test 1 content

Question 1

learning

Answer 1

a change in behavior which is relatively permanent and due to experience, not instinct, maturation, or physiological state

Question 2

performance

Answer 2

the demonstration of learning and how learning can be seen or observed

Question 3

latent learning

Answer 3

learning that is not adequately reflected in performance; ex: you know all test material but on the day of the test you blank and do poorly

Question 4

Tolman & Honzick (1930)

Answer 4

they put three different groups of rats into a maze and rewarded one group for learning, did not reward the second group, and only began to reward the third group after 10 days of no rewards. The two reward groups equalized after the third began receiving rewards and errors decreased while the non reward group decreased and then flat-lined at a certain number of consistent errors

Question 5

associative learning

Answer 5

learning about the relationship between two stimuli (classical conditioning) or between a stimulus and a response (operant conditioning)

Question 6

non-associative learning

Answer 6

learning about a single stimulus through repeated exposure (ex: habituation, sensitization, perceptual learning, mere exposure)

Question 7

habituation

Answer 7

decrease in strength of response with repeated stimulation

Question 8

Aplysia habituation

Answer 8

aplysia snails have a gill-withdrawal reflex which is engaged when the snail’s manth or siphon is touched, resulting in a withdrawal of their gill– habituation happens if the snail is repeatedly poked it will stop withdrawing the gill or slow gill withdrawal… neuronal mapping shows that sensory neuron receives poke but motor neuron doesn’t react once habituated

Question 9

sensitization

Answer 9

increase in strength of response with repeated stimulation → typically occurs with aversive stimuli because it’s adaptive to be extra alert during threatening or dangerous situations

Question 10

dual process theory of habituation/sensitization

Answer 10

habituation and sensitization can happen with any given stimulus and are opposing forces working to maintain a balance; observed effect is the net product of stronger force

Question 11

perceptual learning

Answer 11

it is easier to learn new things about stimuli which are already familiar- study in which rats raised in cages with circles/triangles could learn to use those shapes for directions in maze better than rats who were not raised with shapes

Question 12

mere exposure effect

Answer 12

the more we are exposed to a stimulus, the more we like it (ex: nobody likes coffee the first time they try it)

Question 13

unconditioned stimulus

Answer 13

[US] the food in tone → food; the thing that will cause the unconditioned response based on natural instincts

Question 14

conditioned stimulus

Answer 14

[CS] the tone in tone → food; the thing that we want the learning to happen about based on training

Question 15

unconditioned response

Answer 15

[UR] salivating in response to food in tone → food; the thing that happens as a natural instinctual result of being presented with the US (food)

Question 16

conditioned response

Answer 16

[CR] salivating in response to tone in tone → food; the thing that happens as a learned response to the CS (tone)

Question 17

second-order conditioning

Answer 17

a stimulus is first made meaningful through an initial step of learning (CS1 → food) with CS1 being tone and then that’s used as a basis for learning about some new stimulus (CS2 - CS1 → food) with CS2 being light or whatever until light gets you salivation just like the tone once did

Question 18

counterconditioning

Answer 18

conditioning of an unwanted response (ex: fear) to a stimulus (ex: snake) into a desirable response (ex: levelheadedness) by associating stimulus with something positive and the old fear response will be replaced by a new happiness conditioned response

Question 19

blocking

Answer 19

making a potential conditioned stimulus ineffective by presenting it in a situation in which it is redundant with another previously learned conditioned stimulus [basically tone blocks light because you already learned that tone means food is coming so when tone and light are suddenly presented together it won’t be learned that light also means food and salivation won’t happen in response to light alone]

Question 20

conditioned inhibition

Answer 20

deliberately pairing a conditioned stimulus with the absence of an unconditioned stimulus in order to ensure an organism does not make a CR because of a CS [make tone → food but then do light → no food until tone makes salivation and light inhibits salivation]

Question 21

Staats & Staats and classical conditioning and predjudice

Answer 21

people conditioned using Swedish/Dutch names and good/bad words to be prejudiced against names of a certain nationality

Question 22

Gorn and classical conditioning in advertising

Answer 22

people who heard liked or disliked music while being exposed to product choices affected product preferences

Question 23

contingency

Answer 23

Pavlov’s initially thought concept that classical conditioning occurs when the CS (food) and US (tone) occur together in space and time when in fact there can be delays and conditioning can happen

Question 24

contiguity

Answer 24

concept that classical conditioning only occurs when the tone [CS] provides information ahead of time that the food [US] is coming

Question 25

strength of stimuli with habituation

Answer 25

it is more difficult to habituate to very intense stimuli (ex: hard to get used to exceedingly loud construction)

Question 26

pace of stimuli with habituation

Answer 26

it is easier to habituate to something that occurs at regular intervals or has a faster rhythm (pace)

Question 27

space between stimuli

Answer 27

we habituate easily to monotonous things with not a lot of variation (interval)