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PSYCH 111 > learning theory > Flashcards

learning theory Flashcards

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1
Q

classical conditioning

A

learner is forming a new association

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2
Q

US

A

Unconditioned stimulus; any stimulus that innately elicits a reflexive UCR. Don’t have to learn it

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3
Q

UCR

A

unconditioned response; a reflexive, innate response

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4
Q

CS

A

Conditioned stimulus; a stimulus that elicits a CR after pairings with a US

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5
Q

CR

A

Conditioned response; a response elicited by a CS

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6
Q

classical conditioning and pavlov’s dogs

A

noticed dogs were salivating when they heard footsteps because that meant food, wanted to experiment with it
US = food
UR = salivation
CS = sound of the bell
CR = salivation

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7
Q

tabular rasa

A

you came into the world on a blank slate, you are who you are due to your environment

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8
Q

generalization (classical conditioning)

A

conditioned with rat but expended to everything that was furry, when you extend association with similar stimuli

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9
Q

little albert

A

11 months old when experiment took place, tried to find the US, what babies were afraid of. Found that they were scared of being dropped and also really loud noises (easier to work with). took metal bar and hit it with a hammer, made a loud noise, which caused fear and crying. They paired this with a rat (Albert was not afraid of the rat until they did this experiment). Conditioned to be afraid of the rat
US = loud noise
UR = fear (crying)
CS = rat
CR = fear (crying)

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10
Q

second-order conditioning

A

pairing another stimulus with CS and get an association of that, the more times you pair something, the weaker it gets until it doesn’t happen anymore

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11
Q

acquisition

A

the sound of pipe connected with rat, pairing the US and CS

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12
Q

extinction

A

the fear should extinguish if after showing the CS without the US, breaking the association

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13
Q

spontaneous recovery

A

where it comes back, even if extinction was used, don’t have to train very hard to return it if you try to do the CS with the US again

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14
Q

discrimination (classical conditioning)

A

opposite of generalization, narrowed down to one specific stimuli (ex. for little albert not all rats but one particular rat or all rats and no other furry thing)

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15
Q

application of classical conditioning with drug cravings

A

Want them out of environment when they did drugs, environment will be associated with feelings (stop hanging with the same friends, going to parties), in patient type therapy used this

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16
Q

application of classical conditioning with sexual fetishism

A

Philias – irrational passions, theory that philias are formed by association (feeling with environment)

Seattle shoe bandit – steal women’s shoes off feet, tackle them and run away with shoes, did this hundreds of times, when they caught him, he had thousands of shoes, he loved his shoes, ex. Of philias

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17
Q

application of classical conditioning with phobias

A

Irrational fears, have phobias about just anything
Being exposed constantly to “extinguish” these fears

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18
Q

A young child goes to the doctor to receive an immunization. The shot is painful and the child cries. The next day the child sees the doctor at Target and the child cries. In this example, the pain from the shot is

A

US

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19
Q

A young child goes to the doctor to receive an immunization. The shot is painful and the child cries. The next day the child sees the doctor at Target and the child cries. In this example, the doctor is

A

CS

20
Q

A young child goes to the doctor to receive an immunization. The shot is painful and the child cries. The next day the child sees the doctor at Target and the child cries. In this example the crying in response to the doctor is

A

CR

21
Q

A young child goes to the doctor to receive an immunization. The shot is painful and the child cries. The next day the child sees the doctor at Target and the child cries. The following week the child goes to Target (no doctor) and cries. In this example Target is

A

second-order conditioning

22
Q

operant conditioning

A

you ARE shaping behavior

23
Q

law of effect

A

Showed the strength of a response is determined by the consequences (ex. Raised your hand, was wrong, didn’t raise hand again)

24
Q

what idea did B. F. Skinner develop for operant conditioning?

A

skinner box

25
Q

the idea of operants

A

operate in the environment to result in an effect

26
Q

reinforcement

A

anything that increases the frequency of a behavior

27
Q

positive reinforcement

A

positive doesn’t mean good, you added something to environment and the behavior increased

28
Q

negative reinforcement

A

you took something away from the environment and the behavior increased

29
Q

what are the two questions you need to ask to determine if it is positive or negative reinforcement or punishment?

A

did behavior increase (reinforcement), decrease (punishment), or stay the same? Was something added (positive) or subtracted (negative)

30
Q

punishment

A

anything that decreases the frequency of a behavior

31
Q

positive punishment

A

you add something in and behavior decreases

32
Q

negative punishment

A

you take something away and behavior decreases

33
Q

A student studies 40 hours for her psychology exam and gets an “A” The “A” acted as ______ on her studying behavior

A

cannot tell without further information

34
Q

A student studies 40 hours for her psychology exam and gets an “A” For the next exam she studies 5 hours. The “A” acted as ______ on her studying behavior

A

positive punishment

35
Q

generalization (operant conditioning)

A

sometimes hope things generalize, learned behaviors apply for multiple things (ex. learn to sit in class goes to sitting at dinner table)

36
Q

shaping

A

slowly developing technique, reinforce approximations to get to complex behaviors (ex. Tiger sitting on pedestal then treat, jumping over pedestal then treat, jumping over pedestal through loop then treat, jumping through loop then treat, jumping through pedestal with a little fire then treat, jumping through hoop of fire then treat)

37
Q

token economies

A

kids receiving stickers for good behavior and being able to trade stickers for prizes, used in prisons, schools, home environments, etc. (worked with chimpanzees with tokens for food)

38
Q

schedules of reinforcement

A

nature of task dictates which one to use

39
Q

ratio schedules

A

number, instances of a behavior, not reinforcing every time, partial schedules, sitting/discrete behaviors

40
Q

fixed ratio

A

fixed number (ex. every three times someone sits you give them a treat), powerful but can be predictable

41
Q

variable ratio

A

reinforce an average number of things (ex. About an average of every three times they get a treat), powerful since it cannot be predicted (ex. Slot machine)

42
Q

interval schedules of reinforcement

A

amount of time, (seconds, minutes, hours, days, weeks, months, years), want it to become a habit every time it is indicated

43
Q

fixed interval

A

fixed amount of time (ex. Every five minutes)

44
Q

variable interval

A

an average amount of time (ex. About an average of every five minutes)

45
Q

Bandura’s infamous “bobo doll” experiments

A

Discovered that children will imitate an adult model. Showed kids videos of adults doing different violent things with the dolls and found kids imitated those specific behaviors. Established kids can and will learn without reinforcement

46
Q

mirror neurons

A

frontal lobe neurons that some scientists believe fire when we perform certain actions or observe another doing so

PSYCH 111 (13 decks)

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