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Psychology 120 > Final pt 4 (session 10) > Flashcards

Final pt 4 (session 10) Flashcards

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1
Q

Learning

A

Relatively permanent change in knowledge or behaviour that is the result of experience

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2
Q

Behaviourists

A

Fundamental aspect of learning is conditioning

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3
Q

Conditioning

A

Connecting stimuli with responses

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4
Q

Classical conditioning

A

A NEUTRAL stimulus becomes associated with a stimulus that naturally produces a behaviour

Pavlov’s dogs-(food already leads to salivating. Pavlov connected bell to food to saliva)

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5
Q

Unconditioned stimulus

A

Something that triggers a naturally occurring response

Food- salivation

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6
Q

Conditioned stimulus

A

Neutral stimulus that after being repeatedly presented prior to the unconditioned stimulus evokes a similar response as the unconditioned stimulus

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7
Q

Conditioned response

A

The response that is wanted

Bell makes dog salivate. Salivate is CR

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8
Q

Extinction in terms of conditioning

A

If the dogs keep hearing the bell without getting food the dogs salivate less and less to the sound. And then eventually not at all

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9
Q

Spontaneous recovery

A

After exctinction, if u pause and then do it again the dogs will salivate. Not as much but still salivate

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10
Q

Generalization in terms of conditioning

A

If u salivate from a bell, something similar would make u salivate too

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11
Q

Discrimination in terms of conditioning

A

Opposite of generalization

It’s the tendency to respond differently to stimuli that are similar but not identical

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12
Q

Second order conditioning

A

If the bell make dog salivate

And you showed a box, then played bell sound. Eventually they salivate at the site of the box

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13
Q

Gracias rats

A

John Garcia

Conditioned rats by presenting either a sight, taste, or sound before giving drugs to rats that made them nauseous.

Taste conditioning was more powerful

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14
Q

Gracias findings

A

Genetics are responsible for how they’re prepared to learn some associations more easily than other

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15
Q

Role of nature in classical conditioning

A

We’re more evolutionarily inclined to learn associations between things that are dangers to us over others

We don’t like bitter bc it used to mean poison

But some animals can’t taste bitter if it’s not poisonous to them

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16
Q

Operant conditioning vs classical

A

Classical is relating to nature

Operant is consequences and rewards

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17
Q

Operant conditioning

A

Learning that occurs from consequences of behaviour and can involve learning new actions

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18
Q

Positive reinforcement

A

Increasing target behaviour by adding something desirable

Giving treats for tricks

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19
Q

Negative reinforcement

A

Increase target behaviour by taking away something aversive

If u get a 90 on the midterm u don’t have to write the final

20
Q

Positive punishment

A

Additional if an aversive stimulus to decrease behaviour

Talking back get u a whooping

21
Q

Negative punishment

A

Removal of something desirable to decrease behaviour

Take away Xbox when u talk back

22
Q

Reinforcer vs punisher

Positive vs negative

A

Reinforcer increases likelihood

Punisher decreases likelihood

Positive- reinforcement added

Negative- reinforcement take away

23
Q

What’s the most effective form of operant conditioning

A

Positive reinforcement

24
Q

Fixed ratio reinforcement

A

Behaviour is reinforced after a specific number of responses

Workers paid according to how many things they produce

25
Q

Variable ratio reinforcement

A

Behaviour reinforced after an average but unpredictable number of responses

Payoffs from slots

26
Q

Fixed interval

A

Behaviour reinforced for the first response after a specific amount of time has passed

Monthly salary

27
Q

Variable interval

A

Behaviour reinforced for the first response after an average but unpredictable amount of time has passed

Person checking email for messages

28
Q

Shaping

A

Guiding an organisms behaviour to the desired outcome through the use of successive approximation to a final desired behaviour

29
Q

Shaping discrimination

A

Reinforcing animals if the correctly discriminate between similar stimuli

Tests animals ability to learn

30
Q

Bobo doll

A

Kids are more aggressive after seeing aggressive adult models

Children exposed to an aggressive doll were more likely to be aggressive compared to those who weren’t

31
Q

Other forms of learning besides conditioning

A

Insight, latent, and observational learning

32
Q

Insight

A

Sudden understanding of a solution to the problem

33
Q

Wolfgang logger

A

1925

Recognized even animals learned from insight as well as conditioning

Gave primates problems difficult to figure out from trial and error

They stopped to think for a while then suddenly knew how to solve the problem

34
Q

New Caledonian crows

A

Great tool users

Seemed to stop and contemplate

35
Q

Latent learning

A

Sometimes we learn even when we aren’t reinforced

36
Q

Edward tolman

A

Latent learning

Studied 3 groups of rats navigating mazes

Group 1 always got a reward at the end of the maze

Group 2 never received a reward

Group 3 got a reward beginning in the 11th day if the experiment

Group 1 finished right away. 2 and 3 wandered aimlessly

When group 3 got treats they had caught up on their learning by the next day

37
Q

Porters pidgeons

A

Pidgeons were able to tell difference in classical music as well as university students

38
Q

How or why did tolmans rats explore the maze

A

Beeline says we have a natural curiosity drive

39
Q

Bandera and bobo dolls

A

More aggressive doll made the kids more aggressive

Children were more influenced by same sex models

When it was an aggressive boy 104 aggressive instances compare to an aggressive female 48.4

40
Q

Bobo dolls experiment with TV

1963 part 2

A

Violent TV makes kids more aggressive but not as much as a live model

Watching adults on tv be aggressive isn’t as effective as witnessing it first hand

41
Q

Bobo dolls experiment 3 1965

A

Seeing the model get punished for aggression made kids be less aggressive than kids who saw aggression get rewarded

42
Q

Intrinsic motivation

A

Purpose
Interest
Mastery
Curiosity
Pride

Inside emotions and factors

43
Q

Extrinsic motivation

A

Grades
Points
Money
Career
Exams

Outside motivation

44
Q

Lepper 1973

A

Gave kids markers. They loved them

Took them away. Split them into groups of 3

G1- were told they’d get an award for playing

G2- weren’t told they were getting an award

G3- just played with the markers

The next day they put the markers back and the kids who came to expect an award didn’t play with them as much

45
Q

Lepper conclusion on his markers experiment

A

When We try to figure out if we want to do something. We base that decision on past experience. If in the past it was done for a reward then maybe we decide it wasn’t enjoyable

46
Q

Social dilemmas

A

A situation in which the behaviour creates the most positive outcomes for the individual might lead to long term consequences for the group as a whole

47
Q

Prisoner’s dilemma

A

Basically split or steal but instead of money it’s with prison sentences

Psychology 120 (8 decks)

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