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Learning Flashcards

1
Q

Learn

What Is Learning?

A

– When part of the brain is physically changed to record new knowledge.

– Any kind of change in the way an organism behaves.

– Any relatively permanent change in behavior brought about by experience or practice.

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2
Q

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Who is Ivan Pavlov?

A

A Russian physiologist who discovered classical conditioning through his work on digestion in dogs.

Physiologist - person who studies the workings of the body.

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3
Q

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Learning to make a reflex response to a stimulus other than the original, natural stimulus that normally produces the reflex.

A

Classical Conditioning:

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4
Q

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A naturally occurring stimulus that leads to an involuntary response.

A

Unconditioned Stimulus (UCS):

Unconditioned - “unlearned” or “naturally occurring.”

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5
Q

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An involuntary response to a naturally occurring or unconditioned stimulus.

A

Unconditioned Response (UCR):

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6
Q

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Stimulus that becomes able to produce a learned reflex response by being paired with the original unconditioned stimulus.

– A neutral stimulus (NS) can become a conditioned stimulus when paired with an unconditioned stimulus.

A

Conditioned Stimulus (CS):

– Conditioned means “learned.”

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7
Q

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Learned reflex response to a conditioned stimulus

A

Conditioned Response (CR):

– CS: ice cream truck.

– CR: salivation when one hears ice cream truck bell.

– Sometimes called a conditioned reflex.

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8
Q

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Repeated pairing of the NS and the UCS; the organism is in the process of acquiring learning.

NS-Neutral Stimulus.

UCS-Unconditioned Stimulus.

A

Acquisition:

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9
Q

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Basic Principles of Classical Conditioning:

A

– The CS must come before the UCS.

– The CS and the UCS must come very close together in time; ideally, they occur only several seconds apart.

– A neutral stimulus must be paired with the UCS several times, often many times, before conditioning can take place.

– The CS is usually some stimulus that is distinctive or stands out from other competing stimuli.

CS-Conditioned Stimulus.

UCS-Unconditioned Stimulus.

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10
Q

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The tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response.

A

Stimulus Generalization:

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11
Q

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The tendency to stop making a generalized response to a stimulus that is similar to the original conditioned stimulus because the similar stimulus is never paired with the unconditioned stimulus.

A

Stimulus Discrimination:

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12
Q

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Disappearance or weakening of a learned response following the removal or absence of the unconditioned stimulus (in classical conditioning) or the removal of a reinforcer (in operant conditioning).

A

Extinction:

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13
Q

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Reappearance of a learned response after extinction has occurred.

– Learning is a relatively permanent change in behavior.

A

Spontaneous Recovery:

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14
Q

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Emotional response that has become classically conditioned to occur to learned stimuli.

A

Conditioned Emotional Response (CER):

– Examples: fear of dogs; the emotional reaction that occurs when seeing an attractive person.

– May lead to phobias.

– Irrational fear responses.

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15
Q

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Classical conditioning of a reflex response or emotion by watching the reaction of another person.

A

Vicarious Conditioning:

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16
Q

Learn

Development of a nausea or aversive response to a particular taste because that taste was followed by a nausea reaction.

– Occurs after only one association.

A

Conditioned Taste Aversion:

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17
Q

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The tendency of animals to learn certain associations, such as taste and nausea, with only one or few pairings due to the survival value of the learning.

A

Biological Preparedness:

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18
Q

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Modern theory in which classical conditioning is seen to occur because the conditioned stimulus provides information or an expectancy about the coming of the unconditioned stimulus.

A

Cognitive Perspective:

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19
Q

Learn

The learning of voluntary behavior through the effects of pleasant and unpleasant consequences to response.

A

Operant Conditioning:

20
Q

Learn

– If a response is followed by a pleasurable consequence, it will tend to be repeated.

– If a response is followed by an unpleasant consequence, it will tend not to be repeated.

A

Thorndike’s Law of Effect:

21
Q

Learn

As a behaviorist he wanted to study only observable, measurable behavior.

– Gave “operant conditioning” its name.

– Operant: any behavior that is voluntary.

– Learning depends on what happens after the response: the consequence.

A

Skinner:

22
Q

Learn

Any event or stimulus that, when following a response, increases the probability that the response will occur again.

A

Reinforcement:

23
Q

Learn

Any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch.

A

Primary Reinforcer:

24
Q

Learn

Any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars.

A

Secondary Reinforcer:

25
Q

Learn

The reinforcement of a response by the addition or experience of a pleasurable stimulus.

A

Positive Reinforcement:

26
Q

Learn

The reinforcement of a response by the removal, escape from, or avoidance of an unpleasant stimulus.

A

Negative Reinforcement:

– Example: taking aspirin for a headache is negatively reinforced by the removal of the headache!

27
Q

Learn

A response that is reinforced after some correct responses tends to be very resistant to extinction.

A

Partial Reinforcement Effect:

28
Q

Learn

Reinforcement of each and every correct response.

A

Continuous Reinforcement:

29
Q

Learn

The interval of time that must pass before reinforcement becomes possible is always the same.

A

Fixed Interval Schedule of Reinforcement:

30
Q

Learn

The interval of time that must pass before reinforcement becomes possible is different for each trail or event.

A

Variable Interval Schedule of Reinforcement:

31
Q

Learn

The number of responses required for reinforcement is always the same.

A

Fixed Ratio Schedule of Reinforcement:

32
Q

Learn

A schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event.

A

Variable Ratio Schedule of Reinforcement:

33
Q

Learn

Any event or object that, when following a response, makes that response less likely to happen again.

A

Punishment:

34
Q

Learn

The punishment of a response by the addition or experience of an unpleasant stimulus.

A

Punishment by Application:

– Positive +++++++

35
Q

Learn

The punishment of a response by the removal of a pleasurable stimulus.

A

Punishment by Removal:

– Negative——-

36
Q

Learn

– May cause avoidance of the punisher instead of the behavior being punished.

– May encourage lying to avoid punishment.

– Creates fear and anxiety.

A

Severe Punishment:

37
Q

Learn

How to make Punishment more Effective:

A
  1. Punishment should immediately follow the behavior it is meant to punish.
  2. Punishment should be consistent.
  3. Punishment of the wrong behavior should be paired, whenever possible, with reinforcement of the right behavior.
38
Q

Learn

Use of operant conditioning techniques to bring about desired changes in behavior.

A

Behavior Modification:

39
Q

Learn

A type of behavior modification in which desired behavior is rewarded with tokens.

A

Token Economy:

40
Q

Learn

Learning that remains hidden until its application becomes useful.

A

Latent Learning:

41
Q

Learn

The sudden perception of relationships among various parts of a problem, allowing the solution to the problem to come quickly.

– Cannot be gained through trial and error learning alone.

– “Aha” moment.

A

Insight:

42
Q

Learn

A tendency to fail, act, or escape from a situation because of a history of repeated failures in the past.

A

Learned Helplessness:

43
Q

Learn

Learning new behavior by watching a model perform that behavior.

A

Observational Learning:

44
Q

Learn

To learn anything through observation, the learner must first observe the model.

A

Attention:

45
Q

Learn

The learner must also be able to retain the steps of what was done, such as preparing a dish that was first seen on a cooking show.

A

Memory:

46
Q

Learn

The learner must be capable of reproducing the actions of the model.

A

Imitation:

47
Q

Learn

The learner must have the desire to perform the action.

A

Motivation:

Learning (5 decks)

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