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Psychology 1101 > Psychology Midterm (2) - Chapter 7 > Flashcards

Psychology Midterm (2) - Chapter 7 Flashcards

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1
Q

Learning

A

A permanent change in behaviours, thoughts, emotions as a result of experience

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2
Q

Learning: Forces

A

Can choose to use/teach good forces or evil forces

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3
Q

Learning and Adaptability

A

Because of our ability to learn we are adaptable, flexible and adjustable

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4
Q

Learning: Hope

A

There is hope because we learn

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5
Q

3 Major ways we Learn:

A

Classical conditioning
Operant conditioning
Observational learning

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6
Q

Conditioning

A

learn to form associations

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7
Q

Classical conditioning

A

Learn to associate to events and to stimulis

one event signals the arrival of another event

It allows us to prepare ahead of time
ex: fire alarms

one of the fundamental ways we can learn

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8
Q

Pavlov

A

One of the famous names in psychology

he was a philosophist

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9
Q

Psychic secretions in Pavlov’s experiment

A

Dogs salivated not at the food but at Pavlov presence

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10
Q

When we give the dog food..

What is the food?

What the salivation?

A

Dog salivates

Food is the unconditioned stimulus: no training is needed

Salivation is the unconditioned response: no response is needed (it is neutral and a reflex)

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11
Q

What type of stimulus is the Bell

What happens when the bell is introduced in Pavlov’s Experiment?

Bell + food

A

Bell is a neutral stimulus

Has nothing to do with salivation

Bell + food = dog salivates because of food

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12
Q

When Pavlov gets the dog used to the bell:

What type of stimulus is the bell in this case?

A

Sound of bell causes the dog to salivate

Bell is a conditioned stimulus because learning and training is required

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13
Q

Higher order conditioning

A

It is a conditioning procedure: conditioned signal is paired with a neutral stimulus

(ex: using a bell for the dog to salivate)

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14
Q

Acquisition

A

Doing something repeatedly

Ex: We make the dog salivate by doing bell then red triangle

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15
Q

Excitatory conditioning

A

Conditional stimulus indicates that an unconditional stimulus will occur

(there is a postive relationship)

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16
Q

Inhibitory conditioning

A

Condition stimulus indicates that no unconditionnel stimulus will occur

(negative relationship)

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17
Q

Factors which influence Pavlov’s experiment:

A

Frequency: the more frequent we do bell food, bell food, the better the learning

Timing: once bell is sounded, must immediately give the dog food, otherwise learning will not happen

Order of presentation: always sound bell (CS) first and then the food, one event signals the other

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18
Q

Exitinction procedure:

A

Stop the behaviour

extinction procedure: sound the bell and do not give him food, dog willl then stop salivating at the sound of bell

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19
Q

Spontaneous recovery:

A

The extinction procedure is done, and dog stops salivating

One day without further training, we sound the bell and the dog starts salivating

This shows that the dog did not forget what he learned

If there is no further training this fades away.

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20
Q

Stimulus generalization:

A

Ex: one dog bites you, you become afraid of all dogs

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21
Q

Adaptive Stimulus Generlization

A

Ex: teaching to cross roads, see red cars and can teach to avoid all cars

This is good stimulus generlization

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22
Q

Maladaptive Stimulus Generlization

A

Ex: women is assaulted by all black man, she gets scared of all black man (can seem racist)

This is bad stimulus generalization

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23
Q

Stimulus discrimination

A

Dog only salivates to only one type of bell and not other types of bells.

Discriminates against other stimulus

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24
Q

Cognitive processes in Pavlov Experiment

Pavlov VS Modern Research

A

Pavlov believed that if we were to study classical conditioning, we do not need to know what a dog is thinking

However, modern researchers thought that cognitive processes are important

Ex: Animals act like scientists, they look at how useful and reliable the information is, if the answer is yes they will learn it and if it is not they will not learn it

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25
Q

Biological Constraints:

Pavlov VS Modern Research

A

Pavlov say: as long as we follow the rules of classical conditioning we can train anything

Modern researchers: we can teach a lot, but nature puts limits on what we can teach

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26
Q

Biological Constraints examples:

Radiation
Light + Radiation
Light

Sugared water + Radiation
Sugared water

A

Nausea
Nausea
no nausea; ( because, in nature, light doesn’t cause nausea)

Nausea
Nausea/ aversion (learns because in nature food can sometimes lead to nausea)

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27
Q

Objective study

A

Take complex mental processes and study them objectively using the scientific method

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28
Q

John Watson and his goal

A

Pavlov influenced John Watson, founder of behaviourism

Before: goal was to study the mind (consiousness)
by using inspection

  • Absence of own mind/thoughts

He would predict and control behaviour

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29
Q

Introspection

A

the method used to observe your own mind/thoughts and report on them

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30
Q

Watsons believe on psychology

How did Pavlov help Watson?

A

Psychology should only be studied on what is observed directly

Opposed introspection, supported direct observation and used prediction and controls

His work helped Watson develop a methodology

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31
Q

Behaviourism

A

studied for 50 years (1920s -1960s)

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32
Q

Classical Conditioning in relation to stimulus

A

Behaviours are triggered by a stimulus in the environment, it responds to a stimulus

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33
Q

Observational Conditioning

A

Learn to associate the behaviour with its consequences
Ex: eating to much sweets makes us fat

34
Q

Operant behaviour:

A

Operate and initiate on the environment, Behaviours are controls by the consequences

35
Q

The law of effect:

A

when behaviour produces a desirable consequence, its more likely to repeat
when it produces undesirable consequence, its less likely to repeat

36
Q

Thorndike:

A

Started the research and created the law of effect

Came up with the term instrumental learning

37
Q

Skinner:

A

took over the law of effect after Thorndike died

38
Q

We learn our ABCs: through O.C

A

A: Antecedent (Dad’s mood)
B: behaviour (Telling jokes)
C: Consequence (Laughing)

39
Q

Differential Consequences:

A

Picking up different items as instructed (ex: file or chip) and getting corresponding treats for it.

Fasted way for learning

Ex: When the file is picked up, the child gets a chip and when the clip is picked up, the child gets a cookie.

40
Q

Non-Differential Consequences:

A

Picking up different items as instructed (ex: nail or socket) and getting the same treat

Ex: When picking up nail, the child receives a raisin and when the pickles up the socket the child also receives a raisin

41
Q

Reinforcer

A

Engage in behaviour and produces a consequence

the consequence is such that we are more likely to repeat the behaviour in the future

The 2 major types increase the probability that the behaviour will likely occur again

42
Q

Positive Reinforcer: positive (means addition)

A

Engage in a behaviour and produces a desirable consequence which we are more likely to repeat the behaviour in the future

It has the longest-lasting effect on behaviours

43
Q

Negative Reinforcer: negative (means subtraction)

A

Engage in behaviour and produces a consequence which we are more likely to repeat the behaviour

uncomfortable stimulus is stopeed due to the behaviour

44
Q

2 Types of Negative Reinforcer

A

Escape: getting rid of something unpleasent

Ex: having a bad headache and take an aspirin, after you take it the headaches gone

Avoidance: avoiding something unpleasant

Ex: do not have a bad headache but you know that after typing on the computer you get one, but you don’t want it, so you take it to prevent the headache from happening.

45
Q

Primary reinforcers:

A

reinforces which are naturally satisfying, no learning is required

46
Q

Conditioned reinforcers (Secondary reinforcers):

A

Stimuli which is not naturally enforcing/ rewarding, through experience and learning we appreciate them

47
Q

Generalized conditioned reinforcers:

A

Objects traded for several other reinforcements

48
Q

Immediate reinforcers:

A

Do the behaviour and reinforce right after it

49
Q

Delayed reinforcers:

A

do the behaviour and there is a delay in the reinforcement

50
Q

Scheduling Consequences (Schedules of Reinforcement):

A

A description in words and numbers of how and when we’ll earn reinforcers

51
Q

Continuous reinforcement:

A

Every time the behaviour occurs it is reinforced

52
Q

What type of teaching would continuous reinforcement be?

A

Teaching new behaviours should be continuous, once the behaviour is well learned: must switch to an intermittent schedule

Why? Because continuous is not resistant to extinction, intermittent is resistant

53
Q

Partial extinction effect:

A

Continuous is not resistant to extinction, intermittent is resistant

54
Q

Intermittent (or Partial):

A

Sometimes the behaviour is reinforced or not reinforced, its on and off

55
Q

Ratio:

A

The number of responses which determines when the behaviour will be reinforced produces a higher rate of reaction

56
Q

2 Types of Ratios

A

Fixed Ratio: very specific number of responses must occur for the behaviour to be reinforced

Ex: tend to work hard or fast, once we get reinforced we take a little break and then we go back to working hard and fast

Variable ratio: number of responses that must occur for the behaviour to be reinforced varies. It produces a higher rate of responding with little to no break

57
Q

Interval:

A

the passage of time which determines when the behaviour is reinforced

58
Q

2 Types of Intervals

A

Fixed interval: very specific amount of time must be given for the behaviour to be reinforced
- Least amount of repeating

Variable interval: the amount of time that must occur for the behaviour to be reinforced
- Slow and steady, produces the third-highest rate of responding

59
Q

What is a break and run pattern of responding?

A

Run: quickly produce many responses until we earn a reward
Break: Occurs after the delivery of a reinforcer

Characteristic of Fixed ratio

60
Q

Punishment:

A

produces a consequence in a way that the behaviour is less likely to be repeated in the future

It stops an undesired behaviour faster

61
Q

2 Types of Punishments

A

Positive punishment: receive something uncomfortable due to a bad behaviour

Negative punishment: something we enjoy is removed due to a bad behaviour

62
Q

What did Skinner advocate using?

A

Positive reinforcements, It has a longer lasting effect on behaviour

63
Q

Reasons not to use punishment procedures

A
  1. Punishment does not teach what to do to get reinforcements
  2. Punishment involves strong stimuli, including some that cause pain
  3. A person who uses punishment successfully once is more likely to use it again
  4. The person whose behaviour is punished also learns to use punishment to control others behaviours
  5. Punishment only decreases behaviour if the response is punished immediately, and with a large strong stimulus
64
Q

Shaping Behaviours

A

Operant conditioning

Reinforcing closer behaviour until the correct behaviour is shown

65
Q

Operant Extinction

A

Must stop reinforcing the bad behaviour, It must be consistent and takes a while for it to work

Ex: child behaves in a way which is unacceptable, and we want it to stop

66
Q

Extinction burst

A

Turns up the volume of the bad behaviour

During the process, the child becomes frustrated and more aggressive

67
Q

Self-injurious behaviours

A

Combines the extinction procedure with interventions.

It results in: less aggressive behaviour and fewer extinction bursts

68
Q

Tolman

A

Father of psychology

69
Q

Latent learning:

Why did Tolman disagree with this?

A

For learning to take place there must be reinforcement

Tolman disagreed, because reinforcement is occasional

70
Q

Cognitive map:

A

Mental map

71
Q

Study by Tolman and Honzik

A

Tolman and Honzik had a 14 unit T-maze in which rats could turn down 14 incorrect path

72
Q

How many groups of rats were there?

A

2 groups

Food Group Rats
No Food Group Rats: did not have food for 10 days

73
Q

What were the conditions for each group?

A

Food Group Rats: received food when they reached the end of the maze

No Food Group Rats: received food only on the 11th day

74
Q

What were the results for each group?

A

Food Group Rats: they made fewer errors compared to the No Food Group Rats

No Food Group Rats: they made fewer errors and ran faster than they did on previous days and also ran faster than the rats who got food

75
Q

Learned helplessness

A

example of how important cognitive processes are

Learn to expose repeatedly to a stimulus that is uncomfortable

We learn there is nothing we can do about it, we stop trying

76
Q

Bandura’s opinion on learning

Learning by Observation is known as

A

Learning is a pioneered social learning research

Vicarious learning & Social learning

77
Q

Biologically predisposed

A

we are biologically predisposed to learn the observation

78
Q

Evidence of Biologically predisposed

A

Babies and Monkey Babies: start imitating very early in life

Mirror neurons: highly specialized neurons which are activated when we perform a behaviour and When we watch or assume someone else performing a behaviour

79
Q

Bandura’s Model

A

Showed that children who observed an adult aggressively interacting with a Bobo doll were more aggressive.

They engaged in new aggressive behaviours towards the doll more than (a) children who observed an adult gently playing with the doll or (b) the control children who were not exposed to an adult model interacting with a Bobo doll.

80
Q

Cognitive processes:

A

Essential when learning

81
Q

4 steps to imitate a behaviour

A
  1. Attention: Pay attention to the behaviour
  2. Memory: Commit to memory which we have observed
  3. Action/motor skills: Must be able to reproduce the behaviour
  4. Motivation: Must be motivated to do it
82
Q

When are we more likely to imitate a behaviour

A

We are more likely to imitate a behaviour when we admire a person or are similar to them

if we get similar rewards we are more likely to repeat the behaviour in the future

Psychology 1101 (6 decks)

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