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AP Psychology > Set 6: Learning > Flashcards

Set 6: Learning Flashcards

1
Q

Learning

A

Is a relatively permanent change in an organism’s behavior due to experience.

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2
Q

Associative Learning

A

Learning that certain events occur together (Classical and Operant Conditioning)

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3
Q

Cognitive Learning

A

Observing Others, Watching Others or using language to learn.

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4
Q

Classical Conditioning

A

Learning by connecting two things that happen in sequence.

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5
Q

Operant Conditioning

A

Learning through rewards and punishments.

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6
Q

Observational Learning (Social Learning)

A

Learning by watching others.

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7
Q

Is Classical Conditioning Associative Learning or Cognitive Learning?

A

Associative Learning

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8
Q

Is Operant Conditioning Associative Learning or Cognitive Learning?

A

Associative Learning

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9
Q

Is Observational Learning Associative Learning or Cognitive Learning?

A

Cognitive Learning

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10
Q

What type of behavior does classical conditioning cause?

A

Respondent Behavior - Behavior that occurs automatically to a stimulus

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11
Q

What type of behavior does operant conditioning cause?

A

Operant Behavior - Learning because you got a consequence.

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12
Q

What type of behavior does cognitive learning cause?

A

Learning by repeating what you’ve seen.

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13
Q

Ivan Pavlov

A

Ideas of classical conditioning originate from old philosophical theories. However, it was the Russian physiologist Ivan Pavlov who first highlighted classical conditioning. His work provided a basis for later behaviorists like John Watson and B.F. Skinner.

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14
Q

Pavlov’s Experiments

A

Pavlov saw that dogs naturally salivated to meat. Pavlov then rang a bell every time he gave the dogs meat. Eventually the dogs would salivate only to the bell, proving Classical Conditioning.

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15
Q

Pavlov’s dog salvation experiment.

UCS:
UCR:
CS:
CR:
Neutral Stimulas:

A

UCS: Natural Stimulus (Food)
UCR: Natural Response (Salivation to Food)
CS: Unnatural/Learned Stimulus (Bell)
CR: Unnatural/Learned Response (Salivation to the bell)
Neutral Stimulus: The CS before the experiment started (The bell before the experiment started didn’t do anything)

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16
Q

These are the 5 tools to the Classical Conditioning process:

A

These are the 5 tools to the Classical Conditioning process:
Acquisition
Extinction
Spontaneous Recovery
Stimulus Generalization
Stimulus Discrimination

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17
Q

Acquisition

A

The first moment a connection occurs. (The first time a dog salivates to the bell.)
To get the best results, the neutral stimulus (bell) needs to come a half second before the unconditioned stimulus (meat).
Higher-Order Conditioning: Classical Conditioning with an extra step. (Bright light, then bell, then food. Bright light causes salivation.)

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18
Q

Extinction

A

The moment a connection is lost. (You ring a bell long enough without food, the dog will stop salivating to the bell.)

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19
Q

Spontaneous Recovery

A

After a rest period an extinguished learned behavior can return.

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20
Q

Stimulus Generalization

A

Anything close to the CS (Conditioned Stimulus) get the desired response. (The dog salivates to the bell but also salivates to a doorbell or anything that sounds close.)

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21
Q

Stimulus Discrimination

A

Only the CS (Conditioned Stimulus) gives the desired response. (The dog salivates to a bell, but NOT a doorbell.)

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22
Q

Cognitive Processes

A

Pavlov did not pay attention to how thought or thinking affected learning.

Humans can often “out-think” conditioning.

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23
Q

Biological Predispositions

A

Pavlov thought all animals (including humans) could be conditioned the same way, which is not true.
Preparedness is a biological predisposition to learn associations that some animals and humans have.
One trial Conditioning is when you connect the UCS and CS immediately.

24
Q

John Garcia

A

Garcia and Koelling were testing taste aversion in rats. Their experiments showed that rats could learn to avoid tastes that led to sickness better than connecting sickness to any other senses. Rats were stronger at taste aversion than other animals, thus proving biological predispositions.

24
Q

Pavlov’s Legacy

A

Pavlov is considered the father of Classical Conditioning.

Contributed to what is now known as the Behavioral perspective.

25
Q

Applications of Classical Conditioning

A

John Watson and Rosalie Rayner used Classical Conditioning on humans with the “Little Baby Albert” experiment. He paired something a child wasn’t afraid of: white rats, with something the child was afraid of: loud noises. Eventually by pairing loud noises with rats enough times Watson and Rayner got Albert to cry just at the sight of the white rat.

26
Q

Applications of Classical Conditioning from “Little Baby Albert Experiment”:

UCS:
UCR:
CS:
CR:

A

UCS: Loud Noise
UCR: Cry (Afraid of Loud Noise)
CS: White Rat
CR: Cry (Afraid of White Rat)

27
Q

B.F. Skinner

A

Skinner used the ideas of a psychologist named Thorndike who came up with the idea of the law of effect.

28
Q

Law of Effect:

A

If you are rewarded for doing something you are likely to repeat it.

29
Q

Operant Chamber

A

Skinner developed the Operant chamber, or the Skinner box, to study operant conditioning.

The skinner box most often has a lever and a food dispenser. The rat, or pigeon, learns that by pressing the lever food will come out. Thus the rat, or pigeon, learns to continually press the lever.

30
Q

Shaping

A

Shaping is the operant conditioning procedure in which reinforcers guide behavior toward the desired target behavior through successive approximations.

31
Q

Discriminative Stimulus

A

A stimulus that elicits a response after reinforcement is known as a discriminative stimulus. (My son knows hanging up with coat gets praise. Throwing it on the ground does not).

32
Q

Reinforcer/Reward:

Positive Reinforcement
Negative Reinforcement

A

Positive Reinforcement - Add something good
Negative Reinforcement - Take away something bad

33
Q

Punishment:

Positive Punishment:
Negative Punishment:

A

Positive Punishment: Add something bad
Negative Punishment: Take away something good.

34
Q

Primary Reinforcer:

A

A reward that has direct value (ex: food/water)

35
Q

Conditioned (Secondary) Reinforcer:

A

A reward that only has value because it can be exchanged for something desirable (ex: money)

36
Q

Immediate Reinforcer:

A

A reward that is given right away after an action.

37
Q

Delayed Reinforcer:

A

A reward that is given at a later time.

38
Q

Continuous Reinforcement:

A

Rewards given each time you do something. (Easy Acquisition, Easy Extinction)

39
Q

Partial Reinforcement:

A

Rewards given only sometimes after you do something. (Slow Acquisition, Slow Extinction)

40
Q

Fixed-Ratio Schedule:

A

Reward based on the number of times you do something, and that number remains the same. (Ex: 10 combos for a movie poster).

41
Q

Variable-Ratio Schedule:

A

Reward based on the number of times you do something, and that number changes. (Ex: Gambling)

42
Q

Fixed-Interval Schedule:

A

Reward based on the time you wait, and the time stays the same. (Ex: Mr. Babiarz’s Paycheck)

43
Q

Variable-Interval Schedule:

A

Reward based on the time you wait, and that time changes. (Ex: Waiting for a sunny day.)

44
Q

Scalloped Graph

A

A Fixed-Interval Schedule creates a Scalloped Graph. Where responses increase as the reward gets closer.

45
Q

3 Questions to Ask

A
  1. What is the reward?
  2. Is the reward based on the number of times you do something (ratio) or the time you wait (interval)?
  3. Is that number constant (fixed) or can it change (variable)?
46
Q

Extending Skinner’s Understanding

A

Skinner did not pay enough attention to thinking and how it affected operant conditioning.

47
Q

Cognition & Operant Conditioning

A

Rats created a 3D representation of a maze in their mind (Cognitive Map).

They only ran faster through the maze when a reward was given. (Latent Learning is when you prove you know something only after you’re rewarded for it.)

48
Q

Intrinsic Motivation:

A

Wanting to do something for the joy of doing it.

49
Q

Extrinsic Motivation:

A

Wanting to do something for any other reason (praise, money, etc.)

50
Q

The Overjustification Effect

A

If you are rewarded for doing something you already like doing, you will like doing it less.

51
Q

Instinctive Drift

A

Some animals are easier to operantly condition than others.

Instinctive Drift - The tendency of learned behavior to gradually revert back to biologically predisposed behavior patterns.

52
Q

Learning by observing others. Also known as ________ _________ ________.

A

Learning by observing others. Also known as Social Learning Theory.

53
Q

Modeling

A

Directly copying behavior

54
Q

Vicarious Conditioning

A

Learning by watching someone else get praised or punished

55
Q

Mirror Neurons

A

If you are watching someone do an action, neurons in your brain will copy the neurons in theirs.

56
Q

Bandura’s Experiments

A

Known as the “Bobo Doll Experiment”
Testing observational learning
Half of the kids watched a violent video, half did not.

All kids were then placed in a room filled with many different toys.
Results: Kids who watched the violent video were much more likely to show violence with the toys, proving observational learning, or modeling.

AP Psychology (7 decks)

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