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1
Q

Why is the conditional stimulus intensity important?

A

The conditional intensity is important because this means you will get fast conditioning.

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2
Q

Why is the unconditioned stimulus intensity important?

A

The unconditioned stimulus is important for faster and more stronger conditioning.

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3
Q

Why is X not a releant information in Ax - B?

A

because x tells you, you are going to get B but you already know that (A) tells you that.

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4
Q

In Phase 2 - why does the CS2 not affect the conditioned response?

A

CS2 = (tone) this doesnt affect the conditioned response because the light (CS) already tells the subject the action is happening.

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5
Q

What is the acquisition phase?

A

The acquisition phase is the learning process when the participant is learning a new behaviour. Starts with fast change and then slow.

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6
Q

What is extinction?

A

Extinction of controlled response. When the consitioned stimulus does not elicit the conditioned response.

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7
Q

Give an example of extinction

A

e.g. CS -US=red light shown and schock given

CS - to create extinction, you have to present the red light again and again without the stimulus.

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8
Q

How do you create extinction?

A

to create extinction, you have to present the red light again and again without the stimulus.

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9
Q

What is spontaneous recovery?

A

This is the reappearance of a response that has undergone extinction after a passage of time without futher conditioning trials

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10
Q

How can you prevent spontaneous recovery?

A

when subects are exposed to extinction treatements, they are often invited for a second time to make the recovery and prevent spontaneous recovery.

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11
Q

What is conditioned iinhibition?

A

Learning that a conditioned stimulus, signals the absence of the conditional stimulus. Aconditional stimulus prevents the occurance of a conditioned response.
Light - Shock - Light (means participant will expect a shock)

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12
Q

What is hypothermia?

A

It means the body is losing heat

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13
Q

_______ _______ produces a craving

A

enviromental cues, assosiated with withdrawal create a craving

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14
Q

Is desystematic sensitisation linked to sensitisation?

A

Graduated exposure for phobias (systematic desensitiations) - is not linked to desensitisation

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15
Q

Who thought that humans feel only one emotion at a time?

A

Sherrington (1906) thought animals/humans felt one emotion at a time.

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16
Q

What is systematic desensitsation?

A

Systematic desensitisation is a muscle relaxing techniques

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17
Q

How did Mary Louer Jones, suggest hat she eliminated a boys fear?

A

sHE STATED THAT SHE ELIMINATED A BOYS FEAR OF RABBITS BY SHOWING THE RABIT WHILST THE BOY WAS EATING.

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18
Q

According to Sherrington, can you feel anxiety and fear at the same time? Why?

A

No because she thought you could only feel one emotion at a time.

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19
Q

SD=

A

systematic desensitisation

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20
Q

what is counter conditioning?

A

Counter conditioning - the pairing of relaxation with feared stimulus

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21
Q

What are systeatic desensitation four stages?

A
  1. Anxety
  2. trained relaxation
  3. counter conditioning
  4. assesment of whether a patient can interact with phobia
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22
Q

Why is punishment effective?

A

Punishment is effective when you need change right now, an example: child vomited everytime they ate - made them very unwell. Started punishing the child everytime they were sick - took only six trials to stop the child from vomiting

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23
Q

Why is systematic deentisation important when trying to eliminate a fear?

A

when fear is intense, you should use systematic desentisation - because the experiance will be very unpleasant and will probably make it worse.

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24
Q

What is token economy?

A

Instrumental conditioning to modify behaviour. Give the subject something that is assosiated to something they already like.

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25
Q

Aristotles three principles of assosiation: conginuity, similarity or contrast

A

T

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26
Q

A fixed action pattern is a behaviour that is learned within the first few hours after birth

A

F

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27
Q

Tropism`: A stereotyped pattern of movement of a part of the body, that can be reliably elicited by presenting the appropiate stimulis.

A

T

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28
Q

Example of a reaction chain: nut burying behaviour in squirrels

A

5

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29
Q

Kineses and taxes are movements or changed in orientation of the entire nimal

A

T

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30
Q

A low level of arousal intensifies sensitisation

A

F

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31
Q

The habitiuation of a response to a very strong stimulus will proceed slowly

A

T

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32
Q

Stimuli whos properties do not depend on prior training are called condtitional stimuli

A

F

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33
Q

In the little alber famous demonstration, Watson Rayner (1920) used a rat as the US

A

F

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34
Q

Decreasing values of suppression ration from 0.5 to 0 indicate greater degrees of conditioning.

A

T

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35
Q

In taste aversion learning, getting sick is the US

A

T

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36
Q

The pavlovian inhabitatory conditioning procedure is 1) A-US 2) Ax - no US

A

T

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37
Q

The CS pre exposure effect 1) A - US A-US A-US 2)Ax -US

A

F

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38
Q

The sensory preconditioning procedure is: 1 Ax - US 2) x -US 3) Ax - US

A

F

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39
Q

The smell and taste of coffee can serve as a CS

A

T

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40
Q

The blocking procedure is 1) A-US 2)Ax - US

A

T

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41
Q

In the retardation test for conditioned inhibition, the researcher packs a presumed conditioned inhibitor with an excitatory CS

A

F

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42
Q

In the eyeblink conditioning, a puff of air to the eye is the US

A

T

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43
Q

In taste averstion learning, a novel taste is often used as the CS

A

T

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44
Q

In classical conditioning, the intenity of the US affects the asymptote of conditioning

A

T

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45
Q

If the probability of a shock is 2 in the presence of a tone and 4 in the absence of the tone, the tone will probably become an inhibatatory CS

A

T

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46
Q

We speak of positive contingency when P(us/cs) = p(us/no cs)

A

F

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47
Q

According to the R - W model at the end of conditioning trials, what is expected will be much smaller than what occurs, the amount of suprise will be larger conditioning = 0

A

F

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48
Q

if you present CSL - USshock trials and CSL CST -no US shock trials, the RW model predicts that both CSs will become inhabatory due to CSL CST - no US shock trials

A

F

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49
Q

The R - W model predicts that in a series of trials with a single, CS, the increase in assosiative strength per trial will be greatest in the first few trials

A

T

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50
Q

What is habituation?

A

Habituation is a decrease in response to a stimulus after repeated presentations.

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51
Q

Why do organisms look for light?

A

Organisms look for light because light is a reference towards good food. This behaviour is innate, they are not taught to do this.

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52
Q

What are the two types of tropisms?

A

Kineses (random movement)

Taxes (directed movement)

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53
Q

What is kineses

A

Random movement

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54
Q

what is Taxes

A

directed movement

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55
Q

Give an example as kineses

A

Woodlice in a box - one side of the box is try and the other side is damp. Organism is in the dry side - they perform random movements until they reach the wet side and they stop the random movements. They dont move to the wet side, they move when they are uncomfortable

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56
Q

Give two examples of fixed action patterns

A

A fixed action pattern is a set of innate actions which are unchangeable and are usually conducted to completion
An example of this is the nut burying behaviour of squirrels. They take the nut from its location to their home and bury it They will still perform the action, even if they cant actually dig e.g. they are trying to dig a box made of steel.

57
Q

What is a reaction chain?

A

A reaction chain differs from fixed action patterns. If stimulus isnt present, the sequence wont occur

58
Q

Give an example of a reaction chain

A

e.g. hermit crab - has to find a new home to live in - new shells - they know how to evaluate if the shell is going to be big enough

59
Q

What is habituation?

A

Habitutation is a decrease in responsiveness to a specific stimulus as a result of a repeated experience with it.

60
Q

What is sensitisation?

A

Sensitisation is an increase of responsiveness to a spcific stimulus as a result of repeated experience with it.

61
Q

Give an example of habituation?

A

You learn not to respond to irrelevant information e.g. learning to drive at first is very confusing - by the end you can do it without almost thinking

62
Q

Can habituation stop you from being aware of your enviroment?

A

It isnt that you arent aware of the noise - stimulus etc, you just no longer react

63
Q

What was aristotes 3 principles of assosiations?

A

continguity, similarity and contrast

64
Q

What did british assosionists have in common?

A

They thought that everything in our mind comes from experience

65
Q

Thomas Hobbs 9 secondary principles

A
  1. Length of assosiation - the longer the assosiation between A and B the stronger the assosiation - assosiation with B if it is assosiation with something else
    2 Livliness
  2. Frequency (the more frequent = the stronger th assosiation)
  3. Recency (memory) = means assosiations will fade over time
  4. Free from strong assosiation
  5. Constitutional differences
    7.Emotional state
  6. State of the body
  7. Prior habits
66
Q

What amount of time do you need to retain information and not need any repitions?

A

If you retain information after six hours, you dont need any repititions. If you dont remember any, you need to repeat the same amount of repitions you needed the first time.

67
Q

What is the forgetting curve

A

The forgetting curve: you lose most of the information in the beginning (first 8 hours) what you remember after one day you remember in a month

68
Q

How did Ivan explain mental processes?

A

Ivan proposed that all mental processes can be explained by reflexes psychological responses. The mind can produce or control the meaning of reflexes e.g. put your hand in something hot and your mind will make you move your hand away

69
Q

What does the rescorla wagner model predict?

A

The rescorla wagner model is a mathematical model which predicts the outcome of classical conditioning, trial by trial

70
Q

What are the outcomes of a conditioning trial?

A

The outcome of a conditioning trial can either be by excitatory conditioning, inhibatory conditioning or no conditoning

71
Q

What determines the limit of associative strength?

A

There is a maximum of assosiative strength that can develop between a CS and a UCS
the UCS determines the limit of assosiative strength
different UCSs support the different maximum levels of conditioning
Therefore different UCSs have different asymptotic values

72
Q

What has to happen for excitatory conditoning?

A

If the strength of the actual US is greater than the strength of the subjects expectation, the result is excitatory conditioning

73
Q

If the strength of the US is less than te subjects expectation, what happens?

A

this will result in inhabitatory conditioning

74
Q

If the strength of the US is equal to the subjects expectation, what happens?

A

No conditioning

75
Q

What is suprisingness?

A

The larger the discrepency between the strength og the expectation and the strength of the US, the greater the conditioning: Suprinsingness

76
Q

What does salient mean?

A

Salient means noticable or important

77
Q

What does the level of conditioning depend on?

A

The level of conditioning on a particular trial, depends on both the amout of prior training and the level of previous training and on the level of previous training to other stimuli also paired with the UCS

78
Q

What does the strength of the conditioning depend on?

A

The strength of the conditioning depends on the stimulus for example, weak shocks = slow conditioning

79
Q

If one stimulis is conditioned is it able to be conditioned by other stimuli?

A

The stimulus is not available to be conditioned to other stimuli

80
Q

What is VA

A

VA is the change in the assosiative strength that develops on a specific trial when the CSa and UCS are paired

81
Q

What is acquisition?

A

Aqcuisition - the actual US is greater than the expected US, this excitatory conditioning occurs

82
Q

Why does blocking occur?

A

Blocking occurs because there is no learning on a conditioning trial if the expected US is equal to the actual US

83
Q

What is the CS pre exposure effect?

A

The CS pre exposure effect: when the presentation of a CS prior to conditioning, impairs the acquisiton of the conditioned response, once the CS is paired with the UCS.
The CS preexposure effect presents a problem for the Rescorla Wagner Model because it assumbes that the readiness of a stimulus to be assosiated with a UCS depends only on the intensity and salience of the CS

84
Q

What was the measure of thorndikes puzzle box experiment?

A

Measure of performance was escape latency

85
Q

What was thorndikes principle of reinforcement?

A

States that responses that are followed by pleasant or satisfying stimuli will be strengthened and will occur often in the future

86
Q

What is a shaping or successive approximation procedure?

A

A technique of acquiring a desired behaviour by selecting a highly occurant operant behaviour, then slowly changing the contingency until the desired behaviour is learned e.g. if a rat makes contact with lever, doesnt need to press it.

87
Q

What is the greater than sign?

A

>

88
Q

The smaller than sign?

A
89
Q

What is negative contingency?

A

p(reinf/r)L(reinf/nor) = negative contingency

90
Q

Give an example of reward

A

reward and positive correlation, pressing the button and getting a cococola . This is reward because it is a positive experience and the correlation is positive because you recieve the coke

91
Q

ratio schedule of reinforcement

A

A contingency that specifies that a certain number of responses are necessary to produce reinforcement

92
Q

Name two factors of fixed ration schedule

A
  • a specific number of responses is needed to produce reinforcement
  • produces a consistent response rate
93
Q

Name three factors of the post reinforcement pause

A
  • A pause in behaviour following reinforcment on a ration schedule, which is followed by resumption of responding at the integrity characteristic of that ratio schedule.
  • the higher the number of responses needed to obtain reinforcement, the more likely a post reinforcement pause will occur.
  • The higher the ratio schedule, the longer the pause
94
Q

What is the scallop effect?

A

A pattern of behavour characteristic of fixed interval schedules, where responding stops after reinforcement and then slowly increases as the time approaches when reinforcement will be available

95
Q

True or false:
The law of effect states that when two similar events repeatedly occur close together in time and space, they will be assosiated

A

F

96
Q

True or false:

Edward Thorndike studied learned relationships that could be described as stimulus response assosiations

A

T

97
Q

True or False:

A fixed action pattern is a behaviour that is learned within the first few hours after birth

A

F

98
Q

True or false:

Habituation is a process in which experience produces modification of an innate behaviour.

A

T

99
Q

True or false:

Reward involves the presentation of an US following a response

A

T

100
Q

True or false:

Omission involves the removal of an aversive stimulus following a response

A

F

101
Q

True of False:

Escape learning involves the removal of an aversive event following a behaviour

A

T

102
Q

True or False:

Punishment training involves the removal of an aversive (bad) event following a behaviour

A

F

103
Q

True or False:
This is an example that illustrates punishments: At the next team practice, Angelo is required to run 10 laps for every foul he made during the previous basketball game

A

T

104
Q

True or false:

Punishment and avoidance are ways of ensuring the probability that a behaviour will occur in the future

A

F

105
Q

True or false:

Reward and avoidance are ways of increasing the probability that a behaviour will occur in the future

A

T

106
Q

True or false:

As a process, shaping involves a gradual change in the kind of reward that is given following a behaviour.

A

F

107
Q

True or false:
In the summation test for conditioned inhibition, the researcher pairs a presumed conditioned inhibitor with a novel stimulus and then measures the amount of inhibition

A

F

108
Q

True or false:
According to the rescorla - wagner model, blocking will not ocur if the US intensity is increased in the second phase of conditioning when CS, is added to the new compund CS1 CSt

A

T

109
Q

True or False:
If you present CS1 + US schoc trials and CS1 CSt no USshock the rescorla wagner model predicts that both the CSs will become inhibitatory due to CS1 CSt no US shock trials

A

F

110
Q

True or False:
A successive negative contrast effect occurs because the value of a given reward depends on a discrepency between the reward and the reward that was expected

A

T

111
Q

True or false:
A truck driver who is fixed when his drug test comes back positive for narcotics would likely experience a negative contrast effect

A

F

112
Q

True or false:
Hawks are not succesful every time they hunt. Because hawks are never certain when they will catch something to eat, they hunt continuously to increase the chance that they will capture prey. The high rate of hubting in hawks is an example of a VR sechduel

A

T

113
Q

True or false:

The overtraining extinction effect states that extensive training provides some protection from extinction

A

F

114
Q

True or false:
If after extinction trials a subject is exposed to the US there will be further decrease of conditioned responding due to CS/US contingencies

A

F

115
Q

True or false:
If you wish to quickly and permanantly suppress a behaviour through the use of punishment, you should critically use strong and longer aversive stimulation

A

T

116
Q

True or false:
The following examples illustrates flooding: an aggressive teenager is given two weeks of detention after school for starting a fight at recess.

A

F

117
Q

True or false:
If two factor - theory is an accurate explanation of avoidance learning, then fear levels should be correlated with avoidance responding.

A

F

118
Q

True or false:

The key assumption of the 2 factor theory is that terminating the woring signal = reinforcement

A

T

119
Q

What does the level of conditioning depend on?

A

The level of conditioning on a particular trial depends on both the amount of prior training and on the level of previous training to other stimuli also paired with the UCS

120
Q

what does the strenfth of the conditioning depend on?

A

The strength of the conditioning depends on the stimulus, e.g. weak shocks = slow conditoning

121
Q

If one stimulus is conditioned is it able to be conditioned by other stimuli?

A

Assosiative strength that is conditioned to one stimulus, is not available to be conditioned to the other stimuli

122
Q

What is VA?

A

VA is the change in the assosiative strength that develops on a specific trial when the CSA and UCS are paired

123
Q

What is acquistion?

A

Aquistion: the actual US is greater than the expected US, thus excitatory conditioning occurs.

124
Q

Why does blocking occur?

A

Blocking occurs because there is no learning on a condtioning trial if the expected US is equal to the actual US.

125
Q

What is the CS pre exposure effect?

A

When the presentation of a CS prior to conditioning impacts the acquistion of the conditioned response once the CS is paired with the UCS. The CS pre exposure effect presents a problem for the Rescorla Wagner Model because it assumes that the reasiness of a stimulus to be assosiated with a UCS depends only on the intesity and salience of the CS

126
Q

What was the measure of Thorndikes puzzle box experiment?

A

The law of effect:

  • Thorkdikes experiment using the puzzle box
  • Cats could escape by making a response (e.g. pulling in a string)
  • Measure of performance was escape latency
127
Q

What was thorndikes principle of reinforcement?

A

Thorndikes version of the principle of reinforcement which states that responses that are followed by pleasant or satisfying stimuli will be strengthened and will occur often in the future.

128
Q

What is a shaping or successive approximation procedure?

A

A technique of acquiring a desired behaviour by selecting a highly occurant operant behaviour, then slowly changing the contingency until the desired behaviour until the behaviour is leared e.g. if rat makes contact with lever. doesnt need to press it

129
Q

The greater than sign

A

>

130
Q

The smaller than sign

A
131
Q

Negative contingency

A

p(reinf/R)

132
Q

Give an example of reward

A

example, reward and positive correlation pressing a button and getting a cococola.
This is reward because it is a positive experience and the correlation is positive because you recieve the button.

133
Q

Give an example of punishment

A

Rat presses the lever and gets a shock. The rat has a positive correlation between pressing the lever and punishment.

134
Q

Ratio schedule of reinforcement

A

A contingency that specifies tht a certain number of responses are necessary to produce reinforcement.

135
Q

Name two factors of the fixed ratio schedule

A
  • a specific number of responses is needed to produce reinforcement
  • produces a consistent response rate
136
Q

Name three factors of the post reinforcement pause

A
  • A pause in behaviour following reinforcement on a ratio schedule, which is followed by resumption of responding at the intensity characteristic of that ratio schedule
  • An average number of responses that produce reinforcement but the actual number of responses required to produce
  • The greater the satiation, the longer the pause
137
Q

Why is the rate of responding, higher on VR than on FR schedules?

A

The rate of responding is higher on VR than FR schedules

138
Q

What is the scallop effect?

A

A pattern of behaviour characteristix of fixed interval schedules, where responding stops after reinforcement and then slowly increases as the time approaches when reinforcement will be available.

Learning Psychology Erasmus (1 decks)

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