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AP Psych > Mods 26-27 > Flashcards

Mods 26-27 Flashcards

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1
Q

what is learning?

A

process of aquiring new a relatively enduring information or behaviors

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2
Q

operant conditioning

A

we “learn” habits by repeating acts that bring rewards and avoid acts that bring unwanted responses

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3
Q

how do we learn?

A

observe events and watch others

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4
Q

western culture’s perspectives on learning

A

learning = understanding essentials of a topic & developing expertise
- a good teacher arouses student interest, explains clearly, uses effective instuction, and organizes activities well

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5
Q

eastern culture’s perspective on learning

A

learn to perfect themselves morally and socially, contribute to society, virtues of diligence, perseverance, concentration, respect authority
- a good teacher has deep knowledge, can readily answer questions and is a good moral model

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6
Q

associative learning

A

learn by association
- many associating opperate subtly
- can lead to habits if repeated regularly

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7
Q

habituation

A

organism’s decreasing response to s stimulus based on repeated exposure, sesitivity is reduced after occurance even if stimulus changes

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8
Q

sensory adaptation

A

continuos, unchanging stimulus, if stimulus changes then sensitivity changes

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9
Q

stimulus

A

any event of sitution that revokes a response

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10
Q

cognitive learning

A

aquisation of mental information by observing events, watching others, or language

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11
Q

types of conditioning

A

classical and operant

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12
Q

types of cognitive learning

A

social and observational learning

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13
Q

classical conditioning

A

learning to associat 2 or more different stimuli, behavior is shaped/created by this link

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14
Q

unconditional response (UCS)

A

stimulus that elicits an automatic response without any effor or intervention

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15
Q

conditioned stimulus (CS)

A

neural stimulus after it has been paired with a UCS; will elicit the same response as the UCS

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16
Q

unconditioned response (UCR)

A

natural response to the presentation of a USC

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17
Q

conditioned response (CR)

A

usually the exact same response to the UCS but in this case in response to the CS

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18
Q

neural stimulus (NS)

A

random stimulus completely unassociated with the response or behavior in question; elicits no response; becomes CS after link has been forged

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19
Q

aquisiton

A

initial stage in classical conditioning where one links a NS and a US in order to trigger an CR; initial learning of a stimulus-response relationship

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20
Q

delayed classical conditioning

A

CS first but there is a breif overlap with the US (ideal)

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21
Q

trace classical conditioning

A

CS precedes US and there is no overlap (more difficult)

22
Q

simultaneous classical conditioning

A

CS and US are presented at the same time (poor conditioning, difficult to disciminate between the 2)

23
Q

backward classical conditioning

A

US first followed by CS (no conditioning unless response is biologically predisposed)

24
Q

extinction

A

diminishing of a CR; occurs when US doesn’t follow a CS or when response is no longer reinforced (operant)

25
Q

spontaneous recovery

A

reappearance of a previously extinguished CR

26
Q

generalization

A

tendency to respond similarly to similar stimuli after conditioning has ocurred

27
Q

discrimination

A

ability to detect differences between CS and other irrelevan stimulus; only responded to the CS not others

28
Q

why did Pavlov matter?

A
  1. findings applied to all organisms; classical conditioning is one way living things learn to adapt to their environment
  2. process like learning can be objectively and scientifically studied and measured
29
Q

how are Pavlov’s principles applied today?

A
  1. drug addiction/recovery
  2. immune system and responses to drugs
  3. behaviors and human emotions
  4. extinguish behaviors or create new/better responses
30
Q

law of effect

A

principle that behaviors followed by favorable consequences will become more likely and that behaviors followed by unfavorable consequences become less likely

31
Q

skinner box (operant chamber)

A

animal presses a lever to release a reward of food or water

32
Q

reinforcement

A

any event that strengthens the behavior it follows

33
Q
A
34
Q

shaping

A

procedure in which reinforcers guide behavior toward closer approximations of desired behavior

35
Q

discriminate stimulus

A

a stimulus that elicits a response after association with reinforcement

36
Q

positive reinforcement

A

doing things for a positive response

37
Q

negative reinforcement

A

doing things to avoid a negative response

38
Q

primary reinforcements

A

innately reinforcing stimulus such as one that satisfies a biological need

39
Q

conditioned (secondary) reinforcer

A

stimulus that gains reinforcing power through association with primary reinforcer

40
Q

continuous reinforcement

A

reinforcing the desired response every time it occurs

41
Q

spontaneous recovery

A

recovery that a behavior can experience due to prior pairings that were shown in the past (dog forgets bell means food after extinction but remembers after reintroduced)

42
Q

partial (intermittent) reinforcement

A

response only part of the time (gambling machines, lottery tickets)

43
Q

fixed-ratio schedules

A

reinforces behavior after set number of responses (free item after 10 purchases)

44
Q

variable-ratio schedule

A

reinforcers after seemingly unpredictable number of responses (slot machines, fly fishing)

45
Q

fixed-interval schedules

A

reinforces a response only after a specified time has elapsed (discount every Tuesday)

46
Q

variable-interval schedules

A

reinforce the first response varying time intervals (responses to email/facebook)

47
Q

punishment

A

any consequence that decreases the frequency of that behavior

48
Q

positive punishment

A

given in order to decrease a behavior (spray water at barking dog)

49
Q

negative punishment

A

withdrawing stimulus in order to decrease a behavior (take away car after breaking curfew)

50
Q

drawbacks to physical punishment

A
  1. punish behavior is suppressed, not forgotten
  2. punishment teaches discrimination among situations
  3. punishment can teach fear for those handing out punishments
  4. physical punishment may increase aggression by modeling aggression as a way to cope with problems
51
Q

what do critics say about skinner?

A

he dehumanizes people by neglecting their personal freedom and by seeking control to their actions

AP Psych (6 decks)

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