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General Psychology > Learning (Module 3 Ch 8) > Flashcards

Learning (Module 3 Ch 8) Flashcards

Memorize by 10/29

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1
Q

Learning

A

An enduring change in behavior that comes from experience
Occurs when info moves from short to long term memory

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2
Q

Learning Styles

A

No empirical support for this idea

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3
Q

Synaptic Pruning

A

Synapses die off as you learn more information because your brain is becoming more efficient at processing info

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4
Q

Associative Learning

A

Learning by associating two variables
Classical and Operant Conditioning

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5
Q

Who founded classical conditioning and how?

A

Pavlov: not a psychologist; discovered it on accident when studying digestion in dogs

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6
Q

Neutral Stimulus (NS)

A

Stimulus that doesn’t elicit a natural or reflexive response in the organism

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7
Q

Unconditioned Stimulus (UCS)

A

Stimulus that elicits a natural or automatic response

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8
Q

Unconditioned Response (UCR)

A

The natural, reflexive response caused the UCS

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9
Q

Forward Conditioning

A

Presenting the NS just before the UCS

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10
Q

Conditioned Stimulus (CS)

A

When the NS is repeatedly paired with the UCS, it becomes the CS

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11
Q

Conditioned Response (CR)

A

The response caused by the new CS (which used to be the NS)
Is usually the same as the UCR

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12
Q

Taste Aversion

A

When you get sick after eating something, you tend to show an aversion to that food afterwards
Example in which the UCR and the CR aren’t the same (getting sick vs feeling nauseous)
Only requires one pairing of the NS and the UCS

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13
Q

Latent Inhibition

A

When some sort of learning has already occurred with the NS, causing proactive inference (original learning interferes with new learning)

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14
Q

Higher Order Conditioning

A

Taking a CS and pairing it with another NS to create a second CS
Weak form of learning

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15
Q

Operant Conditioning

A

Deliberate and effortful
Discovered by BF Skinner’s research with pigeons

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16
Q

Thorndike’s Law of Effect

A

Behavior that has positive consequences is likely to be repeated (we do things if we know they have benefits/rewards)

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17
Q

Reinforcement vs Punishment

A

Wanting a behavior to increase
VS
Wanting a behavior to decrease

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18
Q

Positive vs Negative (in OC)

A

Adding something to the situation to cause change
VS
Taking something away from the situation to cause change

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19
Q

Schedules of Reinforcement

A

When and how often the punishment or reinforcement occurs

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20
Q

Continuous vs Intermittent Reinforcement

A

Reward is given every time the behavior occurs
VS
Reward is not given after every response (more effective)

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21
Q

Ratio vs Interval

A

Based on the amount of responses
VS
Based on the amount of time that passes

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22
Q

Fixed vs Variable

A

Same amount of time or responses is required for reward every time
VS
The amount of time or responses required to receive the reward changes after each time

23
Q

What schedule of reinforcement leads to the most responses? Which leads to the least?

A

Fixed ratio = most
Variable interval = least
Overall:
Ratio > Interval
Fixed > Variable

24
Q

Premack Principle

A

AKA “Grandma’s Law”
A preferred activity can be used to reinforce a less preferred one
Very personal

25
Q

Partial Reinforcement

A

A behavior is reinforced in some environments/contexts, but not others

26
Q

Primary vs Secondary Reinforcers

A

Serves a biological need (ex: food)
VS
Something the organism has learned is good or desirable (ex: money)

27
Q

Shaping

A

Learning a complex behavior through a series of steps

28
Q

Token Economies

A

Receiving tokens that have symbolic value and can be traded for things with actual value
Common in elementary schools (ex: stickers or stars)

29
Q

Latent Learning

A

Learning that occurs without reinforcement and is only demonstrated later (when reinforcement is presented)

30
Q

Acquisition

A

The time period in which learning is occurring
CC: when the NS is being paired with UCS
OC: when you’re being rewarded or punished

31
Q

Extinction

A

When the organism’s learning is naturally reverted
CC: no longer respond to the CS
OC: learn to stop engaging in the behavior

32
Q

Deconditioning

A

Purposefully unlearning the learned response

33
Q

Spontaneous Recovery

A

Random resurgence of learning after extinction
CC: the CS randomly begins to work again
OC: organism randomly does the behavior again when given the opportunity, despite the absence of reward

34
Q

Renewal Effect

A

When extinction occurs in one environment/context, but then the context changes, and the learned response is demonstrated once again

35
Q

Generalization

A

When an organism responds to a novel stimulus as if it were the CS
OC ex: if a pigeon is taught to respond to the word “peck”, but they also respond to the word “pink”

36
Q

Generalization Gradient

A

The more similar two stimuli are to each other, the more likely generalization is to occur
(Have to consider the perceptual ability of the organism when looking at this)

37
Q

Discrimination

A

Recognizing a novel stimulus as a novel stimulus and not responding to it
OC: if a pigeon recognizes “pink” as a different word than “peck” and doesn’t respond to it

38
Q

How are CC and OC different in their behavior bases?

A

CC = automatic and reflexive response
OC = conscious, deliberate, or effortful response

39
Q

How are CC and OC different in their consequences?

A

CC = the consequence is the UCR and CR (built into the stimulus)
OC = the consequence is based off of the reaction to the behavior

40
Q

How are CC and OC different in terms of culture?

A

CC = not influenced by culture
OC = influenced by culture (what works as reinforcement or punishment in one place may not work in another)

41
Q

Evaluative Conditioning

A

Changing an attitude rather than a behavior, usually by trying to get you to like something by associating it with something you already like

42
Q

SOR (Stimulus, Organism, Response)

A

The organism’s perception, understanding, or opinion of the stimulus plays an important role in how they respond

43
Q

Instinctive Drift

A

When an organism’s natural or instinctive behaviors interfere with their learned behaviors

44
Q

Nonassociative Learning

A

Learning that happens without an association between two variables

45
Q

Habituation

A

Learning to stop responding to a stimulus when it’s no longer relevant (like sensory adaptation)

46
Q

Sensitization

A

Increased responding to a stimulus because it’s brought to your attention or is increasingly relevant
Ex: watching a horror movie and then being on edge

47
Q

Observational Learning

A

Learning by watching others

48
Q

Modeling

A

A teacher is displayed a skill specifically for someone to learn
(There is intention on both the teacher and student’s parts)

49
Q

Imitation

A

A learner is learning a behavior from a teacher without the teacher’s knowledge
(There is no intent on the teacher’s part to teach, but there is intent on the learner’s part)

50
Q

Restriction of Behavior

A

Learning not to do something by watching someone else do it

51
Q

Diffusion Chains

A

The continuous process of an expert turning a novice into an expert by teaching them

52
Q

Implicit Learning

A

Observational learning that occurs unconsciously
(There is no intent on the learner’s part to learn)

53
Q

What are the 4 requirements of observational learning?

A

Attention - must attend to the info
Retention - must remember the info
Reproduction - must have an opportunity to demonstrate the info learned
Motivation - must want to learn or show the learning

54
Q

Bobo Doll Study

A

Showed that aggressive behavior can be taught through the process of modeling

General Psychology (12 decks)

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