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Introduction to Psychology > Learning > Flashcards

Learning Flashcards

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1
Q

A relatively permanent change in behavior brought about by experience.

A

Learning

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2
Q

A type of learning in which a neutral stimulus comes to bring about a response after it is paired with a stimulus that naturally brings about that responses.

A

Classical Conditioning

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3
Q

A stimulus that doesn’t necessarily cause any reaction.

A

Neutral Stimulus

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4
Q

It refers to the responses that lead to satisfying consequences are more likely to be repeated.

A

Law of Effect

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5
Q

It is learning in which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences.

A

Operant Conditioning

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6
Q

It is anything that leads to an increase in behavior.

A

Reinforcement

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7
Q

2 forms of Reinforcement

A
  1. Positive Reinforcement
  2. Negative Reinforcement
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8
Q

A stimulus that is added to increase a behavior.

A

Positive Reinforcement

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9
Q

An unpleasant stimulus that is removed to increase a behavior.

A

Negative Reinforcement

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10
Q

Anything that leads to decrease in behavior.

A

Punishment

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11
Q

2 forms of Punishment

A
  1. Positive Punishment
  2. Negative Punishment
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12
Q

An unpleasant stimulus that is added to decrease a behavior.

A

Positive Punishment

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13
Q

A stimulus that is removed to decrease a behavior.

A

Negative Punishment

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14
Q

It is where we connect new information with information we already know.

A

Deep Processing

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15
Q

It stays in short term memory.

A

Repetition (Shallow Processing)

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16
Q

It makes sure that information goes to Long Term Memory.

A

Effective Studying (Deep Processing)

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17
Q

4 Effective Studying Methods

A
  1. Not Very Effective: Rereading and Highlighting
  2. Sometimes Effective: Summarizing, Keyword Mnemonic, and Mental Imagery
  3. Effective: Elaborative Interrogation and Self-Explanation
  4. Very Effective: Practice Testing, Distributed Practice, and Interleaved Practice
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18
Q

Repeatedly reading material after an initial reading session.

A

Rereading

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19
Q

Making main points and concepts in materials in order to have them stand out from the rest of the material.

A

Highlighting

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20
Q

Getting the main points of concept/paragraph and excluding unimportant parts.

A

Summarizing

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21
Q

Getting keywords from materials and making mental interactive images using those words.

A

Keyword Mnemonic

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22
Q

Creating mental images for every paragraph of the material being read.

A

Mental Imagery

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23
Q

Asking yourself why a certain fact/concept can be true, and generating explanations using previous knowledge.

A

Elaborative Interrogation

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24
Q

Explaining your thought process when thinking about materials and adding onto the knowledge using previously learned information.

A

Self-Explanation

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25
Q

Items/Information that you create on your own, rather than passively receiving them, are more likely to be remembered.

A

Generation Effect

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26
Q

A low-stakes practice of retrieval for important information done by a student outside of class time.

A

Practice Testing

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27
Q

Distributing studying/learning over spaced periods of time, as opposed to cramming or back-to-back studying.

A

Distributed Practices

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28
Q

Inserting the studying of materials/different kinds of problems from different topics/chapters in singular study sessions.

A

Interleaved Practice

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29
Q

The fluency and the familiarity effect.

A

Illusions of Learning

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30
Q

A Russian physiologist that never intended to do a psychological research, yet won the Nobel Prize for his work on digestion which is a testimony to his contribution to that field.

A

Ivan Pavlov

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31
Q

It is the decrease to a stimulus that occurs after repeated presentations of the same stimulus.

A

Habituation

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32
Q

It is a natural, innate response that occurs automatically and needs no training and are always brought about by the presence of unconditioned stimuli.

A

Unconditioned Response (UCR)

33
Q

A stimulus that naturally brings about a particular response without having been learned.

A

Unconditioned Stimulus (UCS)

34
Q

A once-neutral stimulus that has been paired with an unconditioned stimulus to bring about a response formerly caused only by the unconditioned stimulus.

A

Conditioned Stimulus (CS)

35
Q

A response that, after conditioning, follows a previously neutral stimulus.

A

Conditioned Response (CR)

36
Q

2 psychologists that showed that classical conditioning was at the root of such fears by conditioning an 11-month-old infant named Albert to be afraid of rats.

A
  1. John B. Watson
  2. Rosalie Rayne
37
Q

These are intense, irrational fears that may develop by classical conditioning cases.

A

Phobias

38
Q

A basic phenomenon of learning that occurs when a previously conditioned response decreases in frequency and eventually disappears.

A

Extinction

39
Q

The reemergence of an extinguished conditioned response after a period of rest and with no further conditioning.

A

Spontaneous Recovery

40
Q

A process in which, after a stimulus has been conditioned to produce a particular response, stimuli that are similar to the original stimulus produce the same response.

A

Stimulus Generalization

41
Q

The process that occurs if two stimuli are sufficiently distinct from one another that one evokes a conditioned response but the other does not; the ability to differentiate between stimuli.

A

Stimulus Discrimination

42
Q

A learning psychologist that found that some organisms, including humans, were biologically prepared to quickly learn to avoid foods that smelled or tasted like something that made them sick.

A

John Garcia

43
Q

It is when the taste pf a particular food is associated with unpleasant symptoms such as nausea or vomiting.

A

Taste Aversion

44
Q

He stated that the cat would have learned that pressing the paddle was associated with the desirable consequence of getting food.

A

Edward L. Thorndike

45
Q

Responses that lead to satisfying consequences are more likely to be repeated.

A

Law of Effect

46
Q

One of the 20th century’s most influential psychologist where Thorndike’s early research served as the foundation.

A

Burrhus Frederic (B.F.) Skinner

47
Q

A chamber with a highly controlled environment that was used to study operant conditioning processes with laboratory animals.

A

Skinner Box

47
Q

A chamber with a highly controlled environment that was used to study operant conditioning processes with laboratory animals.

A

Skinner Box

47
Q

A chamber with a highly controlled environment that was used to study operant conditioning processes with laboratory animals.

A

Skinner Box

47
Q

A chamber with a highly controlled environment that was used to study operant conditioning processes with laboratory animals.

A

Skinner Box

47
Q

A chamber with a highly controlled environment that was used to study operant conditioning processes with laboratory animals.

A

Skinner Box

48
Q

A chamber with a highly controlled environment that was used to study operant conditioning processes with laboratory animals.

A

Skinner Box

49
Q

Any stimulus that increases the probability that a preceding behavior will occur again.

A

Reinforcer

50
Q

It satisfies some biological need and works naturally, regardless of a person’s previous experience.

A

Primary Reinforcer

51
Q

It is a stimulus that becomes reinforcing because of its association with a primary reinforcer.

A

Secondary Reinforcer

52
Q

It is where secondary reinforcers make up these heart and are sometimes used in the treatment of some psychological disorders for those who are in the instutions.

A

Token Systems

53
Q

It is limited to positive occurrences, and this is where it differs from a reinforcer, for it turns out that reinforcers can be positive or negative.

A

Reward

54
Q

Different patterns of frequency and timing of reinforcement following desired behavior.

A

Schedules of Reinforcement

55
Q

A schedule in which behaviors is reinforced every time the behavior occurs.

A

Continuous Reinforcement Schedule

56
Q

Reinforcing of a behavior some but not all of the time.

A

Partial (or Intermittent) Reinforcement Schedule

57
Q

A schedule in which reinforcement is given only after a specific number of responses are made.

A

Fixed-ratio Schedule

58
Q

A schedule by which reinforcement occurs after a varying number of responses rather than after a fixed number.

A

Variable-ratio Schedule

59
Q

A schedule in which reinforcement is provided for a response only after a fixed time period has elapsed.

A

Fixed-interval Schedule

60
Q

A schedule by which the time between reinforcements varies around some average rather than being fixed.

A

Variable-interval Schedule

61
Q

A behavior is reinforced in the presence of a specific stimulus but not in its absence.

A

Stimulus Control Training

62
Q

It signals the likelihood that reinforcement will follow a response.

A

Discriminative Stimulus

63
Q

The process of teaching a complex behavior by rewarding closer and closer approximations of the desired behavior.

A

Shaping

64
Q

A built-in limitations in the ability of animals to learn particular behaviors.

A

Biological Constraints

65
Q

A technique whose goal is to increase the frequency of desirable and decrease the incidence of unwanted ones.

A

Behavior Modification

66
Q

An approach to the study of learning that focuses on the thought processes that underlie learning.

A

Cognitive Learning Theory

67
Q

Learning in which a new behavior is acquired but is not demonstrated until some incentive is provided for displaying.

A

Latent Learning

68
Q

A mental representation of spatial locations and affections.

A

Cognitive Map

69
Q

Learning by observing the behavior of another person or model.

A

Observational Learning

70
Q

A psychologist that stated that a major part of human learning is consists of observational learning.

A

Albert Bandura

71
Q

Psychologist that studied that violent video games have also been linked with actual aggression.

A

Craig Anderson

72
Q

They urged parents to ensure that their children avoid exposure to violent media of any sort.

A

American pediatric Association

73
Q

It master material through understanding the “big picture” about something.

A

Relational Learning Style

74
Q

They do best when they first analyze the various components underlying an object, phenomenon, or situation.

A

Analytical Learning Style

75
Q

4 types of Partial Reinforcement Schedule

A
  1. Fixed-Ratio Schedule
  2. Variable-Ratio Schedule
  3. Fixed-Interval Schedule
  4. Variable-Interval Schedule

Introduction to Psychology (13 decks)

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