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Psych 210 > Learning Psych Exam 2 > Flashcards

Learning Psych Exam 2 Flashcards

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1
Q

Classical Conditioning

A

Pairing an NS with a US and causing the US to elicit a CR making it a CS

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2
Q

Unconditioned Stimulus

A

Elicits UR;In classical conditioning the stimulus that is paired with a CS and then elicits a desired response or CR

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3
Q

Unconditioned Response

A

automatic reaction to US prior to classical conditioning

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4
Q

Conditioned Stimulus

A

Elicits CR; in classical conditioning is paired with an US in order to derive the desired response or CR

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5
Q

Conditioned Response

A

The response elicited by a CS

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6
Q

Excitatory Conditioning

A

a CS predicts the presence of the US or predicts that something WILL occur

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7
Q

Inhibitory Conditioning

A

(also known as latent inhibition) CS predicts the ABSENCE of the US or that something WILL NOT occur

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8
Q

Truly Random Control

A

CS is random in regards to US

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9
Q

Appetitive US

A

“good”–generally beneficial for survival

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10
Q

Aversive Stimuli

A

“Bad”–generally detrimental to survival

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11
Q

What are the four ways of pairing the CS and US?

A

Trace ConditioningDelayed ConditioningSimultaneous ConditioningBackwards Conditioning

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12
Q

Trace Conditioning

A

CS begins and ends before the US is presented

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13
Q

Delayed Conditioning

A

CS starts before and overlaps with the US

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14
Q

Simultaneous Conditioning

A

The CS and US occur together

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15
Q

Backwards Conditioning

A

the US precedes the CS

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16
Q

What are the three types of CR?

A

ConsummatoryPrepatoryCompensatory

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17
Q

Consummatory Conditioned Response

A

The CR is similar to the UR, and sometimes identical

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18
Q

Prepatory Conditioned Response

A

The CR prepares the organism for the occurrence of the US

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19
Q

Compensatory Conditioned Response

A

CR prepares for the presence of the US by having an opposite physiological response

20
Q

Contingency

A

US occurs IF and ONLY IF the CS occurs. The more often they’re exclusively paired together the faster learning will be, so if contingency is less than 100% the strength and rate of learning decreases

21
Q

Contiguity

A

How closely in time and space (temporal and spacial) two stimuli are; the closer together the stimuli are the stronger/faster learning will occur

22
Q

Higher Order Conditioning

A

Association of two CS’s or NS’s.1. S1–>US (S1 becomes CS1)2. S2–>CS13. Test S2 (became CS)

23
Q

What is the difference between Sensory preconditioning and Higher order Conditioning?

A

The order in which we pair S2, S1, and the US, but they both result in CS2–>CS1–>US

24
Q

Sensory Preconditioning

A

Pairing of two NS’s before being associated with a US.S2+S1–>S1(becomes CR) + US=CR (&THEN) S2+US=CR

25
Q

Blocking

A

Failure of a stimulus to become a CS when it is part of a compound stimulus due to the effective CS “blocking” the formation of a new CS.1. CS1–>US (est. US)2. NS2+CS1–>US 3. Test S2 (previous learning about CS1 blocks learning about S2)

26
Q

Why does blocking occur?

A

we don’t need extra, redundant information and our learning systems evolved to be efficient

27
Q

Overshadowing

A

Failure of a stimulus that is part of a compound stimulus to become a CS; the stimulus is overshadowed by the stimulus that does become a CS

28
Q

Extinction

A

Decrease in CR after repeated presentation of the CS by itself

29
Q

Spontaneous Recovery

A

Sudden reappearance of a behavior following it’s extinction

30
Q

Give an example of Excitatory Conditioning

A

a tone predicts that shock WILL occur

31
Q

Give an Example of Inhibitory Conditioning

A

“the dirty look” predicts the absence of “good marital relations” for 24 hours.

32
Q

Give an example of an Appetitive US

A

food, water, sexual contact

33
Q

Give an example of an Aversive Stimuli

A

Pain/illness

34
Q

Give an example of Consummatory Conditioned Response.

A

US=food; UR= Salivation; CS=tone; CR= Salivation

35
Q

Give an example of Prepatory Conditioned Response.

A

US=food; UR= Salivation; CS= Whistle; CR=running to food bowl

36
Q

Give an example of Compensatory Conditioned response.

A

US=Drug; UR= Increased blood pressure; CS=tone; CR= decreased blood pressure

37
Q

Give an example of Extinction.

A

Red party balloon and cake

38
Q

Rapid Reacquisition

A

If we re-train a CS–>US association after it’s been extinguished learning happens faster. This is evolutionarily adaptive because the CS–>US relationship was once meaningful and could be meaningful again in the future.

39
Q

Disinhibition

A

After the extinguishing of a CR and time passes, if the CS is presented alone it will elicit a CR

40
Q

What factors prove that during Extinction learned behaviors aren’t forgotten but overshadowed by a new rule?

A

Rapid Reacquistion, Disinhibition, and Spontaneous recovery

41
Q

How does intensity of stimuli effect learning?

A

The more intense a stimulus is, the faster learning will occur.

42
Q

How is salience related to intensity?

A

Salience is related to intensity, but also includes other factors.

43
Q

When does the most learning occur?

A

During the early trials of conditioning as opposed to the later trials.

44
Q

Why is higher order conditioning and sensory preconditioning considered second order conditioning?

A

It includes the association of two stimuli with a CR, instead of one stimulus.

45
Q

What were the results of the Garcia and Koelling study?

A

This study concluded that classical conditioning is a genearlized learning mechanism with some biological predispositions for certain combinations.

46
Q

What were the results of the Mineka & Cook study?

A

This study concluded that there are generalized learning mechanisms with a biological predisposition for evolutionarily-related factors.

Psych 210 (2 decks)

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