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lol Flashcards

1
Q

what is intelligence?

A

what you do when you dont know what to do - piaget

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2
Q

intelligence theories?

A

IQ, Catell (fluid vs. crystallized), specific vs. general, instrumental vs. social affective

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3
Q

aristotle?

A

an empiricist, formed first theory of associationism, argued that memory is dependent on associations between pairs of events - so recalling one member of the pair elicits anticipation of the other!

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4
Q

aristotle vs plato!

A

draw it out idiot

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5
Q

aristotles questions?

A
  1. how are associations made
  2. emergence of nature/nurture
  3. questions abt. learning in humans/animals
  4. are learning and memory universal?
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6
Q

classical vs. instrumental condtioning!

A

draw it out idiot

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7
Q

3 major dopaminergic pathways in brain (main one?)

A

mesolimbic

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8
Q

instrumental conditioning for thorndike

A

law of effect
- it is about S-R learning
- association strengthened if S followed by satisfying event
- association weakened if S followed by annoying event

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9
Q

importance of outcomes (all four)

A
  1. reward: produces good outcome
  2. punishment: produces bad outcome
  3. omission: prevents good outcome
  4. avoidance/escape: prevents bad outcome
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10
Q

importance of outcomes chart!

A

draw it out idiot

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11
Q

+ reinforcement

A

response produces appetitive S, reinforcement

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12
Q

+ punishment

A

response produces aversive S, punishment

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13
Q

(- reinforcement

A

response eliminates occurence of aversive S, reinforcement (escape)

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14
Q

(- punishment

A

response eliminates occurence of appetitive S, punishment (omission)

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15
Q

sign tracking chart

A

draw it out idiot

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16
Q

pavlovian classical example

A

bell (CS) —- Food (US)
\ \
\ \
\ \
salivate (CR) salivate (UR)

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17
Q

what is generalization?

A

when one CS generalizes to another!

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18
Q

two historic views of classical conditoning?

A

SR and SS

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19
Q

SR learning (Drawn out)

A

bell (CS) Food (US)
\
\
\
salivate (CR) salivate (UR)

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20
Q

SS learning (Drawn out)

A

bell (CS) ——–> Food (US)

salivate (CR) salivate (UR)

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21
Q

temporary separation of CS/US in classical conditioning leads to

A

decrease in sign tracking, increase in goal tracking

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22
Q

what type of tracking is resistant to outcome devaluation

A

sign tracking!

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23
Q

is it possible to respond to a CS that was never paired with the US (mechanism)?

A

US devaluation
- higher order conditioning
- sensory preconditoning

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24
Q

dog bite scenario!

A

draw out idiot

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25
Q

generalization

A

tendency to respond the way way to different but similar stimuli

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26
Q

higher (second order conditoning)

A

when CS can elicit CR without being paired with US
- additional NS presented after initial NS has been paired with US to elicit CR

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27
Q

sensory preconditioning

A

initially paired two NS, pairing one with US. if the other can elicit a response than sensory preconditoning has occurred

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28
Q

emotional classical conditioning: fear in rats

A

conditioned response is often freezing. The CS supresses bar pressing&raquo_space; response is supressed. suppression is the DV of conditoned fear

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29
Q

supression ratio

A

( responding CS) / (responding CS + responding pre-CS)

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30
Q

what type of tracking is autoshaping in pigeons?

A

sign tracking!

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31
Q

strength of conditioning (4)!

A
  1. timing
  2. novelty of CS/US
  3. intensity of CS/US
  4. pseudoconditoning
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32
Q

four types of CS/US associations

A

delay
trace
simultaneous
backwards

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33
Q

best timing for conditoning

A

short ISI’s (interstimulus intervals), long ITI’s (intertrial intervals)

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34
Q

two types of counterfeit conditoning

A

sensitization
pseudoconditioning

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35
Q

how to win CS competetion?

A
  1. be more noticeable – overshadowing
  2. be there sooner – blocking
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36
Q

opposite of overshadowing?

A

compound potentation

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37
Q

what is compound potentiation?

A

when there is more conditoning to a weak stimulus if combined with a salient stimulus

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38
Q

difference between overshadowing and blockign

A

overshadowing occurs only in one phase

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39
Q

learning only occurs when…

A

CS provides new info on US!

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40
Q

rescorla/wagner (key!)

A

US modulation, blocking, surprise

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41
Q

mackintosh (key!)

A

CS modulation, attention, latent inhibtion

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42
Q

pearce-hall (key!)

A

US nd CS modulation, attnetion, negative transfer

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43
Q

Wagner (SOP and AESOP) (key!)

A

priming, affective dimension

44
Q

rescor wagner three types

A
  1. novel CS – US: US is unexpected, positive prediction error, larger error = greater learning
  2. well learned CS – US: expected, no error prediction, no learning!
  3. CS-US association – no US: absence is unexpected, negative prediction, decreased association
45
Q

what did rescorla/wagner contribute habituation to?

A

decrease in stimulus suprise with self and retrieval priming

46
Q

RW assumption

A

CSs compete for associative weight - surprise dimension!

47
Q

mathematical dimension (Draw it first)

A

delta V = change in associative strength
alpha = CS saliency
beta = US saliency
lambda = ceiling (asymptote of learning
V = learning parameter (how well CS predicts US)
[ lambda - V ] = surprisingness of US

48
Q

when does V decrease?

A

with extinction!

49
Q

what will strong US impact

A

associative strength or lambda

50
Q

what will salient CS impact

A

rate of learning!

51
Q

suppression ratio?

A

less learning with high suppression ratio. if new stimulus is presented with another that was previously conditioned, little or no conditioning will occur (high suppression ratio)

52
Q

trick to get very efficient extinction

A

combine CS with other excitators!

53
Q

comparator theory

A

conditioning to context is fundamental to contingency
(CS US and context are associated)

54
Q

comparator theory doesnt explain

A

extinction of inhibition, latent inhibition, issues with blocking

55
Q

low suppression ratio =

A

more conditioning

56
Q

what does comparator theory suggest

A

we learn to ignore redundant predictors of US, abt the ineffectivenss of CS

57
Q

mackintosh model what is key

A

alpha (CS saliency) is key!

58
Q

pearce-hall?

A

pairing a CS with a weak US slows down condiioning when CS is paired with a strong US – negative transfer

59
Q

pearce hall important!

A

organisms attent ot uncertain predictors! surprise!

60
Q

kaye/pearce

A

suprisingness of US matter, alpha is high, exlpains negative transfer and latent inhibition

61
Q

hybrid attnetional models (combo)

A
  1. cues with high predictive value (mackintosh)
  2. cues high in uncertainty (pearce-hall)
    + RW: surprisingness of US+CS!!!
62
Q

primed stimulus

A

= less suprising

63
Q

two types of priming

A
  • self-generated (Via sensory memory)
  • retrieval-generated (from long term memory via. retrieval)
64
Q

what kind of priming is blocking?

A

retrieval generated!

65
Q

SOP

A

originally PDP, standard operating procedure (sometimes oppenent process), address time, connectionist model

66
Q

both types of priming can…

A

reduce surprise

67
Q

what does SOP suggest

A
  1. processing is parallel not serial
  2. processing is distributed not localized
68
Q

AESOP

A

affective extention of SOP, adds emotional qualities
CS gets linked to sensory and affective nodes!

69
Q

contiguity?

A

CS occurs with US

70
Q

contingency?

A

CS predicts US

71
Q

classical vs. AESOP view of dog bite!

A

draw out idiot

72
Q

pearce said AESOP is…

A

configural - the whole set is conditioned to US

73
Q

what does adding diff CSs do?

A

weaken the value, eg. only AB loses 33% of conditioning

74
Q

classical vs. operant

A

operant outcome is contingent on response. both have learning curve, both have extinction.

75
Q

who believes in contiguity and what is at its core

A

guthrie, stimulus elemtns

76
Q

thorndike
guthrie
tolman

A

thorndike: S-R, rewards enforce
guthrie: S-R, rewards are very salient
tolman: S-S, rewards motivate

77
Q

two main methods of skinner box

A

1.discrete trial: many stand alone trials, controlled by experimenter
2.free-operant: animal controls apparatus

78
Q

EDT advantages and disadvantages

A
  • adv. less mistakes, no negative emotions, very fast training
  • Dadv. modifications/reversals in training are difficult
79
Q

conditoned/secondary reinforcers are

A

like clicker. classically conditioned discriminative stimulus.
clicker = pavlovian for food

80
Q

negative contrast?

A

human and animals both sensitive to reinforcers of different vlues

81
Q

why use clicker (3)?

A
  1. necessary bc of distance
  2. spatital/temporal precision is necessary
  3. training behaviour chains
82
Q

types of schedules

A

fixed ratio
variable ratio
fixed interval
variable interval

83
Q

best schedules?

A

variable ratio, variable interval

84
Q

other types of schedules?

A

compound
1. mixed - alternating 2
2. multiple - alternating 2 types, w diff DS
3. tandem - one then next
4. chained - tandem/multiple + diff DS

85
Q

what is matching law (when organism chooses)

A

rate of responding on a particular choice will match the relative role of reinforcement on that choice
- eg. pigeon pecks twice as much at lever every 1 min compared to 2min

86
Q

what explains matching law?

A
  1. animals trying to maximize reinforcement
  2. melioration = improve local rate of reinforcement
87
Q

drive reduction

A

hull, homeostatic, deficit, incentives

88
Q

premack

A

differential probability - contingency
- more probable responses reinforce less probable responses

89
Q

behavioural regulation

A

bliss point, about max reinforcement

90
Q

selection by consequences

A

learning is like natural selection – only an analogy
- needs trait and selective gent

91
Q

selection by consequences requires

A
  1. variation
  2. fitness consequences
  3. mode of inheritance
  4. limited resources
92
Q

motivation

A

hypothetical constuct, needs intervening variables

93
Q

do you need reinforcement for learning

A

no

94
Q

learning will always extinguish if not reinforced

A

no

95
Q

habit learning =

A

instrumental in nature, motor learning, basal ganglia

96
Q

motor learning, motivation and emotion =

A

all linked in brain, heavily driven by dopaminergic system

97
Q

drive theory - resistance to extinction depedns on

A
  1. drive (degree of food deprivation)
  2. habit (amount of prior reinforcement)
98
Q

drive theory formul

A

behaviour strength = D x H

99
Q

incentive theory formul

A

behaviour strength = D x H x K
or
behaviour strength = need x learning x incentive

100
Q

incentive =

A

motivational effect of reward (this idea comes from classical conditoning!)

101
Q

motivational states =

A

occasion settors, facilitators

102
Q

OS are…

A

environmental cues (CSs) that faciliate conditoning. CS that confirms a CS-US pairing

103
Q

elation vs depression

A

elation = positive contrast effect
depression = negative contrast effect

104
Q

over-learning extinction effect

A

many rewarded trials can increase the rate of extinction

105
Q

sequential theory variables defined

A

N = nonreinforced trials
r = reinforced trials w small rewards
R = reinforced trials w big rewards

106
Q

sequential theory most resistant to extinction?

A

rNR!

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