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Psych > PSYCH more ch 7 > Flashcards

PSYCH more ch 7 Flashcards

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1
Q

Conditioned Response Example

A

The fear of plaid shorts developed after a lightning strike is an example of a conditioned response.

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2
Q

What distinguishes fixed schedules from variable schedules?

A

Fixed schedules provide rewards after a consistent number of responses or a consistent time interval, while variable schedules provide rewards after a changing number of responses or time intervals.

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3
Q

Neutral Stimulus (NS)

A

A stimulus that does not naturally elicit a response.

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4
Q

Conditioned Stimulus (CS)

A

A neutral stimulus that becomes associated with an unconditioned stimulus to elicit a conditioned respons

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5
Q

Observational Learning and Phobias

A

Phobias can develop through observing others’ fearful reactions to certain stimuli.

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6
Q

Negative Punishment

A

Removing a pleasant stimulus to decrease the frequency of a behavior.

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7
Q

Physiological Response to Unconditioned Stimulus

A

An involuntary reaction, such as a startle response, triggered by an unconditioned stimulus.

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8
Q

Examples of Common Phobias

A

Common phobias include fear of spiders, heights, and enclosed spaces, often linked to survival instincts.

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9
Q

Reinforcement vs. Punishment

A

Reinforcement increases behavior frequency, while punishment decreases it.

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10
Q

Law of Effect in Operant Conditioning

A

The law of effect states that satisfying outcomes increase the frequency of a behavior, while unpleasant outcomes decrease it.

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11
Q

Phobia development through conditioning

A

Phobias can develop through classical conditioning, where a neutral stimulus becomes associated with a strong fear response.

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12
Q

Application of operant conditioning in behavior management

A

Behavior management can effectively use operant conditioning principles to increase desired behaviors and decrease undesired ones through timely reinforcement and punishment.

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13
Q

Phobia Definition

A

An exaggerated or intense fear of an object or situation that becomes impairing.

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14
Q

Law of Effect in Operant Conditioning

A

The principle stating that satisfying outcomes increase behavior frequency, while unpleasant outcomes decrease it.

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15
Q

Modeling Aggression in Punishment

A

Using positive punishment can lead to modeling aggression, potentially increasing aggressive behavior.

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16
Q

Physiological Reaction to Fear

A

Inducing Stimuli Intense fear responses can cause physiological reactions, such as increased heart rate and sweating.

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17
Q

Conditioned Fear Response Generalization

A

Once a fear response is conditioned, it can generalize to similar stimuli, enhancing avoidance behavior.

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18
Q

Role of timing in reinforcement and punishment

A

For reinforcement or punishment to be effective, they must be delivered immediately after the behavior.

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19
Q

Reinforcement vs. punishment in behavior modification

A

Reinforcement increases behavior frequency, while punishment decreases it, making reinforcement generally more effective for behavior modification.

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20
Q

Examples of operant conditioning in everyday life

A

Everyday behaviors, such as a child receiving praise for good behavior, exemplify operant conditioning through positive reinforcement.

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21
Q

Classical Conditioning Process Steps

A

Involves pairing an unconditioned stimulus with a neutral stimulus to create a conditioned response.

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22
Q

Example of Phobia Development

A

A neutral stimulus, like plaid shorts, can become a conditioned stimulus after being paired with a strong fear response.

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23
Q

Timing of Reinforcers and Punishers

A

Immediate delivery of reinforcers or punishers increases their effectiveness.

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24
Q

Fear Response and Phobia Development

A

A specific neutral stimulus can become associated with a fear response, leading to phobic behavior.

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25
Q

Phobia of Non-threatening Stimuli

A

Phobias can develop from neutral stimuli that are not obviously threatening, demonstrating the complexity of fear.

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26
Q

Neurobiological foundation of classical conditioning

A

Classical conditioning can have a neurobiological basis, such as brain activation during fear conditioning, especially related to survival.

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27
Q

Impact of delay in punishment

A

Delaying punishment can lead to confusion and may reinforce the wrong behavior instead of the intended one.

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28
Q

Equipotentiality in classical conditioning

A

Equipotentiality suggests that any neutral stimulus can be conditioned to elicit a response, but some stimuli are more readily conditioned than others due to biological preparedness.

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29
Q

Modeling aggression as a risk of punishment

A

Using positive punishment can model aggressive behavior, potentially leading to an increase in aggression rather than a decrease.

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30
Q

Fear conditioning and survival

A

Fear conditioning is particularly effective for stimuli with survival relevance, such as snakes or heights, due to evolutionary influences.

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31
Q

Unconditioned Stimulus (US)

A

A stimulus that naturally and automatically triggers an unconditioned response.

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32
Q

Single Trial Classical Conditioning

A

A theory explaining how phobias can develop through a single pairing of a neutral stimulus with an unconditioned stimulus.

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33
Q

Positive Reinforcement

A

Adding something enjoyable to increase the likelihood of a behavior.

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34
Q

Shaping in Operant Conditioning

A

A technique involving successive approximations of a behavior that are rewarded to teach a new behavior.

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35
Q

Cognitive Component in Classical Conditioning

A

Classical conditioning also involves cognitive processes, despite its behavioral emphasis.

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36
Q

Conditioning vs. Cognitive

A

Learning Classical conditioning is primarily behavioral, yet cognitive factors also play a significant role.

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37
Q

Unconditioned Response (UR)

A

An unlearned, naturally occurring response to an unconditioned stimulus.

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38
Q

Equipotentiality in Phobias

A

The principle that any stimulus can potentially lead to a phobia.

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39
Q

Negative Reinforcement

A

Removing something unpleasant to increase the likelihood of a behavior.

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40
Q

Real-World Example of Shaping

A

Training a beluga whale to spy using shaping techniques illustrates the power of this method in teaching complex behaviors.

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41
Q

Behavioral Explanation of Phobias

A

Phobias can arise from learned associations between neutral stimuli and fear responses.

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42
Q

Difference between positive and negative reinforcement

A

Positive reinforcement involves adding a pleasant stimulus to increase behavior, while negative reinforcement involves removing an unpleasant stimulus to increase behavior.

43
Q

BF Skinner’s utopian vision

A

Skinner envisioned a society optimized through operant conditioning principles to promote prosocial behaviors

44
Q

Difference between positive and negative punishment

A

Positive punishment involves adding an unpleasant stimulus to decrease behavior, while negative punishment involves removing a pleasant stimulus to decrease behavior.

45
Q

Classical conditioning and human expectations

A

In humans, classical conditioning can lead to expectations that influence behavior, demonstrating a cognitive aspect of learning.

46
Q

Biological Preparedness for Phobias

A

Humans are more likely to develop phobias for stimuli that could pose a survival threat, such as heights or snakes.

47
Q

Positive Punishment

A

Adding an unpleasant stimulus to decrease the frequency of a behavior.

48
Q

Conditioned Response (CR)

A

The response elicited by a conditioned stimulus after it has been paired with an unconditioned stimulus.

49
Q

Impact of Parents on Phobia Development

A

Observational learning from parents can influence the development of phobias in children.

50
Q

Behavior Modification through Consequences

A

Operant conditioning modifies behavior by using consequences such as reinforcement and punishment.

51
Q

Cognitive component in classical conditioning

A

Repeated pairings in classical conditioning generate a cognitive expectation, indicating that learning involves cognitive processes.

52
Q

Shaping in operant conditioning

A

Shaping is a technique that rewards successive approximations of a desired behavior to teach it effectively.

53
Q

Cognitive expectations in extinction

A

Extinction in classical conditioning occurs when the expected unconditioned stimulus does not follow the conditioned stimulus, leading to a decrease in the conditioned response.

54
Q

What are the two main types of reinforcement schedules?

A

The two main types of reinforcement schedules are ratio schedules, based on the number of responses, and interval schedules, based on the time spent performing a behavior.

55
Q

Why are variable ratio schedules used in gambling?

A

Variable ratio schedules are used in gambling because they create a high rate of responding due to unpredictable rewards, which keeps players engaged.

56
Q

Explain the scalloped pattern in fixed schedules of reinforcement.

A

The scalloped pattern in fixed schedules shows a pause in responding after reinforcement, followed by an increase in responding as the next reinforcement approaches.

57
Q

Describe the implications of latent learning in rats running a maze.

A

Rats can learn the layout of a maze without reinforcement, demonstrating their knowledge only when a reward is introduced.

58
Q

Describe the response pattern of a fixed ratio schedule.

A

A fixed ratio schedule leads to a high rate of responding, with a pause or decline in responding immediately after the reward.

59
Q

What is latent learning?

A

Latent learning is a type of learning that occurs without immediate demonstration and is not immediately observable.

60
Q

What is the significance of the response rate in gambling machines?

A

The response rate in gambling machines is significant because it maximizes player engagement and revenue for casinos through variable ratio reinforcement.

61
Q

Define observational learning.

A

Observational learning is a type of learning where an individual learns by observing others, without direct reinforcement or punishment.

62
Q

Explain the concept of reinforcement without direct experience.

A

Individuals can learn behaviors through observation and imitation without needing to experience reinforcement or punishment themselves

63
Q

What is a fixed interval schedule?

A

A fixed interval schedule provides reinforcement after a specific amount of time has passed, resulting in a scalloped response pattern.

64
Q

What is an interval schedule in reinforcement?

A

An interval schedule is a type of reinforcement schedule where the reward is delivered after a fixed or variable interval of time.

65
Q

What is the intermittent reinforcement effect?

A

The intermittent reinforcement effect is a phenomenon where a variable ratio schedule leads to a high rate of responding and is resistant to extinction.

66
Q

How does punishment of an adult model affect children’s imitative behavior?

A

If the adult model is punished for aggressive behavior, children are less likely to imitate it; if not punished, they are more likely to imitate it.

67
Q

What is the role of reinforcement in operant conditioning?

A

Reinforcement increases the likelihood of a behavior being repeated by providing a reward following the behavior.

68
Q

What effect does observational learning have on aggression in children?

A

Children are more likely to imitate aggressive behaviors if they observe an adult model displaying such behaviors without punishment.

69
Q

What is the effect of punishment on observational learning?

A

If an adult model is punished for aggressive behavior, children are less likely to imitate that behavior, highlighting the influence of consequences on learning.

70
Q

What is the significance of aggressive modeling in children’s play behavior?

A

Aggressive modeling significantly increases children’s attraction to aggressive behaviors and toys, such as guns, even if they were not directly modeled.

71
Q

How does imitation serve as a learning mechanism according to Bandura’s findings?

A

Imitation allows children to learn new behaviors by observing and replicating the actions of others.

72
Q

What is latent learning and how does it manifest?

A

Latent learning occurs without immediate reinforcement and is demonstrated when a reward is later introduced, revealing previously acquired knowledge.

73
Q

What is the relationship between reinforcement schedules and extinction?

A

Reinforcement schedules, particularly variable ratio schedules, can make behaviors more resistant to extinction due to their unpredictable nature.

74
Q

What is the significance of Albert Bandura’s Bobo doll experiment?

A

Bandura’s experiment demonstrated that children can imitate aggressive behavior by observing adults, emphasizing the power of observational learning.

75
Q

What is the relationship between reinforcement and the demonstration of learned behavior?

A

Learning can occur without immediate demonstration; individuals may choose to demonstrate learned behaviors when motivated by reinforcement.

76
Q

What is a variable interval schedule?

A

A variable interval schedule delivers reinforcement after varying time intervals, leading to a low but steady rate of responding.

77
Q

How did children in the experimental group behave differently from those in the control group?

A

Children in the experimental group imitated aggressive behaviors modeled by an adult, while children in the control group did not exhibit these behaviors.

78
Q

What are the key characteristics of observational learning?

A

Observational learning involves learning behaviors through the observation of others without direct reinforcement or punishment.

79
Q

How does a variable ratio schedule affect responding?

A

A variable ratio schedule produces a high and consistent rate of responding, with no pause or decline in responding after reinforcement

80
Q

Define observational learning.

A

Observational learning is a type of learning in which an individual learns by observing and imitating the behavior of others without direct reinforcement.

81
Q

How do reinforcement schedules affect behavior?

A

Reinforcement schedules determine the frequency and timing of rewards, influencing the rate and consistency of the desired behavior.

82
Q

What is the intermittent reinforcement effect?

A

The intermittent reinforcement effect describes how behaviors reinforced on a variable ratio schedule are more resistant to extinction and maintain a high rate of responding.

83
Q

What does Bandura’s experiment suggest about the relationship between observation and behavior?

A

The experiment suggests that observation can lead to the imitation of behaviors that are not immediately demonstrated by the observer.

84
Q

What is the intermittent reinforcement effect?

A

The intermittent reinforcement effect is a phenomenon where behaviors reinforced on a variable ratio schedule are more resistant to extinction.

85
Q

What is a ratio schedule in reinforcement?

A

A ratio schedule is a type of reinforcement schedule where the reward is delivered after a fixed or variable number of responses.

86
Q

What is the response pattern associated with a fixed interval schedule?

A

A fixed interval schedule results in a low rate of responding, with a pause or decline in responding after the reward.

87
Q

What were the key findings of Bandura’s Bobo doll experiment?

A

Children exposed to an adult model exhibiting aggressive behavior towards a Bobo doll were more likely to imitate that aggression than those who were not exposed.

88
Q

What is latent learning?

A

Latent learning is a type of learning that occurs without immediate demonstration, where the learning is not immediately observable.

89
Q

What is the difference between fixed and variable reinforcement schedules?

A

Fixed schedules provide reinforcement after a set number of responses or a specific time, while variable schedules provide reinforcement after varying numbers of responses or intervals.

90
Q

How does a variable ratio schedule impact response patterns?

A

A variable ratio schedule leads to a high and consistent rate of responding, with no pauses or declines in behavior after reinforcement.

91
Q

What role does the adult model’s punishment play in children’s imitation of behavior?

A

If the adult model is punished for aggressive behavior, children are less likely to imitate that behavior.

92
Q

What is the role of reinforcement schedules in behavior modification?

A

Reinforcement schedules dictate how rewards are administered, influencing the frequency and persistence of desired behaviors.

93
Q

What is the difference between fixed and variable reinforcement schedules?

A

Fixed schedules provide rewards after a set number of responses or time intervals, while variable schedules provide rewards after unpredictable responses or time intervals.

94
Q

What is the effect of exposure to aggressive modeling on children’s language use?

A

Children exposed to aggressive modeling picked up and used hostile language

95
Q

How do variable ratio schedules affect response rates?

A

Variable ratio schedules produce high and consistent response rates due to unpredictability in reward delivery.

96
Q

What happens to rats that are initially not rewarded for maze running but later receive a reward?

A

These rats show a significant improvement in accuracy and speed when a reward is introduced, indicating prior latent learning.

97
Q

What unique behavior did children in the experimental group exhibit towards the Bobo doll?

A

They displayed creative aggression, including novel ways of physically assaulting the Bobo doll, such as using other toys.

98
Q

What did Bandura’s experiment reveal about the generalization of aggressive behavior?

A

The experiment revealed that children generalized aggressive behavior to other toys beyond the Bobo doll.

99
Q

What outcome did Bandura’s experiment primarily measure?

A

The primary outcome measured was the children’s play behavior, specifically their imitation of aggressive actions towards the Bobo doll.

100
Q

The Elements of Classical Conditioning

Before conditioning
During conditioning
After conditioning
Second order condirioning

A

(a) Before conditioning, the dog salivates in response to food, the unconditioned stimulus (US), but not to the ticking of a metronome (NS). (b) During conditioning, the food is paired with the ticking metronome (NS), which becomes a conditioned stimulus (CS). (c) After conditioning, the ticking metronome, now a conditioned stimulus (CS), can produce salivation. (d) In second-order conditioning, the ticking metronome can be used to condition a new stimulus, such as a black square.

101
Q

The Elements of Classical Conditioning Before conditioning

A

the dog salivates in response to food, the unconditioned stimulus (US), but not to the ticking of a metronome (NS).

102
Q

The elements of classic conditioning
During conditioning

A

the food is paired with the ticking metronome, which becomes a conditioned stimulus (CS).

103
Q

The elements og classic conditioning
After Conditioning

A

(c) After conditioning, the ticking metronome, now a conditioned stimulus (CS), can produce salivation.

104
Q

The elements of classic conditioning
In second-order conditioning,

A

the ticking metronome can be used to condition a new stimulus, such as a black square.

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