test 1 content Flashcards
learning
a change in behavior which is relatively permanent and due to experience, not instinct, maturation, or physiological state
performance
the demonstration of learning and how learning can be seen or observed
latent learning
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
Tolman & Honzick (1930)
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
associative learning
learning about the relationship between two stimuli (classical conditioning) or between a stimulus and a response (operant conditioning)
non-associative learning
learning about a single stimulus through repeated exposure (ex: habituation, sensitization, perceptual learning, mere exposure)
habituation
decrease in strength of response with repeated stimulation
Aplysia habituation
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
sensitization
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
dual process theory of habituation/sensitization
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
perceptual learning
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
mere exposure effect
the more we are exposed to a stimulus, the more we like it (ex: nobody likes coffee the first time they try it)
unconditioned stimulus
[US] the food in tone → food; the thing that will cause the unconditioned response based on natural instincts
conditioned stimulus
[CS] the tone in tone → food; the thing that we want the learning to happen about based on training
unconditioned response
[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)
conditioned response
[CR] salivating in response to tone in tone → food; the thing that happens as a learned response to the CS (tone)
second-order conditioning
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
counterconditioning
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
blocking
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]
conditioned inhibition
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]
Staats & Staats and classical conditioning and predjudice
people conditioned using Swedish/Dutch names and good/bad words to be prejudiced against names of a certain nationality
Gorn and classical conditioning in advertising
people who heard liked or disliked music while being exposed to product choices affected product preferences
contingency
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
contiguity
concept that classical conditioning only occurs when the tone [CS] provides information ahead of time that the food [US] is coming
strength of stimuli with habituation
it is more difficult to habituate to very intense stimuli (ex: hard to get used to exceedingly loud construction)
pace of stimuli with habituation
it is easier to habituate to something that occurs at regular intervals or has a faster rhythm (pace)
space between stimuli
we habituate easily to monotonous things with not a lot of variation (interval)
