q
Random Assignment
A
to minimize differences between groups that are not of interest to study (IQ, experience, age, gender, etc)
14
Q
Matched Sampling
A
may be used for small sample sizes when random assignment may not be effective
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
16
Q
Limitations of Animal Research
A
Generalize to humans (will people act the same) Practical value (who benefits?) Ethical concern (informed consent)
17
Q
Delayed
A
occurring at the end of cs
18
Q
Trace
A
after cs
19
Q
Backward
A
us before cs
20
Q
Temporal
A
time interval
21
Q
Extinction
A
CS presented alone until the CR disappears (becomes extinguished)
Not “Forgetting”- CS is still presented
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
23
Q
Response Latency
A
time between CS and response decreases
a. Problem- short intervals between CS and US may make it difficult
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
25
(Compound Stimulus Effects) Overshadowing
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
26
(Compound Stimulus Effects) Kamin’s Blocking Effect
due to prior experience with one part of a compound stimulus, a second stimulus is blocked becoming a CS
27
(Compound Stimulus Effects) Higher-Order Conditioning-
neutral stimulus is paired with an est. CS, so that neutral stim also becomes a CS
28
(Theories of classical conditioning) Stimulus substitution & 2 probs
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
29
(Theories of classical conditioning) Rescorla-Wagner Model
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
30
Suppression Ratio
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
31
Aversion Therapy
parting the fetish object with unpleasant US (e.g., nausea induced via emetic drug)
32
Paraphilia
“incorrect love”- sexual attractions and activities perceived by society to be abnormal or perverse (e.g., fetishes, S&M, exhibitionism).
33
Garcia Effect
conditioned taste aversion to certain foods ex. Problematic during chemotherapy
34
Counter conditioning
employed to reduce or eliminate fear of a particular object, situation, or activity; rabbit and kid
35
Systematic desensitization
substitute a relaxation response to the conditional stimulus gradually using counter conditioning
36
Implosion therapy
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
Generalization
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
Generalization Gradient
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
semantic generalization
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
Generalization of behaviors following punishment or extinction
suppression of behaviors similar to target behavior follows similar generalization curve
Inhibitory generalization
41
Discrimination Training
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
peak shift
Greatest responding to the side of S+ opposite S- (peak shift)
43
successive discrimination training
randomly alternate S+ and S-
| pepsi, coke, pepsi, pepsi, coke, pepsi, coke, coke
44
Matching to Sample & Oddity Matching
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
Errorless Discrimination Training
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
Differential Outcome Effect
different behaviors lead to different reinforcers (signified by different discriminative stimuli)
Leads to quick discrimination learning
47
Stimulus Control
behavior brought under the influence of a discriminative stimulus due to discrimination training
48
Pavlov’s Theory
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
Spence’s Theory
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
Lashley-Wade Theory
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
Sperling experiment
Sperling experiment demonstrates that . . . Info processed in sensory register is large, but short-lived
52
Levels of Processing
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
Elaborative Rehearsal
add context to material
| E.g., how does this info relate to my personal experience?
54
Von Restorff Effect
distinctive stimuli are easier to recall (e.g., platypus)
55
Semantic Memory
knowledge of the world, memory for facts, vocabulary
| wife’s maiden name
56
Episodic Memory
memory for events, autobiographical memory, “flashbulb” memory
The day you met your wife
57
Procedural Memory
knowing how, implicit knowledge
58
Hierarchical Networks
words stored in terms of superordinate-subordinate relationships ex do canaries sing?(fast RT)
Do canaries have skin?(slower RT)
59
Spreading Activation
non-hierarchical network, with pathways linking one word to many others. tip of the tongue phenomenon
60
Category Clustering
tendency to create organization out of randomly presented material
61
State-Dependent Learning
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
Decay Theory
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
Interference
recall of one memory interferes with the other
64
Proactive
first thing learned interferes with later info
| E.g., give new spouse anniversary card on the anniversary of your previous marriage
65
Retroactive
information learned recently interferes with being able to recall past information
--e.g., learning new password makes it difficult to remember old one
66
Amnesia
May be caused by damage to the limbic system (specifically Hippocampus).
Case of HM – hippocampus and amygdala removed to prevent seizures
67
Korsakoff’s Syndrome
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
Alzheimer’s Disease
due to protein build-up causing degeneration of neurons that release acetylcholine (Ach).
Severe memory loss, usually in old age
69
Moderate retrograde amnesia
inability to recall events prior to surgery
70
Severe anterograde amnesia
inability to create new memories
71
Massed vs. Distributed Practice
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
Generation Effects
Items produced by the learner are more easily recalled than those supplied by the teacher
Give me an example
73
Overlearning
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
Method of Loci
Imagine object in each room of your house, then mentally move through house looking at objects
75
Keyword Technique
use a keyword to connect two words that need to be associated
E.g., pato Spanish for duck- use “pot” as keyword
76
Pegword
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
Narrative Chaining
using imagery, tie words in a list together
Make a story with the following word list:
Walrus, Brass, Fan, Frog, Hospital, Lightbulb, Cookie
78
Interchangeable Parts Assumption
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
heredity and learning ability
Learned behaviors cannot be passed down to next generation, but ability to learn can
80
neurological damage and learning
Prenatal exposure to alcohol and drugs
| Shaken baby syndrome
81
Critical Periods
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
Imprinting
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
e. preparedness and learning/ instinctive drift / SSDR
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
Olton
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
