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PYSC 100 > PSYC 100 Chapter 6 > Flashcards

PSYC 100 Chapter 6 Flashcards

1
Q

Habituation

A

process of responding less strongly over time to repeated stimuli; getting used to a stimulus; usually a neutral
stimulus

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2
Q

Dishabituation

A

responding to a previously habituated stimulus

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3
Q

Sensitization

A

process of responding more strongly over time to repeated stimuli; usually a dangerous or irritating stimulus

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4
Q

Relaxed state more likely to get…

A

Habituated

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5
Q

Aroused state more likely to get…

A

Sensitized

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6
Q

Learning

A

Change in an organism’s behavior or thoughts as a result of experience

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7
Q

Non-Associative Learning

A

Responding to 1 stimulus

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8
Q

Associative Learning

A

Learning to connect or associate 2+ stimuli

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9
Q

Classical Conditioning

A

Form of learning in which two stimuli are repeatedly paired
Neutral stimulus + stimulus that elicits an automatic response
Eventually, the neutral stimulus triggers the reflex on its own

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10
Q

Unconditioned Stimulus

A

Something you already have a response to, reflex (dog food)

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11
Q

Unconditional Response

A

The response, already there not learned (salivation)

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12
Q

Conditioned Stimulus

A

Initially neutral becomes associated with the unconditioned stimulus (US) (light switch)

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13
Q

Conditioned Response

A

Automatic response triggered by conditioned stimulus (CS) (salivation)

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14
Q

Before conditioning

A

US->UR
NS->X

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15
Q

During conditioning

A

NS+US ->UR

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16
Q

After conditioning

A

CS->CR

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17
Q

Acquisition

A

Learning phase; when CS is paired with US

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18
Q

Extinction

A

CS appears alone and the CR
weakens
CR is eventually eliminated
(extinct)

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19
Q

Spontaneous Recovery

A

When a previously extinct CR suddenly emerges after a long time

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20
Q

Generalization

A

The tendency to respond to stimuli that are similar to the CS (can go too far)

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21
Q

Overgeneralization

A

When generalization goes too far

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22
Q

Discrimination

A

We learn to respond to a
particular stimulus but not to
similar stimuli (opposite of generalization)

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23
Q

Requirements for US-CS association to occur

A

Continuity, Contingency

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24
Q

Continuity

A

Shortness of time between CS and US

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25
Q

Contingency

A

Predictiveness, High likelihood of receiving US after CS

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26
Q

Blocking

A

a prior association with a conditioned stimulus prevents the learning of an association with another stimulus because the second one adds no further predictive value

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27
Q

Solution to Blocking

A

Higher order Conditioning

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28
Q

Higher order conditioning

A

Adding CS2 to CS1 shortly after, not simultaneously

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29
Q

Preparedness

A

We are more prepared to build certain associations than others.

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30
Q

Conditioned taste aversions

A

we have a strong tendency to associate
nausea with food rather than with other environmental factors

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31
Q

Operant conditioning

A

Change in voluntary behaviors as a result of consequences
-Depending on the consequences the organism either increases or decreases the likelihood of conscious voluntary behavior

32
Q

ABC of operant conditioning

A

Antecedents, Behavior, Consequence

33
Q

Antecedents

A

Stimuli preceding the behavior that signals the consequence. Cue to respond (red light/green light)

34
Q

Behavior

A

What you choose to do (cross the street)

35
Q

Consequence

A

stimuli after the behavior that will either increase or decrease the likelihood of future behavior (getting hit by a car/getting to the destination)

36
Q

Reinforcement

A

Increased likelihood of a behavior being repeated
behavior is strengthened

37
Q

Punishment

A

Decreased likelihood of a behavior being repeated
behavior is weakened

38
Q

Law of effect

A

The idea that behavior is a function of its consequences—actions that are followed by positive outcomes are strengthened, and behaviors that are followed by negative outcomes are weakened

39
Q

Positive

A

Add a thing

40
Q

Negative

A

Take away a thing

41
Q

Positive reinforcement

A

Add something good

42
Q

Positive Punishment

A

Add something bad

43
Q

Negative reinforcement

A

Take away something bad

44
Q

Negative punishment

A

Take away something good

45
Q

Types of reinforcers

A

Primary, Secondary

46
Q

Primary reinforcers

A

reinforces behavior by fulfilling a biological need (water, food, etc)

47
Q

Secondary reinforcers

A

something that is associated with/gives access to a primary reinforcer (money, good grades, etc)

48
Q

Keys to successful conditioning

A

The consequence must be immediate, Shaping

49
Q

Premack principle

A

Pair the infrequent (less prefered) activity with the frequent activity (preferred) to increase the frequency of the first

50
Q

Shaping

A

Reinforce approximations of goal behavior, useful for complex behaviors

51
Q

Problems with punishment

A

-Doesn’t teach the targeted behavior only teaches you what not to do
-Best to punish unwanted behavior + reinforce good behavior
-Children particularly are better with reinforcement than punishment

52
Q

2 types of reinforcement schedules

A

Continuous, Partial

53
Q

Continuous

A

reinforcement is delivered every time
-Faster learning (acquisition)
-Faster extinction

54
Q

Partial

A

reinforcement is only delivered sometimes
-Slower learning (acquisition)
-Slower extinction

55
Q

Consistencies of providing reinforcement

A

Fixed, Variable

56
Q

Fixed schedule

A

Regular, Predictable

57
Q

Variable schedule

A

Irregular, Unpredictable (preferred method)

58
Q

Basis of providing reinforcement

A

Ratio, Interval

59
Q

Ratio

A

Number of responses (preferred method)

60
Q

Interval

A

Amount of time

61
Q

Fixed Ratio

A

Reinforcement every specific number of times

62
Q

Fixed Interval

A

Reinforcement after a specific amount of time

63
Q

Variable Ratio

A

Reinforce after an unknown number of times (best method)

64
Q

Variable interval

A

Reinforce after an unknown amount of time

65
Q

Classical Conditioning vs Operant Conditioning

A

Classical Conditioning:
-Automatic behaviors
-Associate: US+CS
-Result: CR

Operant conditioning:
-Voluntary behaviors
-Associate: Behavior+Consequence
-Result: More/Less of that behavior

66
Q

Superstitious conditioning

A

Result of coincidental reinforcement of an action – associating
an irrelevant behavior with the outcome

67
Q

Latent Learning

A

Learning that is not directly observable
-Not a series of reinforced behaviors, but an internal representation of
the world/problem space that is not necessarily performed yet
-occurs without either incentive or any clear motivation to learn

68
Q

Insight Learning

A

Grasping the underlying nature of a problem
Immediate and clear understanding
not through trial-and-error
“aha!” moment
Get the solution and apply it in the future

69
Q

Observational Learning

A

learning from watching others
-avoids risks associated with behaviors
-even infants do it
-imitates behavior from a model

70
Q

Social learning theory

A

learning is a cognitive process derived from social observation, rather than direct reinforcement of motor actions
4 stages in children’s observational learning:
Attention – retention – motor reproduction - reinforcement

71
Q

Mirror Neurons

A

Neurons that are active both when performing an action and when the same actions are observed in others

72
Q

Cultural transmission of learning

A

Transmission of knowledge between generations not by genetics, but by learning

73
Q

Vertical transmission

A

Parents to offspring

74
Q

Horizontal transmission

A

Peers to peers

75
Q

Diffusion chain

A

A process in which individuals learn a behavior by observing a model and then serve as models from whom other individuals can learn.

76
Q

Biological influences

A

Cant associate any stimulus with any response
- Preparedness
-Taste Aversion
-Instinctive Drift

77
Q

Instinctive Drift

A

An animal’s reversion to evolutionarily derived instinctive behaviors instead of demonstrating newly learned responses.

PYSC 100 (11 decks)

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