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ALHT106 Exam (module 1-12) > Module 2 - Learning Behavioural Psychology Cognitive Social Learning > Flashcards

Module 2 - Learning Behavioural Psychology Cognitive Social Learning Flashcards

1
Q

Learning:

A

Any enduring change in the way an organism responds based on experience
Experience shapes behaviour

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2
Q

Behaviourism Learning

A

Stimulus -> Response model (reflex)

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3
Q

Classical conditioning:

A

Associative learning
Innate reactions can come to be paired with neutral stimuli, to produce learned (conditioned) responses
Neutral Stimuli + US -> UR
After repeated pairings
CS (originally neutral stimulus) -> CR

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4
Q

Reflex:

A

Automatic response to a stimulus

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5
Q

Unconditioned Stimulus (US) -> Unconditioned Response example

A

Puff of air (US) -> blinking Eye (UR/ Reflex)

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6
Q

Decays with time
(Classical Conditioning)

A

Under-utilized conditioned associations can be removed

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7
Q

Extinction
(Classical Conditioning & Operant)

A

Classical Conditioning: Occurs when association is unlearned when CS is presented repeatedly without the US

Operant conditioning: occurs when behaviours (operant) are not followed by previous reinforcement / punishment

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8
Q

Spontaneous Recovery
(Classical Conditioning)

A

Conditioned response can be recovered
Connection traces remain, re-training conditioned response later is extremely fast

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9
Q

Stimulus Generalisation
(Classical Conditioning: Range of conditioned stimulus)

A

Once CR is in place you can train the CR to respond to a wide range of stimulus
Eg. CR can occur from CS Whistle, bell, high pitch

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10
Q

Stimulus Discrimination
(Classical Conditioning: Range of conditioned stimulus)

A

When CR occurs to very narrow and specific CS.
Eg. CR is only to whistle, not bell

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11
Q

Blocking
(Complications of classical conditioning)

A

A new CS will fail to be paired if presented alongside another CS that is already paired
Eg. Disco lights (CS2) + Whistle (CS1) + Food (US) -> Dog Salivate (UR)
Whistle (CS1) -> Dog Salivate (CR)
Disco lights (CS2) -> No reaction from dog

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12
Q

Latent Inhibition
(Complications of classical conditioning)

A

If a CS has been presented without a pairing before, it will be difficult to pair with new things
Eg. Peanut butter sandwiches have been eaten for many years. A one time reaction of vomiting will not stop you from eating peanut butter sandwiches

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13
Q

Principles
(Operant Conditioning)

A

Voluntary actions
Good consequences -> more likely repeating actions
Bad consequences -> less likely in repeating actions

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14
Q

Reinforcement
(Operant Conditioning)

A

Any consequences that increases behaviour
Phase out reinforcers and move to naturally occurring reinforcers - sense of achievement

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15
Q

Primary reinforcers
(Operant Conditioning)

A

Biological reinforcers, water, food

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16
Q

Secondary Reinforcers
(Operant Conditioning)

A

Money - to buy food, stickers

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17
Q

Intrinsic Reinforcers
(Operant Conditioning)

A

Comes from the activity itself, rather than from reinforcements or punishments
Eg. Sense of achievement

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18
Q

Extrinsic Reinforcers
(Operant Conditioning)

A

Comes from external consequences of performing behaviour
Eg. Money for mowing lawn

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19
Q

Artificial Reinforcers

A

Something added to build skills
Eg. A reward

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20
Q

Naturally occurring Reinforcers

A

Used to maintain & increase skills
Eg. Success make you feel good about yourself

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21
Q

Reinforcers are natural or artificial

A

Can be a combination of both
Graded in comparison to each other

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22
Q

Punishment
(Operant Conditioning)

A

Any consequences that decrease behaviour

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23
Q

Problems with punishment
(Operant Conditioning)

A

Generate undesirable effects:
Anger
Suppression of target behaviours
Punishment need monitoring (unpractical)
Escape - subject may find behaviours to escape situation
Ethical implications

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24
Q

Positive reinforcement / punishment
(Operant Conditioning)

A

Adding something to the subject

25
Q

Negative reinforcement / punishment
(Operant Conditioning)

A

Removing something to the subject

26
Q

Are most reinforcements delivered on a continuous schedule?
(Operant Conditioning)

A

No

27
Q

Continuous Schedule reinforcement
(Operant Conditioning)

A

Reinforcement occurs every time an animal emits a behaviour

28
Q

Intermittent Schedule reinforcement
(Operant Conditioning)

A

Reinforcement does not occur every time an animal emits a behaviour
Ratio schedule (Number)
Interval schedule (time)

29
Q

Ratio Schedule
(Operant Conditioning)

A

Reinforcement is delivered when a certain number of responses are given

30
Q

Fixed Ratio Schedule
(Operant Conditioning: Reinforcement)

A

Fixed number of correct responses must occur before reinforcement recurs

31
Q

Variable Ratio Schedule
(Operant Conditioning: Reinforcement)

A

Unpredictable number of correct responses before reinforcement recurs
Best behaviour reinforcement

32
Q

Interval Schedule
(Operant Conditioning: Reinforcement)

A

Reinforcement is given after a certain amount of time has passed

33
Q

Fixed Interval Schedule
(Operant Conditioning: Reinforcement)

A

Reinforcement occurs after fixed amount of time

34
Q

Variable Interval Schedule
(Operant Conditioning: Reinforcement)

A

Varied / unpredictable amount of time between reinforcements

35
Q

Shaping
(Behavioural Interventions)

A

Reinforcements to approximate target behaviours (positive reinforcement)
Used when likelihood of spontaneously performing behaviour is low
Target behaviour must be possible

36
Q

Chaining
(Behavioural Interventions)

A

For complex behaviours
Identify individual steps (task analysis)
Backward chaining: teach process backwards
Forward chaining: teach process step by step
Total/ whole task chaining: teach whole process first

37
Q

Prompting: Stimulus Prompts
(Behavioural Interventions)

A

Movement cue: point, touch, gaze, direction
Position cue: target item placed in different positions to other items
Redundancy cue: dimension of target is exaggerated (size)

38
Q

Prompting: Response Prompts
(Behavioural Interventions)

A

Verbal instructions (vocal or visual)
Modelling
Physical guidance

39
Q

Prompt Fading
(Behavioural Interventions)

A

Gradually removing prompt so that client’s behaviour is under stimulus control

40
Q

Generalisation

A

Goal of teaching new behaviours that can generalise to a range of situations

41
Q

Behavioural interventions:
(Behaviour Analysis)

A

Can increase or decrease behaviours

42
Q

Why do you want to change behaviours?
(Behaviour Analysis)

A

Behaviours occur too often
Too infrequently
Doesn’t perform behaviour accurately

43
Q

Functional Assessment of behaviour Qs
(Behaviour Analysis)

A

First step
Why did the behaviour occur?
What function does the behaviour serve the subject?

44
Q

ABC Model
(Behaviour Analysis: Functional Assessment)

A

Antecedents: Stimuli / triggers
Behaviour(s): responses of the individual and responses that we want to increase or decrease
Consequences: positive/negative reinforcement

45
Q

Cognitive Psychology

A

Focus on mental processes and internal states of mind
Social learning

46
Q

3 Components of Observational Psychology
(Cognitive Psychology: Observational Learning)

A

Modelling
Reproduce behaviour of a model
Vicarious Conditioning
Learns via observing consequences of an action for someone else
Tutelage
Teaching concepts via direct instructions

47
Q

Yuri worked in a bakery where his arm got burnt from the oven causing severe pain. Whenever he smells fresh bread he has a panic attack. Name the UCS, UCR, CS, CR
(Classical Conditioning)

A

UCS (Burning Arm) -> UCR (severe pain)
CS (Bread Smell) -> CR (panic attack)

48
Q

Tricia was sick one day from eating at a seafood restaurant with blue walls. Now, whenever she see blue walls, she feels nauseous.
Name the UCS, UCR, CS, CR
(Classical Conditioning)

A

UCS (Seafood) -> UCR (sick)
CS (blue walls) -> CR (feeling nauseous)

49
Q

Giving chocolates, Praising, Pat on the head.
(Operant Conditioning +/- Reinforcement / Punishment)

A

Positive Reinforcement

50
Q

Turning off horrible noise, Giving painkillers, Stop nagging
(Operant Conditioning +/- Reinforcement / Punishment)

A

Negative reinforcement

51
Q

A punch in the face, Spanking, Scolding, Imprisonment
(Operant Conditioning +/- Reinforcement / Punishment)

A

Positive Punishment

52
Q

Grounding, Confiscation of games, Fine penalties
(Operant Conditioning +/- Reinforcement / Punishment)

A

Negative Punishment

53
Q

A Student fails an assignment because of cheating
((Operant Conditioning name +/- reinforcement, punishment, extinction)

A

Punishment

54
Q

Vesna opens an umbrella so she will not get wet from the storm
((Operant Conditioning name +/- reinforcement, punishment, extinction)

A

Negative reinforcement

55
Q

Every time Vesna puts money into the machine she gets a toy
(Operant conditioning -Schedules of reinforcement - name continuous reinforcement, fixed ratio reinforcement, variable ratio, fixed interval, variable interval)

A

Continuous reinforcement

56
Q

Dean likes to visit the casino. Sometimes he wins money after putting a few coins. Other times he wins after putting in $20.
(Operant conditioning -Schedules of reinforcement - name continuous reinforcement, fixed ratio reinforcement, variable ratio, fixed interval, variable interval)

A

Variable Ratio

57
Q

Timiko earns her pay performing at a concert approximately every 2 weeks
(Operant conditioning -Schedules of reinforcement - name continuous reinforcement, fixed ratio reinforcement, variable ratio, fixed interval, variable interval)

A

Variable Interval

58
Q

Dayna reward herself for every 5 question she completes
(Operant conditioning -Schedules of reinforcement - name continuous reinforcement, fixed ratio reinforcement, variable ratio, fixed interval, variable interval)

A

Fixed Ratio

59
Q

Bruce provide commentary at a game every four years
(Operant conditioning -Schedules of reinforcement - name continuous reinforcement, fixed ratio reinforcement, variable ratio, fixed interval, variable interval)

A

Fixed Interval

ALHT106 Exam (module 1-12) (11 decks)

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