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Learning and Conditioning > Midterm > Flashcards

Midterm Flashcards

1
Q

Abilities and tendencies are largely present at birth

A

Nativism, nature, Plato

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2
Q

Abilities and tendencies are learned

A

Empiricism, nurture, Aristotle

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3
Q

Name Aristotle’s four laws of association

A

Similarity, contrast, contiguity, frequency

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4
Q

Things with common appearance or function.

A

Similarity

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5
Q

Things that are opposite of each other

A

Contrast

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6
Q

Things that are close together in time or space

A

Contiguity

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7
Q

The more frequent two events things are experienced together, the stronger the association.

A

Frequency

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8
Q

Some human behaviours are reflexives, others are controlled by the mind

A

Mind-body dualism (Descartes)

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9
Q

Method of introspection to identify the basic elements which determine structure of the mind

A

Structuralism

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10
Q
A
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11
Q

Who is associated with structuralism?

A

Edward Titchener

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11
Q

The mind evolved to help us adapt to the world around us

A

Functionalism

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12
Q

Who is associated with functionalism?

A

William James

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12
Q

Organisms capable of adapting to environmental pressures are more likely to reproduce and pass along those characteristics

A

Natural selection

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12
Q

Who is associated with natural selection?

A

Charles Darwin

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13
Q

Focuses on the study of environmental influences on observable measurable behaviour

A

Behaviourism

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14
Q

What are the 5 schools of behaviourism?

A

Methodological
Neobehaviourism
Cognitive
Social learning theory
Radical

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15
Q

Internal events are excluded from analyses of behaviour, study of direct relationship between environmental stimuli and observable behaviour, belief in a simple connection between the two

A

Methodological behaviourism

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16
Q

Describe the SR theory according to methodological behaviourism

A

Environmental stimulus directly leads to observable behaviour

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17
Q

Who is associated with methodological behaviourism?

A

John Watson

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18
Q

Internal events might mediate/form a connection between environment and behaviour (intervening variables), concerned with how internal events could be measured

A

Neobehaviourism

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19
Q

Describe SR theory according to neobehaviourism

A

Environmental events lead to internal events (physiological) which lead to observable behaviour

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20
Q

Who is associated with neobehaviourism?

A

Clark Hull

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21
Q

Utilizes intervening variables, usually hypothetical cognitive processes, to explain behaviour, behaviour is more than just discrete stimuli and responses

A

Cognitive behaviourism

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22
Q

Explain SR theory according to cognitive behaviourism

A

Environmental events lead to internal cognitive processes lead to observable behaviour

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23
Q

Who is associated with cognitive behaviourism?

A

Edward Tolman

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24
Q

Emphasizes importance of observational learning and cognitive variables explain human behaviour

A

Social learning theory

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25
Q

Assumes environmental events, observable behaviour, thoughts, and feelings mutually influence one another

A

Reciprocal determinism (SLT)

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26
Q

Who is associated with social learning theory?

A

Albert Bandura

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27
Q

Emphasizes influence of environment on observable behaviour, rejects use of internal events to explain behaviour, but includes them in analysis where useful

A

Radical behaviourism

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28
Q

Who is associated with radical behaviourism

A

Burrhus Skinner

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29
Q

The empirical and experimental study of the basic principles of behaviour

A

Experimental behaviour analysis

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30
Q

Basic principles of behaviours are applied to improve socially significant real-world problems

A

Applied behaviour analysis

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31
Q

A specific procedure/plan for investigating a research question/hypothesis

A

Research method

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32
Q

Person, place, or thing that can change over time or from one situation to another

A

Variable

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33
Q

Variable that is made to systematically vary across different conditions via manipulation

A

IV

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34
Q

Variable that cannot be manipulated, but may vary across individuals

A

Quasi-IV

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35
Q

Variable that is measured; allowed to vary freely to see if it is affected by changes in the IV

A

DV

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36
Q

Relationship where changes in the IV result in corresponding changes in the DV.

A

Functional relationship

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36
Q

Any event that can potentially influence behaviour.

A

Stimulus

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37
Q

Event that an organism will seek out

A

Appetitive

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38
Q

Event that an organism will avoid

A

Aversive

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39
Q

Particular instance or unit of a behaviour.

A

Response

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40
Q

Behaviour that can be observed by another individual

A

Overt behaviour

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41
Q

Behaviour that can only be observed by the person performing the behaviour

A

Covert behaviour

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42
Q

Procedure that effects the appetitiveness or aversiveness of a stimulus

A

Motivations operations (MO)

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43
Q

Increases how effective an event is at reinforcing or punishing a behaviour

A

Establishing operations

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44
Q

Decreases how effective an event is at reinforcing or punishing a behaviour

A

Abolishing

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45
Q

The extent to which events occur close together in time

A

Temporal contiguity

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46
Q

The extent to which events are close together in space

A

Spatial contiguity

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47
Q

Dependent relationship between two events

A

Contingency

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48
Q

An organism’s response to external or internal stimuli.

A

Behaviour

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49
Q

Describes what the behaviour of interest looks like in a way that is observable, measurable, and repeatable

A

Operational definitions

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50
Q

Behaviour of concern

A

Target behaviour

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51
Q

Behaviour that can replace an unwanted problem behaviour

A

Replacement behaviour

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52
Q

How many times the behaviour occurs in a given period of time

A

Rate/frequency

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53
Q

Strength of the behaviour

A

Intensity/magnitude

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54
Q

Length of time it takes for a continuous behaviour to occur from start to finish

A

Speed

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55
Q

Measurement of whether a behaviour occurs during each interval within a series of continuous intervals

A

Interval recording

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56
Q

Whether a behaviour occurs during each interval within a series of discontinuous intervals

A

Time-sample recording

57
Q

Time required for a behaviour to begin

A

Latency

58
Q

How long the behaviour occurred

A

Duration

59
Q

Observing physical form of the behaviour

A

Topography

60
Q

For behaviours that can be categorized as right and wrong

A

Number of errors

61
Q

Whether research methods can reproduce the same results multiple times

A

Reliability

62
Q

The degree to which two or more researchers agree on what they are recording

A

Interobserver reliability

63
Q

Studies behaviour and circumstances within which it occurs.

A

Descriptive research

64
Q

Application of research methods to study behaviour.

A

Experimental research

65
Q

One or more IVs (or levels of IVs) are manipulated across groups

A

Group design

66
Q

Different species constitute one of the independent variables

A

Comparative design

67
Q

Individuals randomly assigned to either experimental or control group, where 1 group is exposed to a treatment, and the other a placebo

A

Simple control group design

68
Q

2+ independent variables across different groups

A

Factorial design

69
Q

What is a benefit of group designs?

A

Functional relationships can be identified through statistical tests

70
Q

What are three cons of group designs?

A

Requires large number of subjects or participants

Results are technically not representative of any one individual

Often analyzed and interpreted only at the end of the experiment

71
Q

Baseline and treatment phase are repeated multiple times

A

Reversal design (ABAB)

72
Q

AB design

A

Simple comparison design

73
Q

Baseline and treatment phase are repeated multiple times with more than 1 treatment

A

Two-treatment reversal design

74
Q

2+ subjects, settings or behaviours, with treatment(s) implemented at different successive points throughout experiment

A

Multiple-baseline designs

75
Q

Standard is set for a behaviour that changes over time

A

Changing criterion design

76
Q

What are four advantages to animal research?

A

Researchers can control for genetic influences on behaviour

Researchers can control their learning history

Researchers can more strictly control experimental environment for animals

Some research cannot ethically be conducted with human

77
Q

What are two disadvantages to animal research?

A

Animals rights and welfare
Findings may have limited application to humans

78
Q

A relatively enduring change in behaviour that results from some type of experience

A

Learning

79
Q

What are the three main type of learning?

A

Classical conditioning, operant conditioning, observational learning

80
Q

Learning occurs in response to a single stimulus, without reinforcement

A

Non-associative learning

81
Q

Learning occurs through the association of two previously unrelated stimuli, and includes reinforcement

A

Associative learning

82
Q

A behavior that is automatically drawn out by a preceding stimulus

A

Elicited (respondent) behaviour

83
Q

Biologically based, involuntary response to stimuli

A

Reflexes

84
Q

What are the three common types of reflexes?

A

Startle response, orienting response, flexion reflex

85
Q

Rapid defensive reaction to a sudden, unexpected stimulus

A

Startle response

86
Q

Startle response in infants

A

Moro reflex

87
Q

Automatic positioning of oneself to facilitate attending to a stimulus

A

Orienting response

88
Q

Automatic response of jerking away hand or foot from a hot or sharp object

A

Flexion reflex

89
Q

Neural structure underlying some reflexes

A

Reflex arc

90
Q

Fixed sequence of responses elicited by a specific stimulus

A

Fixed action patterns

91
Q

Decrease in the strength of an elicited behaviour following repeated presentations of the stimulus

A

Habituation

92
Q

Reappearance of a habituated response to a stimulus following the presentation of another, seemingly irrelevant novel stimulus

A

Dishabituation

93
Q

Increase in strength of elicited behavior following repeated presentations of eliciting stimulus

A

Sensitization

94
Q

What are four factors that influence whether sensitization or habituation will occur?

A

Intensity of eliciting stimulus
How biologically relevant the stimulus is
Individual differences
Perception of the environment

95
Q

A type of learning that occurs when a stimulus elicits a response because it has been paired/associated with another stimulus

A

classical conditioning

96
Q

Stimulus that initially does not evoke a response (until paired with an unconditioned stimulus)

A

Neutral stimulus (NS)

97
Q

Initially neutral stimulus that elicits response because it has been paired with unconditioned stimulus

A

Unconditioned stimulus (CS)

98
Q

Stimulus that naturally elicits an unlearned response

A

Unconditioned stimulus (US)

99
Q

Unlearned response that is naturally elicited by a US

A

Unconditioned response (UR)

100
Q

Often similar to the UR, elicited by CS

A

Conditioned response (CR)

101
Q

A type of associative learning where an organism learns to associate a neutral stimulus with an aversive stimulus

A

Fear conditioning

102
Q

Used to measure the level of fear in fear conditioning involving animals = degree to which a behaviour is
suppressed by a CS

A

Conditioned suppression (conditioned emotional response) paradigm

103
Q

Degree to which the animal stops pressing the lever for food in the presence of the CS

A

Fear conditioning (suppression ratio)

104
Q

When a stimulus is associated with the presentation of a US and elicits a response

A

Excitatory conditioning

105
Q

When a stimulus is associated with the absence/removal of a US and inhibits a response

A

Inhibitory

106
Q

Onset of the NS precedes the onset of the US, and the two
stimuli overlap

A

Delayed conditioning

107
Q

Onset and offset of the NS precede the onset of the US

A

Trace conditioning

108
Q

Onset of the NS and the onset of the US are simultaneous

A

Simultaneous conditioning

109
Q

US presented first then the NS

A

Backward conditioning

110
Q

A form of classical conditioning in which the CS is the passage of time

A

Temporal conditioning

111
Q

When an elicited response appears to occur as a result of conditioning, but is actually the result of sensitization to other stimuli

A

Pseudoconditioning

112
Q

Process of developing and strengthening a conditioned response (CR)

A

Acquisition

113
Q

The maximum amount of conditioning that can take place in a particular situation

A

Asymptote of conditioning

114
Q

When the conditioned response is weakened and eventually eliminated

A

Extinction

115
Q

Reappearance of a conditioned response to a CS following a rest period after extinction

A

Spontaneous recovery

116
Q

The sudden recovery of a CR during extinction when a novel stimulus is presented

A

Disinhibition

117
Q

Tendency for CR to occur in presence of stimulus similar to the CS

A

Stimulus generalization

118
Q

Generalization of a conditioned response to verbal stimuli that are similar in meaning to the CS

A

Semantic generalization

119
Q

A disorder produced during experiments with animals exposed to unpredictable events characterized by neurotic-like symptoms

A

Experimental neurosis

120
Q

When a stimulus that is associated with the CS also becomes the CS through association with the NS

A

Higher Order Classical Conditioning

121
Q

Learning that occurs despite the absence of any observable demonstration of learning that becomes apparent at a later time

A

latent learning

122
Q

When one stimulus is conditioned as a CS, and another stimulus that was previously paired with it also becomes a CS

A

Sensory preconditioning

123
Q

The presentation of the US after conditioning at different levels of intensity, altering the strength of the response to the CS

A

US Revaluation

124
Q

Conditioning that occurs to specific stimuli/circumstances only

A

Specificity

125
Q

The US is a combination of 2+ different stimuli presented simultaneously

A

Compound stimulus

126
Q

The more salient member of a compound stimulus is more readily conditioned, interfering with the conditioning of less salient stimuli

A

Overshadowing

127
Q

When the presence of an established CS interferes with the conditioning of a new CS

A

Blocking

128
Q

A procedure in which a stimulus (known as an occasion setter) signals whether that stimulus will act as a CS that elicits a CR.

A

Occasion setting

129
Q

Familiar stimuli are harder to condition than unfamiliar stimuli

A

Latent inhibition

130
Q

Purpose of the CR is to prepare the organism for presentation of US

A

Preparatory response theory

131
Q

The compensatory after-effects to a US are what come to be elicited by the CS
Occurs in situations where the CR and UR are different

A

Compensatory response model

132
Q

an innate predisposition to learn certain kinds of associations more easily than others

A

Preparedness

133
Q

An extreme irrational fear reaction to events or stimuli that are not at all dangerous or only minimally dangerous

A

phobias

134
Q

Strengthening of an already established conditioned fear response to an aversive CS as a result of brief exposures to the CS by itself

A

Incubation

135
Q

Exposure to the US at different intensities can alter the strength of a response

A

US Revaluation

136
Q

An increase in one’s reactivity to a potentially fearful stimulus following exposure to an unrelated stressful event

A

Selective sensitization

137
Q

How are phobias treated

A

Systematic desensitization

138
Q

a CS that elicits one type of response is associated with an event that elicits an incompatible response

A

Counter conditioning

139
Q

Occurrence of one response can be inhibited by the simultaneous occurrence of an incompatible response

A

Reciprocal inhibition

140
Q

Prolonged exposure at some level to a feared stimulus providing maximal opportunity for conditioned fear response to be extinguished

A

Flooding therapy

141
Q

Treatment procedure that reduces the attractiveness of desired event by associating it with aversive stimulus

A

Aversion therapy

142
Q

Aversion therapy carried out with imaginal stimuli rather than real stimuli

A

Covert sensitization

143
Q

An inert substance that appears to be a drug but has no pharmacological effect

A

Placebo

144
Q

Result of pairing appearance of drug (originally NS) with active ingredients of the drug (the US)

A

Placebo effect

Learning and Conditioning (2 decks)

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