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EPPP > Learning Theory and Behavior Therapy > Flashcards

Learning Theory and Behavior Therapy Flashcards

1
Q

Classical conditioning

A

type of learning in which a stimulus acquires the ability to elicit the response that is naturally elicited by another stimulus

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2
Q

Operant conditioning

A

type of learning in which responses become controlled by their consequences

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3
Q

Unconditioned stimulus (US)

A

naturally produces the target response - without conditioning trials

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4
Q

Conditioned stimulus (CS)

A

does not naturally produce the target response and prior to conditioning, is referred to as a neutral stimulus. When repeatedly presented with US, the CS produces a conditioned response (CR)

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5
Q

Factors that affect conditioning

A
  • number of trials
  • order and timing: delay conditioning (CS precedes and overlaps US), trace conditioning (CS starts/stops, then US), simultaneous conditioning (together) - delay is most effective at 0.5 sec
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6
Q

Classical extinction

A

CS is repeatedly presented without US, CR gradually disappears

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7
Q

Spontaneous recovery

A

CR that had been extinguished would sometimes suddenly return - extinction trials don’t eliminate CR, but weaken it

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8
Q

Stimulus generalization

A

stimuli similar to CS elicit CR

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9
Q

Stimulus discrimination

A

ability to discriminate between a CS and stimuli similar to CS and only respond to CS with CR

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10
Q

Experimental neurosis

A

when required to make difficult discriminations between very similar stimuli, unusual behaviors exhibited

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11
Q

Higher-order conditioning

A

second level of conditioning in which the CS1 becomes the US and another neutral stimulus becomes the CS2

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12
Q

John Watson and Little Albert

A

father of modern behaviorism

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13
Q

Little Albert

A

an unusually calm baby was conditioned to fear a white rat paired with an unexpected loud noise, with only a few conditioning trials, exhibited stimulus generalization and feared other white furry objects

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14
Q

Implosive therapy

A

type of exposure in imagination in which the therapist exaggerates the scenes being imagined by the client so that they elicit max anxiety and embellishes the scenes with psychodynamic themes that are believed to be the source of the client’s anxiety

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15
Q

Counterconditioning

A

eliminate an anxiety or fear response by pairing CS associated with that response with an US that naturally produces an incompatible response (ie systematic desensitization and behavioral sex therapy)

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16
Q

Systematic desensitization

A

1 - training in relaxation
2 - anxiety hierarchy
3 - desensitization

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17
Q

In vivo aversive counterconditioning

A

the undesirable behavior or stimuli associated with the behavior are paired with a stimulus that naturally elicits pain, nausea, or other unpleasant reaction so that the undesirable behavior or stimuli produce the unpleasant reaction and are avoided

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18
Q

Covert sensitization

A

conducted in imagination and may include alternating scenes in which the client engages in the target behavior with scenes in which the client engages in alternative behavior

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19
Q

Thorndike

A
  • cats in a puzzle box
  • trial and error learning
  • focused on the connection between responses and their consequences - referred to as connectionism and instrumental learning
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20
Q

Thorndike’s laws of learning: law of effect

A

responses that are following by a satisfying consequence are more likely to be repeated in the future, while responses that are followed by an unsatisfying consequence are less likely to be repeated

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21
Q

Thorndike’s laws of learning: law of exercise

A

repeated practice strengthens the connection between response and consequence

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22
Q

Thorndike’s laws of learning: law of readiness

A

an organism must be ready/motivated to act in order to form a connection between a response and its consequence

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23
Q

Skinner and operant conditioning

A
  • operant behaviors are acquired through operant conditioning and are voluntarily emitted or not emitted as the result of their consequences
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24
Q

Operant extinction

A

occurs when reinforcement is withheld from a previously reinforced behavior and as a result the behavior decreases or is eliminated

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25
Q

Response burst

A

termination of reinforcement produces a response burst, temporary increase in the behavior before it begins to decrease

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26
Q

Spontaneous recovery

A

after a behavior has been extinguished, it may reappear after a period of time

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27
Q

Behavioral contrast

A

when two different behaviors have been reinforced separately and reinforcement is withdrawn from one of the behaviors, there is a temporary increase in the other behavior

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28
Q

Primary reinforcers

A

inherently valuable - food, water, comfort, sexual pleasure

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29
Q

Secondary reinforcers

A

acquire value by being linked to a primary reinforcer - verbal message
Generalized reinforcer - secondary reinforcer linked to multiple primary and/or secondary reinforcers - money

30
Q

Schedule of reinforcement: fixed ratio (FR)

A
  • reinforcement after a fixed number of responses
31
Q

Schedule of reinforcement: variable ratio (VR)

A
  • reinforcement is provided after a variable number of responses - gambling
  • produces the fastest and steadiest rate of responding during acquisition trials and the greatest resistance to extinction when reinforcement is no longer provided
32
Q

Schedule of reinforcement: fixed interval (FI)

A
  • after a fixed period of time - biweekly paycheck
33
Q

Schedule of reinforcement: variable interval

A
  • after an unpredictable amount of time - pop quizzes
34
Q

Stimulus control

A

when the subject emits a response in the presence of one stimulus, but not another stimulus; stimulus A is the discriminative stimulus, stimulus B is the extinction or S-delta stimulus

35
Q

Stimulus generalization

A

similar stimuli elicit the same response (mama for all women)

36
Q

Response generalization

A

stimulus elicits similar responses (mama, mother, mommy for mom)

37
Q

Escape learning

A

learning to escape an undesirable stimulus by engaging in a particular behavior

38
Q

Avoidance learning

A

learning to avoid and undesirable stimulus by engaging in a behavior

39
Q

Shaping

A

successive approximation conditioning, reinforcing responses that come closer and closer to the desired behavior

40
Q

Chaining

A

establish complex behaviors that consist of a sequence of responses that must be linked together to form a behavioral chain
- compared to shaping: in shaping, the final behavior is the goal - chaining, each response is important

41
Q

Premack Principle

A

high-frequency behavior as reinforcement for low-frequency behavior (ie child can play games after she finishes chores/hw)

42
Q

Differential reinforcement

A

combine extinction and positive reinforcement by removing reinforcement from the undesirable behavior and reinforcing desirable behaviors (ie reducing child’s head banging by giving praise/stars for each period child abstains)

43
Q

Effectiveness of punishment

A
  • immediate, consistent
  • moderate in intensity
  • verbal clarification of the relationship between behavior and punishment
  • combined with reinforcement for an alternative behavior
44
Q

Time-out

A

positive punishment, temp loss of access to reinforcers, most effective when relatively brief, child is reminded of duration and reason

45
Q

Response cost

A

negative punishment, removes a specific reinforcer (privilege, item)

46
Q

Overcorrection

A

positive punishment
1 - restitution phase: individual corrects the consequences of the undesirable behavior
2 - positive practice phase: practices an alternative behavior

47
Q

Contingency contract

A

behavioral contract, written agreement, identifies behaviors to be modified, ST and LT goals, measurable goals, consequences for noncompliance, procedures

48
Q

Token economy

A

environment in which tokens are used as generalized reinforcers; involves specifying bx, token exchange/reinforcers, plan for reducing tokens and replacing with other reinforcers

49
Q

Function-based interventions/functional behavioral analysis (FBA)

A
  • determine the function of the problem behavior, antecedents and consequences
  • develop bx plan to target appropriate replacement bx
50
Q

Insight learning

A

aha experience due to mental restructuring of a problem

  • the learner perceives the situation as a whole
  • perceives and tries to understand the various elements of the situation
  • learner grasps the solution
51
Q

Tolman’s latent learning

A

learning can occur without reinforcement; rats learned layout of maze (cognitive maps) without reinforcement

52
Q

Observational learning

A 
Bandura's social learning theory, social cognitive theory
1 - Attention
2 - Retention
3 - Motor Reproduction
4 - Motivation
53
Q

Sensory memory

A

iconic memory: visual info

echoic memory: auditory info

54
Q

Short-term memory

A
  • Without rehearsal, STM fades in 30 sec
  • Primary memory: capacity ~ 7+/-2 bits (5-9); chunking can extend
  • Working memory: ability to mentally manipulate info in STM
55
Q

Long-term memory

A

sufficiently rehearsed - transferred to LTM

56
Q

Serial position effect

A

primary v recency effect

distracting task - words at beginning are well-remembered

57
Q

Levels of processing

A

Structural processing: shallowest level and involves encoding the physical properties of stimulus
Phonemic processing: involves encoding the sound properties (ie rhyming)
Semantic processing: deepest level, encoding the meaning, leads to greatest retention and recall

58
Q

Working memory components

A

1 - Central executive: control center, directs attention to relevant aspects
2 - Phonological loop: processes and temporarily stores verbal info
3 - Visuospatial sketchpad: processes and temporarily stores visual info
4 - Episodic buffer: integrates verbal and visual info and transfers info to LTM

59
Q

Procedural v declarative memory

A

Procedural memory: knowing how

Declarative memory: knowing what; Semantic memory: factual knowledge, Episodic memory: personal experiences

60
Q

Implicit v explicit memory

A

Implicit memory: recalled automatically and without conscious awareness
Explicit memory: deliberate and conscious effort to be recalled

61
Q

Encoding specificity

A
  • the more similar the learning and recall conditions, the easier it is to retrieve information from LTM
  • Context-specific memory: tendency to retrieve info more easily when recall occurs in the same environment in which learning occurred
  • State-dependent memory: tendency to retrieve info more easily when in the same physical or psychological state during learning and recall
62
Q

Yerkes-Dodson law

A

optimal level of arousal for performance on tasks; relationship between arousal and performance is an inverted U

63
Q

Anterograde v retrograde amnesia

A

Anterograde: unable to retain info exposed to after trauma, recall info acquired before trauma
Retrograde: cannot recall info acquired before trauma (generally recent past more than remote), able to retain info after trauma

64
Q

Maintenance v elaborative rehearsal

A

Maintenance: simply repeating info, most useful for maintaining STM
Elaborative: making info meaningful through different strategies, transfers to LTM

65
Q

Mnemonic devices

A
  • verbal and visual techniques for enhancing memory
  • acronym
  • acrostic: phrase or sentence in which each word begins with the first letter of an item in the list (We just like Rushmore - Washington, Jefferson, Lincoln, Roosevelt)
  • method of loci: memorizing a list of items imagining walking through a familiar room and visually associating each item with a different place/item in the room
  • keyword method: memorizing a pair of items and forming a visual image that represents both
66
Q

Decay theory

A

memory involves a physiological change in the brain that decays over time if the memory is not accessed (subjects who slept recalled more than those awake/distracted)

67
Q

Interference theory

A

forgetting occurs when the ability to recall particular info is affect by info learned before or after
Proactive: learned before, forward effect
Retroactive: new info learned, backwards effect

68
Q

Cue-dependent forgetting

A

forgetting is often result of inability to access info stored in LTM due to retrieval cues - resulting in tip of tongue, multiple choice > free recall

69
Q

Attention

A

Sustained attention: ability to direct and focus cognitive activity on a specific stimulus over an extended period of time
Divided: ability to focus attention on more than one stimulus simultaneously
Selective: focusing on one stimulus while filtering out irrelevant stimuli, cocktail party phenomenon

70
Q

Feature integration theory (FIT)

A
  • the processing of visual stimuli involves 2 stages:
  • Detection of features (pre-attention) stage: occurs rapidly and automatically and involves parallel processing
  • Integration of features (attention) stage: features are processed serially and slowly, focused visual attention and perception of stimulus as an integrated whole
71
Q

Filter Theory of Selective Attention

A
  • bottleneck theories of attention
  • when two or more sensory stimuli are presented simultaneously, they are maintained in a sensory buffer, one is allowed to pass through a selective filter, other remains in the buffer to be lost or processed later, the stimulus that passes through enters STM, where it is analyzed for semantic content and enters conscious awareness
72
Q

Dichotic listening task (filter theory of selective attention)

A
  • subjects listen to different auditory stimuli delivered to each ear simultaneously and repeat what they heard
  • brain processes one ear then the other, not integrated

EPPP (10 decks)

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