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Psychology of Learning > Test 1 > Flashcards

Test 1 Flashcards

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1
Q

Conditioned Stimulus (CS)

A

A neutral stimulus that activates a specific response (from the US)

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2
Q

Unconditioned Stimulus (US)

A
  • Stimulus that causes a reflex
  • Typically a biologically significant stimulus to the organism (food/something that brings pain)
  • A US can acquire significance as well
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3
Q

Conditioned Response (CR)

A

learned response to a stimulus that was previously neutral/meaningless

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4
Q

Unconditioned Response (UR)

A

The reflexive response

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5
Q

Reflex

A

Swift, automatic response to a stimulus - no prior learning required
- Grasping
- Flexor withdrawal
- Suckling
- Rooting

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6
Q

Neutral Stimulus

A

A stimulus that does not elicit the reflex being studied

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7
Q

Classical Conditioning

A

An association is made between 2 stimuli that occur independently of the organism’s behavior
- The neutral stimulus and US are “paired”, and the neutral stimulus eventually becomes a CS

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8
Q

Excitatory Conditioning:

A

A CS is followed by an US

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9
Q

Inhibitory Stimulus

A

A CS followed by no US

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10
Q

Acquisition

A

The initial learning of the CR

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11
Q

Extinction

A

The strength of the CR declines following a procedure in which the CS is presented without the US
- However, the decline in Cr strength does not mean the CS-US association is lost

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12
Q

Factors Affecting Strength/Speed of Classical Conditioning

A
  • # of CS-US pairings
  • Features of US
  • Features of CS
  • Timing
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13
Q

Number of CS-US Pairings:

A

The more often the CS and US appear together the more likely a conditioned response is to occur
- However this is not a linear relationship, eventually flattens out

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14
Q

Features of the US

A
  • The intensity of the US is very important, with stronger stimuli producing better results, in general than weaker ones
  • Generally, a longer US duration is accompanied by a faster and stronger learning
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15
Q

Features of the CS

A
  • Intensity is important; more intense stimuli produce faster, stronger learning than weaker ones
  • Neutral stimuli are capable of becoming a CS when paired with an US, may be ineffective as part of a compound stimulus
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16
Q

Overshadowing

A

When the effects of a higher-intensity stimulus prevents a lower-intensity stimulus from becoming a CS

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17
Q

Compound Stimulus

A

Involves presenting 2 or more stimuli (such as a light and a buzzer) simultaneously as the CS

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18
Q

Contiguity

A

The closeness in time or space between 2 events
- In classical conditioning, the more contiguous the CCS and US the more quickly a CR would appear

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19
Q

Intertrial Interval

A

An interval separating the trials of a discrete trials procedure - the gap between successive trials
- In general, longer intertrial intervals are more effective than shorter ones in producing a CR

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20
Q

Contingency

A

The probability that one event (like a US) occurs if and only if another event (like a CS) occurs
- ‘One event is a good predictor of another’

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21
Q

4 temporal arrangements

A
  • Trace Conditioning
  • Delayed Conditioning
  • Simultaneous Conditioning
  • Backward Conditioning
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22
Q

Trace Conditioning

A

The CS begins and ends before the US is presented
- Strong for quick learning

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23
Q

Delayed Conditioning

A

The US begins right when or before the CS has ended
- Generally the strongest for quick learning

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24
Q

Simultaneous Conditioning

A

The CS and US coincide exactly
- Can be bad for quick learning

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25
Q

Backward Conditioning

A

The CS follows the US
- Bad for quick learning

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26
Q

Advantages of Animal Studies

A
  • Control over the environment
  • Fewer ethical restrictions, no informed consent needed
  • Cheap/easy
  • Results generalizable to us bc of similar biology
  • Faster outcome, shorter lives
  • Large numbers available for research
  • Less social pressure/influence
  • Easier to find results -simpler systems
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27
Q

Concerns with Animal Studies

A
  • Ethics (killing w/out consent)
  • Humans not the same biologically or physiologically
  • No communication; must infer from behavior
  • Dangerous/unpredictable animals
  • Cost of animal care through their lives
28
Q

6 Ways to Accept Ideas (Helmstadter, 1970)

A
  • Tenacity
  • Intuition
  • Authority
  • Rationalism
  • Empiricism
  • Science
29
Q

Tenacity

A

A willingness to accept ideas as valid because they have been accepted for so long

30
Q

Intuition (common sense)

A

Accepting ideas as valid because they ‘feel’ intuitively true

31
Q

Authority

A

Accepting ideas as valid because some respected authority asserts that they are true

32
Q

Rationalism (Reason)

A

A process that develops valid ideas using existing ideas and principles of logic

33
Q

Empiricism

A

Gaining knowledge by observing events around us

34
Q

Science

A

Combines rationalism with empiricism to develop tentative statements (hypothesis) and empiricism to test them

35
Q

Plato

A
  • Truth/knowledge are inborn; all one needs to do is ‘bring it out’ through discussion
  • True knowledge involves ideas, inner contemplation, not the environment
36
Q

Aristotle

A
  • In De anime, he states only curiosity is inborn; knowledge is gained through sensory experience
  • Tabula rasa - ‘blank slate’
  • “All men by nature desire to know”
  • “Plato is dear to me, dearer still is truth”
  • “We are what we repeatedly do. Excellence, then, is not an act, but habit”
37
Q

Rene Descartes

A

Mind-body dualism: SOME human behavior is the result of free will, but SOME is reflexive, mechanical (and can therefore be studied scientifically)

38
Q

John Locke

A
  • Re-emphasized and popularized Aristotle’s ‘tabula rasa’
  • We are born with no knowledge, and we gain knowledge from our experiences
39
Q

David Hume

A

Laws of Association, extending the work of Aristotle, describing how ideas are created and combined
- Laws of Similarity, Contiguity, and Frequency

40
Q

Law of Similarity

A

A sensation may trigger a particular idea because the two are similar

41
Q

Law of Contiguity

A

One idea can trigger the memory of another idea if the two have occurred close together in space and time

42
Q

Law of Frequency

A

One idea can trigger the memory of another idea if the two have occurred together often in the past

43
Q

Ivan Pavlov

A
  • Classical Conditioning
44
Q

E. L. Thorndike

A

The first to study instrumental (operant) conditioning

45
Q

B. F. Skinner

A
  • Followed Thorndike’s lead
  • Believed the goal of psychology should be practical and looked solely at environmental causes of behavior
46
Q

Confounding Variables

A

Variables not chosen by the researcher for the study but affect the outcome anyway

46
Q

Independent Variable

A

Variable that the experimenter manipulates; not influenced; not influenced by what happens during the experiment

46
Q

Dependent Variable

A

What the experimenter expects will be influenced by the independent variable(s)

47
Q

Validity (accuracy)

A

Refers to how well a dependent variable measures the behavior or trait of interest

48
Q

Spontaneous Recovery

A

Following an extinction procedure, if some time is allowed to pass before the CS is presented again, the previously extinguished response would appear

49
Q

CR Renewal

A

If extinction procedures are performed in an environment different from that used in acquisition, the CR will decline only in the extinction environment

50
Q

Conditioned Inhibitor (CS-)

A

A stimulus that has properties antagonistic to a conditioned excitor
- A CS- is typically paired with the absence of a US

51
Q

Explicitly Unpaired Procedure to Produce a Conditioned Inhibition

A
  • Trial 1) US
  • Trial 2) CS-
52
Q

Conditional Procedure to Produce a Conditioned Inhibition

A
  • Trial 1) CS+ –> US
  • Trial 2) CS+ CS- (simultaneous) –> no US
53
Q

Differential Procedure to Produce a Conditioned Inhibition

A
  • Trial 1) CS+ –> US
  • Trial 2) CS- –> no US
54
Q

Trace Procedure to Produce a Conditioned Inhibition

A
  • Trial 1) CS- –> gap –> US
55
Q

Marlin

A

Conducted the lick suppression test and studied higher order conditioning

56
Q

Sensory Preconditioning

A

2 neutral stimuli are paired, after which one is repeatedly paired with a US. If the other stimulus is then presented alone, it should elicit a CR even though it was never paired with the US

57
Q

Blocking

A
  • Involves the failure of a stimulus to become a CS when it is part of a compound stimulus that includes an effective CS
  • The effective CS is said to block the formation of a new CS
58
Q

Generalization

A

A CR is elicited by a stimulus because of the similarity of that stimulus to a CS

59
Q

Discrimination

A

A stimulus is just different enough from a CS that it will not elicit the CR

60
Q

Sensitization

A

Increase in the strength of a reflexive response when a stimulus is repeated

61
Q

Pseudoconditioning

A

Increase in the response to a CS due to presentation of a US by itself

62
Q

Counterconditioning

A

Using pavlovian procedures to reverse any unwanted effects of conditioning

63
Q

Systematic desensitization

A
  • A person with a phobia is exposed to (or even imagines) a very weak form of the frightening stimulus wile he.she is relaxed
  • Slowly, stronger versions of the stimulus are presented
64
Q

Flooding

A

A person with a phobia is directly exposed to the fear-evoking stimuli until the fear responses are extinguished

65
Q

Latent Inhibition

A
  • The appearance of a stimulus in the absence of a US interferes with the subsequent ability of the stimulus to become a CS

Psychology of Learning (2 decks)

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