Semi-Final1 Flashcards
(151 cards)
1
Q
Change in behavior resulting from experience
A
Learning
2
Q
Some behavior change requires biological development as well as experience
A
Maturation vs Learning
3
Q
Behavior change
A
Walking
Talking
Adult sexual behavior
4
Q
Relatively simple forms of learning
A
Habituation
Classical conditioning
Operant conditioning
5
Q
More complex kinds of learning
A
Learning calculus
Learning the history of the Civil war
6
Q
Classical conditioning
A
Pavlov’s Dogs
7
Q
He originally studied the physiology of salivation which he won the Nobel Prize
A
Pavlov
8
Q
Classical conditioning is also known as
A
Pavlovian conditioning
9
Q
Basic paradigm of classical conditioning
A
Formerly neutral stimulus (CS) paired with another stimulus (US) that automatically produces a response (CR)
10
Q
An adaptive change in behavior that results from experience
A
Learning
11
Q
Formerly neutral stimulus
A
Conditioned stimulus ex: a bell
12
Q
Unconditioned stimulus
A
Food
13
Q
Conditioned response
A
Salivation
14
Q
After repeated pairing, the neutral stimulus () will elicit a response similar to the unconditioned response ()
A
The bell
The heel will produce a response of salivation
15
Q
The learned response to the bell
A
Conditioned response
16
Q
US
A
Unconditioned stimulus
17
Q
CS
A
Conditioned stimulus
18
Q
UR
A
Unconditioned response
19
Q
CR
A
Conditioned response
20
Q
Examples of classical conditioning
A
Learning to feel upset at the the sight of flashing police lights in your rear view mirror
Learning to feel anxiety when you hear the sounds at the dentist’s office
Learning sexual arousal to objects that have been associated with sexual arousal in the past
Feeling tender emotions when you hear a song that was associated with your first romance
A new mother whose breasts start to produce milk when she heard her baby’s cry
Learning to feel emotional arousal to certain words
The famous case of “little Albert”
21
Q
Little Albert
A
Learning fear
22
Q
They believed traditionally that responses that can be classically conditioned are involuntarily responses
A
Psychogists
23
Q
Involuntary responses
A
Heart rate changes Gastric motility Sweating Eye blinks Sexual arousal
24
Q
Voluntary responses are molded through their rewarding and punishing consequences
A
Operant conditioning
25
Evolutionary "purpose" of classical conditioning
It helps the body prepare itself for an expected or likely event.
For example, if food is likely, salivation aids the digestive process. If a painful shock is likely, the body prepares itself for this stressor
26
Important terms and concepts in CC
Extinction
Spontaneous recovery
Generalization
Semantic Generalization
27
A weakening of the conditioned response when there ceased to be a pairing between the CS and the US
Extinction
28
The tendency for a conditioned response to reappear after extinction takes place
Spontaneous recovery
29
The tendency for an animal or person not only to condition to the exact CS used during conditioning trial but also to similar stimuli
Generalization
30
If a dog is conditioned to salivate to a particular bell, it may also salivate to other cells as well
Generalization
31
A kind of generalizations which occurs only in people
Semantic generalization
32
Some factors that influence classical conditioning
Time delay between CS and US
Time arrangement of CS and US
Forward
Trace
Simultaneous
Backward
33
When people learned conditioned responses to words, they may generalize the responses to the objects or concepts that the words refer to
Semantic generalization
34
Example of semantic generalization
Learn prejudiced feelings to a bigoted label, you may generalize them to the people referred to by the label
If the word "white" is paired with electric shocks and you learn to the afraid of the words- you may also show fear responses to the word light which is semantically related to the word "white"
35
When people learned conditioned responses to words with similar meanings
Semantic generalization
36
CS comes first and while it's still going, the US occurs
Forward you
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CS comes first and after it stops, the US occurs
Trace
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CS and US occur at the same time
Simulataneous
39
CS occurs after the US has started
Backward
40
CC
Classical conditioning
41
CC occurs when the CS and US occur together, in time and space;
Contiguity (Pavlov's View)
42
CC occurs only when the CS providers some information ahead of time about the likelihood of the US occurring
contingency
43
Evidence of contiguity vs contingency
Effects of CS, US time arrangements
Blocking experiments
44
Not similarity to British associationist views
Contiguity
45
What happened if animals are first conditioned to blink (CR) to one CS (a sound) for 8 trials, and then light and a sound (two CS's) are paired with the air burst for another 8 trials?
Blocking experiments
46
Will the animal show a CR to the newly added CS?
Blocking experiments
47
A kind is stimulus-response learning (the CR is "hooked to" the CS)?
Classical conditioning
48
Kind of stimulus-stimulus learning (the animal learns that the CS "signals" the US)?
Classical conditioning
49
What happens if we prevent an animal from making the CR by paralyzingly the muscle?
Response-prevention paradigm
50
When the paralysis is removed will the animals show the CR?
Response-Prevention paradigm
51
In Pavlov's original experiments, the dogs were hungry. What happens if we condition dogs to salivated to a bell and then allow the dogs to eat until there stuffed. Will they then salivate to the bell
The "US devaluation" paradigm
52
The unusual case of learned taste aversions: conditioning can occur in on trial; the time delay between CS and US can be long
Biological preparedness and classical conditioning
53
Animals can learn some kinds of CR more readily to do some kinds of CS than to the others (visual cues)
Biological preparedness and classical conditioning
54
CR
Food aversions
55
CS
Smell, taste
56
Operant conditioning
A. Edward Thorndike's (1898) cat puzzle box
57
Hungry cats locked in a box, which could be opened only if the cat pulled an unlatching device (a loop of wire)
A. Edward Thorndike's (1898) cat puzzle box
58
At first cats randomly moved, meowed and clawed but gradually the became better (quicker) at getting out of the box with successive traits
A. Edward Thorndike's (1898) cat puzzle box
59
Rewards of reinforcers strengthen stimulus-response connections; a mechanistic, unthinking view of the effects of reward
Thorndike's "law of effect"
60
A rat allowed to freely roam through a maze still seems to learn it layout, even when the rat is not rewarded
Tolman's notion "latent learning"
61
Is reward necessary for learning to take place?
Yes
62
B.F. Skinner's (1904-1990) View of operant is also known as
Instrumental conditioning
63
Animals emit behaviors freely called
Operants
64
For example, rats in a "Skinner box" might press a lever sticking out if the wall of the box
Operants
65
Anything that increases the probability of a response when it follows the response
Reinforcer
66
Example: __ is reinforcing to a hungry animal; __ is reinforcing to a thirsty animal, __ can be reinforcing to a sexually mature animal
Reinforcer
Food
Water
Sex
67
Important concepts and terms in operant conditioning
```
Positive vs negative reinforcement
Primary vs secondary reinforcers
Schedule of reinforcement
Partial vs continuous
Punishment is
```
68
Both increase the probability of a response
Positive bs negative reinforcement
69
Termination of an aversive or unpleasant stimulus
Negative reinforcement
70
Unpleasant stimulus
Electric shock
| Pain anxiety
71
Presentation of a desired stimulus
Positive reinforcement
72
Desired stimulus
Food
| Money
73
Example to think about: Do people drink alcohol or take drugs like cocaine
Positive or negative reinforcement
74
Unlearned and 'wired in" to the organism
Primary reinforcers
75
Example of primary reinforcers
Food
Water
Sex
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Learned reinforcers
Secondary reinforcers
77
Example of secondary reinforcers
Money
School grades
Tokens that monkeys work for to get treats
78
Based on time
Interval
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Based on number of responses
Ratio
80
Occurring after set intervals of the times or fixed number of responses
Fixed
81
Occurring after variable time intervals or a variable number of responses
Variable
82
Different schedules of reinforcement produce different patterns of patterns of response in animals and people
Schedules of reinforcement
83
Interval or ratio, fixed or variables
Schedules of reinforcement
84
Some of the time schedules of reinforcement
Partial
85
Every response reinforced schedules of reinforcement
Continuous
86
Produces responses that are more resistant to extinction
Partial reinforcement
87
It is an ineffective because it may lead only to a temporary, situation-specific suppression of a response
Skinner's early view of PUNISHMENT
88
Best at a partial strategy
PUNISHMENT
89
It may eliminate an undesired response, but it doesn't necessarily establish a desired response in its place
PUNISHMENT
90
It may produce anger and modeling of aggressive behavior
Physical punishment
91
When is PUNISHMENT effective?
In animals, punishment must be delivered soon after a response to be most effective
PUNISHMENT must be strong (as severe as is ethically or practically acceptable) to be effective
PUNISHMENT must be delivered consistently (compare this with the partial reinforcement effect)
PUNISHMENT should start out strong, it should not start out weak and build up with repeated " infractions"
PUNISHMENT is less effective if animal earlier experienced random and noncontingent punishment
PUNISHMENT is more effective if animal if offered an alternative response to the punished response
92
Example is a child is randomly abused and then punished for a specific "bad" behavior
PUNISHMENT
93
Whenever we talk about learning, we delve into and discuss the issue of __
Intelligence
94
Ability to learn about, learn from, understand and interact with one's environment
```
Intelligence
Carol Bainbridge (2007)
```
95
Specific abilities
Adaptability to a new environment or to changes in the current environment
Capacity for knowledge and the ability to acquire it
Capacity for reason and abstract thought
Ability to comprehend relationships
Ability to evaluate and judge
Capacity for original and productive thought
96
It has wider meaning that includes a person's immediate surroundings including the people around him or her
Environment
97
Environment in this case can also be something as small as a family
Family
Workplace
Classroom
98
Relatively a new issue in psychology
Emotional intelligence
99
Many believed that it is not just the usual intelligence that matters on a person's success
Enotional intelligence
100
Human phenomenon
Emotional intelligence
101
It was originally developed during the 1970s and 80s by the world and writings of psychologists
Early emotional intelligence
Daniel Goleman's book called Emotional Intelligence (1995)
```
Howard Gardner (Harvard)
Peter Salovey (Yale)
John 'Jack' Meyer (New Hampshire)
```
102
Is an increasingly relevant to the organizational development and developing people
Emotional intelligence
103
Provide anew wag to understand and assess people's behaviors, management styles, attitudes, interpersonal skills and potential
EQ principles
104
Important consideration in Human Resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer services
Emotional Intelligence
105
Links strongly with concepts of love and spirituality: bringing compassion and humanity to work and also to 'Multiple Intelligence'
Emotional Intelligence
106
Illustrates and measures the range of capabilities people possess and the fact that everybody has a value
Multiple Intelligence
107
Argues that IG or conventional intelligence is too narrow that there are wider areas of Emotional Intelligence that dictate and enable how successful we are
EQ concept
108
It requires more then IQ which has tended to be the traditional measure of intelligence, ignoring essential behavioral and character elements
Success
109
IQ
Intelligence Quotient
110
Despite possessing high IQ rating, it doesn't automatically follow
High IQ rating
111
Essential premise of EQ
To be successful requires the effective awareness, control and management of one' sown emotions and those other oeopl
112
EQ embraces three aspects of intelligence
Understanding yourself, your goals, intentions, responses, behavior and all
Understanding others and their feelings
Emotional intelligence-the five domains and
113
Goleman identified the five domains of EQ
Knowing your emotions
Managing your own emotions
Motivating yourself
Recognizing and understanding other people's emotions
Managing relationships i.e. managing the emotions of others
114
Embraced and draws from numerous other branches of behavioral, emotional and communications theories
Such as
Emotional intelligence
NLP
TRANSACTIONAL ANALYSIS
EMPHATY
115
NLP
Neuro-Linguistic Programming
116
Productive and successful at what we do, and help others to be more productive and successful
EI and EQ domains of course
117
Contain many elements known to reduce stress for individuals and organizations by decreasing conflict, improving relationships and understanding and increasing stability, continuity and harmony
Process and Outcomes of Emotional Intelligence
118
According to its purpose-whether is is a need, want, drive or an interest
Motivation
119
Motivation
Biological motives
| Cognitive motive
120
Biological motives
Hull's theory
121
Cognitive motive
Competence motivation
122
Those that are wired into the nervous system
Biological motives
| Hull's theory
123
They include hunger, thirst, the pursuit of pleasure and the avoidance of pain
Biological motives
| Hull's theory
124
They do what they must to obtain food and water
Most living Creatures/Primary reinforcers
125
An early attempt to specify how these motive motives affect animal behavior was the ambitious theory
Clark Hull
126
He tried to explain all human and animal motivation using mathematical formulas
Hull's theory
127
Hull borrowed from the concept of
Homeostasis or biological regulation
128
Hull's assumption that biological motives followed the pattern of homeostasis is reflected in modern concepts and concepts of
Set-point for fat regulation
129
acquisition by a human or animal mind of information it could not have received by normal, sensory means.
Extrasensory Perception
130
Paranormal cognition
ESP
131
Areas of ESP
```
Clairvoyance
Out of body experience
Precognition or premonition
Psychokinesis/Telekinesis
Mental Telepathy
```
132
According to Carrell Bainbridge, ability to learn from understand and interact with one's movement
Intelligence
133
Specific abilities of Intelligence
Adaptability to view environment-changes in current environment
Capacity of knowledge and the ability to acquire it
Capacity for reason and abstract (guess/prediction) *doesn't mean you don't know: reasoning
Ability to comprehend relationship
*discerning of the spirit
Ability to evaluate and judge
*judgy yourself right=judge themselves right
Capacity to judgment
*Original- despite right and in order, must
134
Motivation
Analyze yourself
135
Motivation
Self-Actualization
136
It is the awareness, without physical aids or normal sensory means, of what is going on elsewhere.
Clairvoyance
137
Clairvoyance
REMOTE VIEWING
138
It is the apparent projection of the mind from the body, often with the seeming ability to travel great distances in a matter of seconds.
Out-of-body experience
139
Out of body experience
astral projection
140
It is the obtaining of information about the future that could not have been gained through normal means.
Precognition
141
It is the movement of objects, seemingly caused by some force unknown to physical science.
Psychokinesis or Telekinesis
142
It is the transference of thought from one mind to another. Distance and time seem unable to affect this phenomenon.
Mental Telepathy
143
Precognition
Premonition
144
Psychokinesis
Telekinesis
145
The direct action of mind on matter is the parapsychologists' current nominee as the energy involved in poltergeist cases—those bizarre occurrences when bottles and crockery float through the air, fires break out on living room tables, or disembodied voices cackle threats and obscenities.
Psychokinesis
146
ESP
Sixth sense
147
It takes a to convince anyone that he or she has perceived anything via extrasensory means.
corroborating incident
148
Some parapsychologists prefer to say "__," but this term is subject to the same sort of criticism if the receiver is not instantly certain of the validity of the information. Besides, the researchers insist that the material in
paranormal cognition
149
They are not a psychic, a mentalist, an astrologer, or one who gives psychic readings.
Parapsychologist
150
A parapsychologist is generally a member of the __, which was founded in __ and elected an affiliate of the __ in __.
Parapsychological Association
1957
American Association for the Advancement of Science
1969
151
They is a scientist who is seriously interested in the paranormal (or anomalous phenomena), which includes telepathy, clairvoyance, precognition, psychokinesis, hauntings, reincarnation, and out-of-body or near-death experiences
Parapsychologist
