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Psychology GRE > LEARNING > Flashcards

LEARNING Flashcards

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1
Q

Thorndike

A
  • law of effect (precursor for operant conditioning)

- behavior revovles around reinforcement - do what rewards us and avoids what punishes us

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2
Q

Lewin

A
  • theory of association (forerunner for behaviourism)
  • we group things together based on the fact that they occur together in time and space e.g. associate things with rewards and cues
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3
Q

Pavlov

A
  • classical/palovian conditioning

- teaching someone to respond to an NS (bell) by paring it with a US (food)

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4
Q

Watson

A
  • school of behaviourism
  • every behavior can be explained by stimulus-response chains (conditioning is key factor to this)
  • only objective observable elements were important
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5
Q

Skinner

A
  • experiment proved Thorndikes law of effect and Watson’s ideas of behaviourism
  • Used a skinner box to show that animals are influenced by reinforcement
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6
Q

Operant Conditioning

A
  • behaviour is influnced by reinforcement
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7
Q

Classical conditioning

A
  • using an NS and an UC (food) to create a relationship between the two so that dogs salivate in the presence of either NS or UC
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8
Q

Neutral Stimulus (NS)

A
  • stimulus that does not a response

e. g. bell

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9
Q

Unconditioned Stimulus (UCS)

A
  • produces a response on it’s own

e. g. food

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10
Q

Conditioned Stimulus (CS)

A
  • NS that has been paired with the UCS so that the CS will produce a response
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11
Q

Unconditioned Response (UCR)

A
  • Naturally occuring response to the UCS (food)
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12
Q

Conditioned Response (CR)

A
  • Conditioned response that the CS elicits after conditioning (salivating to bell)
  • same a the unconditioned response
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13
Q

Stimulus Conditioning

A
  • the UCS and the CS are presented at the same time
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14
Q

Higher order conditioning/Second order conditioning

A
  • previous CS now acts as the UCS
    e. g. a bell that elicits the CR is now paired with another NS (a light) so that the light will eventually become the CS and produce the CR
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15
Q

Forward conditioning (name 2 type)

A

Delayed conditioning: presentation of CS begins before the UCS and last until the UCS is presented
e.g. ring bell continuously until food is presented

Trace conditioning: the CS is presented a terminated before the UCS is presented
e.g. ring bell and stop ringing then present food

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16
Q

Backward conditioning

A
  • present the UCS and then the CS

- is ineffective and encourages inhibitory conditioning and will be even harder to pair in the future

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17
Q

Operant conditioning is also called:

A
  • instrumental conditioning

- rats repeated behaviors that won them rewards and gave up on behaviours that did not

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18
Q

Shaping

A
  • rats are rewarded for behaviours that brought them closer and close to actually pressing the bar
  • also called differential reinforcement of successive approximations
  • eventually lead rats to desired behaviours where they are rewarded only for the behaviour
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19
Q

Differential reinforcement of successive approximations

A
  • shaping
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20
Q

Primary reinforcement

A
  • natural reinforcement without requirement of learning e.g. water and food
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21
Q

Secondary reinforcement

A
  • learned reinforcer

e. g. money

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22
Q

Positive reinforcement

A
  • type or reward or positive even t that increases the likelihood of a particular response
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23
Q

Negative reinforcement

A
  • is NOT punishment; is reinforcement through the removal of a negative event
    e. g. monkey learns to keep riding a bike so a blarring noise stops
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24
Q

Reinforcement/puishment; positive/negative

A
  • reinforcement = increase behaviours
  • punishement = decreases behaviours
  • positive - adding something
  • negative - removing something
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25
Q

Continuous reinforcement schedule

A
  • correct response with some form of reinforcement
  • QUICKEST learning
  • most FRAGILE; rewards stop = behaviours stop
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26
Q

Partial reinforcement schedule (4 types)

A

1) Fixed ratio scheduale
2) Variable ratio shedule
3) Fixed interval scheduale
4) Variable interval scheduale
(ratio = amount)
(interval = time)

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27
Q

Fixed ratio scheduale

A
  • reinforcement delivered after a conistent numer of responses
  • VULNERABLE to exctinction
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28
Q

Variable ratio scheduale

A
  • learning takes MOST time
  • LEAST exctinction
  • reinforcements are delivered on a random # of responses
  • cannot be predicted e.g. slot machines
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29
Q

Fixed interval schedule

A
  • rewards come after a fixed period of time

- argue that little motivation is encouraged e.g. rat can nap in between 5 mins

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30
Q

Variable interval schedule

A
  • rewards are delivered after different time periods
  • SECOND MOST effect
    e. g. waiting for the bus
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31
Q

Token Economy

A
  • artificial mini-economy motivated by secondary reinforces (e.g. tokens)
  • desirable behaviours reinforced with tokens and cashed in for primary reinforcers e.g candy
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32
Q

Primary/instinctual drive

A
  • most motivated by primary drive e.g. hunger or thirst
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33
Q

Secondary/acquired drive

A
  • e.g. money; learned drive that motivates us
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34
Q

Exploratory drive

A
  • motivated by trying something new or a new enviornment
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35
Q

Theories in which humans are motivated to maintain homestatsis

A
  • fritz heider’s balance theory
  • Charles Osgood
  • Percy Tannenbaum’s congruity theory
  • Leon Festinger’s cognitive dissonance theory
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36
Q

Homestatis

A
  • what drives people is desired to balance feelings, ideas, and behviours
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37
Q

Drive reduction theory

A
  • to balance homestasis
38
Q

Clark Hull

A
  • performance = drive x habit

- what has worked in the past to satisfy need

39
Q

Edward Tolman

A
  • performance = expectation x value
  • AKA expectancy value theory
  • people are motivated by goals that they think they might meet
  • how important goals is
40
Q

Victor Vroom

A
  • applied theory of “performance = expectation x value” to organizations where people who are not incentivized are not motivated
41
Q

Henry Murray and McClelland

A
  • people are motivated by their need for achievement
  • pursue success and avoid failure
  • to feel successful
42
Q

John Atikinson

A
  • theory of motivation where people set realistic goals with low risks to feel successful
43
Q

Neil Miller

A
  • approach avoidance conflict
  • goals have pros and cons; further to goal = see more pros
  • closer to goals = see more cons
44
Q

Hedonism

A
  • people are motivated by what brings the most pleasure and least pain
45
Q

The Premack principle

A
  • motivated to do what they do not want to do by rewarding themselves afterwards with something they like e.g. desert after spinach
46
Q

Arousal

A
  • part of motivation and person must be adequately aroused to learn or perform
47
Q

Donald Hebb

A
  • medium amount of arousal is best for performance
  • simple task = optimal level arousal is toward high end
  • complex task = optimal level arousal is toward the low end
48
Q

Yerkes-Dodson effect

A
  • optimal level of arousal is never to extreme

- graph is an invereted U with lowest performance at low end

49
Q

Stimulus

A
  • event that an organism reacts to

- stimulus is 1st even in stimulus-response chain

50
Q

Stimulus discrimination

A
  • discriminate between different but similar stimulus e.g. phone and truck ringing are different
51
Q

Stimulus generalization

A
  • opposite of stimulus discrimination
  • making same response to a group of stimuli
    e. g. not all fire alarms sound the same but signal the same reaction
52
Q

Undergeneralization

A
  • failure to generalize a stimulus e.g. fire alarms sound different
53
Q

Response learning

A
  • learning where one links together chains of stimuli and responses
  • e.g. one learns to leave a building after fire alarm
54
Q

Perceptual or concept learning

A
  • learning about something in general rather than specific stimulus-response chains
  • e.g. learning history, rather than response
55
Q

Tolman’s experiments

A
  • animals forming cognitive maps of mazes rather than simple escape routes
  • (related to perceptual/concept learning)
56
Q

Aversive conditioning

A
  • uses punishment to decrease the likelihood of a beavhiour

e. g. taking a throw-up drink with their drug

57
Q

Avoidance conditioning

A
  • teaches animal how to avoid something animal doesn’t want
58
Q

Escape conditioning

A
  • teaches animal to perform behavior to get away from a negative stimulus
59
Q

Punishment

A
  • promotes extinction of undesirable behaviours

- mixed reviews - not effective in long run because it carries too many negative effects

60
Q

Automatic conditioning

A
  • evokes response of autonmatic nervous system through training
61
Q

State dependent learning

A
  • what a person learns in one state is best recalled in that state
62
Q

Extinction

A
  • Reversal of conditioning; stop being a certain behaviour
  • Withhold reinforcement or disassociating the behaviour from a particular cue
    e. g. not giving candy to temper tamtrum
63
Q

Spontaneous recovery

A
  • reappearance of extinguished response even in absence of further conditioning
64
Q

Latent learning

A
  • takes place even without reinforcement and then learning is revealed at a later time
    e. g. seeing chess move on TV then use them
65
Q

Incidental learning

A
  • Accidental learning
  • unrelated items are group together during incidental learning
    e. g. pets learn to dislike cars
  • Opposite of intentional learning
66
Q

Superstituous behavior

A
  • someone learns that a specific action causes an event, when in reality 2 events are unrelated
67
Q

Chaining

A
  • act of linking together a series of behavious that ultimately result in reinforcement
  • e.g. alphabet - one behaviours triggers next
68
Q

Habituation

A
  • decrease responsiveness as a result of familiarity with stimulus
69
Q

Sensitization

A
  • increase sensitivity because of a strong stimulus
70
Q

Overshadowing

A
  • classical conditioning concept

- inability to infer a realtionship between stimulus and response due to presence of a more prominent stimulus

71
Q

Autoshaping

A
  • experiments where apparatus allows an animal to control its reinforcement through behaviours
  • animal shaping its own behaviour
72
Q

Social learning theory

A
  • individuals learn through culture
73
Q

Observational learning

A
  • simple the act of learning something by watching
74
Q

Modeling

A
  • specific concept within social learning

- learning an behaving by imitating others e.g. Bobo doll

75
Q

John Garcia

A
  • animals are programmed through evolution to make certain connections
76
Q

Prepardness

A
  • some connections are easier to learn than others
77
Q

Garcia effect

A
  • strongest in children

- connection between naseau and food is made when it causes them to become sick

78
Q

M. E. Olds

A
  • eperiments which electrical stimulation of pleasure centers in brain were used as positive reinforcement of behaviour
  • goes against drive-reduction theory
79
Q

Continuous motor task

A
  • easier to learn than discrete motor task
  • one continuous motion that continues naturally
    e. g. riding a bike
80
Q

Discrete motor task

A
  • divided into different parts that do not faciliate the recall of each other
    e. g. setting up chessboard
81
Q

Positive transfer

A
  • previous learning that make it easier to learn another task later
82
Q

Negative transfer

A
  • previous learning that makes it more difficult to learn a new task
83
Q

Age (how if affects learning)

A
  • primed to learn between 3 -20
  • constant from 20-50
  • tapers off at 50
84
Q

Learning curve

A
  • described by Hermann Ebbinghaus
  • rate of learning change over time = positive acceleration increases and then becomes a negative accelerated curve where learning decreases
85
Q

Herman Ebbinghaus

A
  • described the learning curve
86
Q

Aptitude

A
  • set of characteristics indicative of person’s ability to learn
87
Q

Cooperative learning

A
  • students working on project together
88
Q

Scaffolding learning

A
  • only provides assistance when concepts are beyond ability of student
  • teacher aids with less to encourage student’s independence
89
Q

Overjustification effect

A
  • getting paid for something you enjoy leads to a reduction in enjoyment
90
Q

LEARNING

A
  • relatively permanent or stable change in behaviour a the result of experience

Psychology GRE (15 decks)

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