Final Flashcards
three term contingency
instrumental response (R) occurs in the presence of distinctive stimuli (S) and results in the delivery of the outcome
S: environmental stimuli signaling (R-O)
R: behavior producing the outcome
O: outcome, either appetitive or aversive
S-R association
the discriminative stimulus can become directly associated with the response
key to instrumental learning
S-O association
discriminative stimulus can be associated with the outcome
R-O association
response becomes associated with the outcome
law of effect
responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation
Hull’s theory
reduction of drives is primary force behind motivation
two-process theory
assumes CC mediates instrumental behavior through conditioning of positive or negative emotions depending on emotional valence or reinforcer
premack/differential probability principle
person will perform a less desirable activity to get to a more desirable activity
stimulus control
situations in which a behavior is triggered by the presence or absence of some stimulus
stimulus discrimination
differential responding to two stimuli indicates that pigeons were treating each stimulus differently
stimulus generalization
similar response to two or more stimuli
stimulus generalization gradient
graph showing how the strength of response changes with similarity
sensory capacity
sets a limit on what stimuli can control behavior
sensory orientation
variable that determines whether a particular stimulus feature controls responding
overshadowing
stimuli that get more attention and work as better cues can overshadow other cues in the situation
configural-cue approach
configural info about the entire compound enters into an association with the US
stimulus elements
treating simultaneous presentation of light and tone as conducting of separate visual and auditory cues
configural cues
assumes organisms treat a compound stimulus as an integral whole and not divided into parts/elements
stimulus discrimination training
bringing behavior under stimulus control
stimulus discrimination procedure
establishes control by stimuli that signal when reinforcement is/is not available
discriminative stimuli
once S+ and S- have gained control over behavior, S+ is discriminative stimulus for performing instrumental response and S- is discriminative stimulus for not performing the response
peak-shift effect
shift of the peak of the generalization gradient away from the original S+
intradimensional discrimination training
a training procedure in which S+ and S- differ only in terms of value of one stimulus feature
discrete stimulus
a stimulus that is presented for a brief period and has a clear beginning and end
contextual cues
background stimuli which can be a combo of visual, auditory, olfactory, or other cues of the room or place
conditioned place-preference technique
determines whether the drug has reinforcing effects
modulator
nature of binary relation determined by a third event
extinction
omitting the US or reinforcer
response acquired via learning
frustration
emotional reaction induced by withdrawal of the expected reinforcer
spontaneous recovery
rest period introduced after extinction training and responding comes back
nothing specific is done during the rest period to produce recovery
renewal
recovery of conditioned responding when contextual cues present during extinction are changed
renewal effect
recovery of responding with a change in the original context
reinstatement
recovery of conditioned behavior that occurs when an individual encounters the US afain
resurgence
reappearance of an extinguished target response when another reinforced response is extinguished
memory consolidation
establishing learning experience in long-term memory requires time
reconsolidation window
once activated, memory in a modifiable state can be changed before memory is reconsolidated and returned to long-term storage
reminder cues
cues present during extinction can be effective even when the CS is tested in a different context
overtraining extinction effect
more training provided with continuous reinforcement, which leads to a stronger frustration during extinction
magnitude reinforcement extinction effect
responding declines more rapidly in extinction following reinforcement with larger reinforcer
partial reinforcement extinction effect (PREE)
schedule of reinforcement in effect before extinction procedure determines magnitude of behavioral/emotional effects of extinction
discrimination hypothesis
introduction of extinction is easier to detect after continuous reinforcement than after partial reinforcement
frustration theory
persistence in extinction results from learning something counterintuitive, namely continue responding when you expect to be non reinforced or frustrated
sequential theory
assumes individuals can remember whether reinforced or performing instrumental response in the recent past
avoidance learning
learning to perform the appropriate behaviors in the appropriate circumstances to prevent aversive outcomes
active avoidance
performing a certain behavior prevents an aversive outcome that would otherwise occur
passive avoidance/punishment
performing a behavior that results in an aversive outcome
avoidance trial
if a participant makes a target response before shock is delivered, the CS is turned off and the US is omitted on the trial
escape trial
if a participant fails to make the required response during a CS-US interval, a scheduled shock is delivered and remains on until the response occurs, whereupon both CS and US are terminated
two-way shuttle avoidance
animals moves in both directions on successive trials
one-way shuttle avoidance
animal is placed on the same side of the apparatus at the start of each trial and always moves to the other side
two process theory of avoidance
fear in an acquired drive and reductions in fear are, therefore, reinforcing
escape from fear (EFF) procedure
independent measurement of fear instrumental avoidance responding
safety signals
response-produced cues that signal the absence of shock
positive/type I punishment
presentation of a stimulus immediately following a behavior, resulting in a decrease in the frequency of the behavior
negative/type II punishment
termination of an already present stimulus immediately following a behavior, resulting in a decrease in the future frequency of the behavior
avoidance
individual must make specific response to prevent aversive stimulus from occurring
stimulus-element approach
control over behavior by distinct and separate elements of a stimulus compound
