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ASD Senior Year > Psychology Unit 4 > Flashcards

Psychology Unit 4 Flashcards

1
Q

learning

A

the process of acquiring through experience new information or behaviors.

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2
Q

habituation

A

decreasing responsiveness with repeated exposure to a stimulus.

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3
Q

associative learning

A

learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning).

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4
Q

stimulus

A

any event or situation that evokes a response.

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5
Q

respondent behavior

A

behavior that occurs as an automatic response to some stimulus

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6
Q

operant behavior

A

behavior that operates on the environment, producing consequences.

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7
Q

cognitive learning

A

the acquisition of mental information, whether by observing events, by watching others, or through language

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8
Q

classical conditioning

A

a type of learning in which one learns to link two or more stimuli; as a result, to illustrate the Pavlov’s classic experiment, the first stimulus (a tone) comes to elicit behavior (drooling) in anticipation of second stimulus (food).

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9
Q

behaviorism

A

the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2).

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10
Q

neutral stimulus (NS)

A

in classical condition, a stimulus that elicits no response before conditioning

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11
Q

unconditional response (UR)

A

in classical conditioning, naturally occurring response (such as salivation) to an unconditioned stimulus (US) (such as food in the mouth).

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12
Q

conditioned response (CR)

A

in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS).

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13
Q

conditioned stimulus (CS)

A

in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR).

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14
Q

acquisition

A

In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response.

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15
Q

higher-order conditioning

A

a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second-order conditioning.)

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16
Q

extinction

A

the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.

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17
Q

spontaneous recovery

A

the reappearance, after a pause, of an extinguished conditioned response.

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18
Q

generalization

A

the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. (In operant conditioning, generalization occurs when responses learned in one situation occur in other, similar situations.)

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19
Q

discrimination

A

in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. (In operant conditioning, the ability to distinguish responses that are reinforced from similar responses that are not reinforced.)

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20
Q

operant conditioning

A

a type of learning in which a behavior becomes more likely to recur if followed by a reinforcer or less likely to recur if followed by a punisher.

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21
Q

law of effect

A

Throndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely.

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22
Q

operant chamber

A

in operant conditioning research, a chamber (also known as a Skinner box) containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animal’s rate of bar pressing or key pecking.

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23
Q

reinforcement

A

in operant conditioning, any even that strengthens the behavior it follows.

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24
Q

shaping

A

an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior.

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25
discriminative stimulus
in operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement)
26
positive reinforcement
Increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.
27
negative reinforcement
increasing behaviors by stopping or reducing aversive stimuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response (Note: negative reinforcement is not punishment.)
28
primary reinforcer
an innately reinforcing stimulus, such as one that satisfies a biological need. (food, sex, comfort, loss, embarrassment)
29
conditioned reinforcer
a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer.
30
reinforcement schedule
a pattern that defines how often a desired response will be reinforced.
31
continuous reinforcement
reinforcing that desired response every time it occurs
32
partial (intermittent) reinforcement schedule
reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement.
33
fixed-ratio schedule
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses.
34
variable-ratio schedule
in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses.
35
fixed-interval schedule
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed.
36
variable-interval schedule
in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals.
37
punishment
an event that tends to decrease the behavior that it follows
38
biofeedback
a system for electronically recording, amplifying, and feeding back information regarding a subtle physiological state, such as blood pressure or muscle tension.
39
preparedness
a biological predisposition to learn associations, such as between taste and nausea, that have survival value
40
instinctive drift
the tendency of learned behavior to gradually revert to biologically predisposed patterns.
41
cognitive map
a mental representation of the layout of one's environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it.
42
latent learning
learning that occurs but is not apparent until there is an incentive to demonstrate it
43
insight
a sudden realization of a problem's solution; contrasts with strategy-based solutions.
44
intrinsic motivation
a desire to perform a behavior effectively for its own sake.
45
extrinsic motivation
a desire to perform a behavior to receive promised rewards or avoid threatened punishment.
46
problem-focused coping
attempting to alleviate stress directly by changing the stressor or the way we interact with that stressor.
47
emotion-focused coping
attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to one's stress reaction.
48
personal control
our sense of controlling our environment rather than feeling helpless.
49
learned helplessness
the hopelessness and passive resignation an animal or person learns when unable to avoid repeated aversive events.
50
external locus of control
the perception that chance or outside forces beyond your personal control determine your fate.
51
internal locus of control
the perception that we control our own fate.
52
self-control
the ability to control impulses and delay short-term gratification for greater long-term rewards.
53
observational learning
learning by observing others. (also called social learning.)
54
modeling
the process of observing and imitating a specific behavior.
55
mirror neurons
frontal lobe neurons that some scientists believe fire when preforming certain actions or when observing another doing so. The brains mirror of another's action may enable imitation and empathy.
56
prosocial behavior
positive, constructive, helpful behavior. The opposite of antisocial behavior.
57
behavior
an organism's response to stimuli, including overt, covert, and nonconscious behavior
58
We first learn through
association
59
We connect events in order of
sequence
60
Learning associations lead to
habitual behaviours
61
About how long does it take for a behavior to become a habit?
66 days
62
Habituation is NOT
sensory
63
Adaptation
Adapting to a continuous and unchanging stimulus
64
Who discovered classical conditioning/behaviorism and how?
Ivan Pavlov noticing that during his digestive research, dogs salivate at food
65
Why does Pavlov's work remain so important?
It shows that psychological phenomena can be studied objectively and that classical conditioning is a basic form of learning
66
John B. Watson
Experimented with "Little Albert" in how fears can be conditioned
67
US causes NS causes NS + US causes CS causes
1. UR 2. Nothing 3. UR 4. CR
68
B.F. Skinner
Expanded on Edward Thorndike's law of effect to find that behavior can be shaped when testing the operant chamber (skinner box)
69
Strengthening/Weakening behavior describes the _______ not the _________ of the behavior
frequency, not intensity
70
Complete a reinforcement and punishment chart
Alrighty!
71
To be a reinforcer it
HAS to work you can't use PB crackers on someone with a nut allergy
72
Punishment cannot
replace behavior. But it can reduce behavior quickly
73
Reinforcement is ______ but it ______
slower, changes behavior to desirable
74
Controversy of Skinner's ideas
His approach dehumanizes people by neglecting personal freedom but people are already controlled by external consequences
75
Analogy for why Continuous Reinforcement doesn't work
If you are used to getting a snack everytime you pay a vending machine, will you try again if it breaks?
76
What resists extinction the most (think of casinos)
The ratio of reward is hidden from the "player" + Penalty: You leave? no more free drinks
77
Chaining
Linking units of behaviors. Reinforcing one step, then the other and so one to create one big behavior ex. memorizing steps to dance
78
According to Skinner, good instruction is when
Students must be told immediately what the do is right or wrong and when right, directed to the next step
79
Superstitious Behaviors come from
accidental timing of rewards
80
Productivity increases when
specific achievable behaviors are rewarded immediatley
81
Review page 52 of your psych notes
Will do!
82
Not all learning is
conditioning (its biopsychosocial!)
83
Biological influences of learning
- genetic predispositions - unconditioned responses - adaptive learning - neural mirroring
84
Taste aversion
If sick after tasting food, we tend to avoid it later (we more often avoid the taste that other senses like seeing)
85
Conditioning has limits like
Classical: teaching someone to stop being allergic Operant: You can't make your cat permanently bipedal
86
If extrinsic motivation replaces the intrinsic, the thought process may sound like
If I have to be bribed to do it, its not worth my time
87
Fill out the table of biological and cognitive influences on classical and operant conditioning
Aye aye captain
88
Lawnmower parenting
Take obstacles away so kids don't learn to avoid obstacles themselves
89
Who do we model after?
People who are relatable, and stick to their own behaviors
90
Vicarious Learning
Experiencing punishment and rewards and learning after seeing cause/effect in a 3rd person
91
Albert Bandura
Did the Bobo experiment and proved that children experience vicarious punishment and reward through observational learning
92
Edward C. Tolman
Demonstrated the idea of cognitive maps through rat maze experiments
93
Robert Rescorla
Showed that animals can learn the predictability of an event occurring
94
John Garcia
Showed that in some biological cases of classical conditioning, the US does not need to immediately follow the CS (taste aversion)

ASD Senior Year (49 decks)

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