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psyc learning > test 3 > Flashcards

test 3 Flashcards

1
Q

what is thorndikes law of effects

A

Thorndike’s law is the principle of reinforcement states that operands may be followed by the presentation of positive or negative consequences that increase the rate of response

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2
Q

what is operant conditioning skinner

A

this is the regulation of behavior by its consequences. It can be analyzed in terms of its relationship to the environment.

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3
Q

how does thornikes law and skinners operant conditioning differ

A

Thorndike believed in behaviors that lead to bad consequences were steamed out

Skinner focused on consequences and believed they would occur less frequently

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4
Q

define a positive reinforcement

A

Positive reinforcement- A stimulus added that causes a change in the environment that which leads to future
increase on that behavior/response.
Ex- giving a dog a treat when they roll over

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5
Q

do you have to like something for it to be a reinforcer

A

No there are positve and negative reinforces ( postive adding something and negative taking something away) but the speciman might just want the outcome. for example I hate vodka but want to the effect of being drunk. that is still a reinforcement

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6
Q

Distinguish between primary and secondary reinforcers and give an example of each.

A

Primary reinforcer is a natural occurring stimulus. (No learning) (food, water, shelter)
Example drooling when you smell your favorite food

Secondary reinforcer – this is when you pair a neutral stimulus with a primary stimulus and the neutral stimulus gives, you’re the same response.

Ex bell paired with food. The bell is the neutral stimulus, food is the primary stimulus and the dog will now drool at the sound of the bell.

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7
Q

what is intrinsic motivation

A

this is when something in internally motivated

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8
Q

what is extrinsic motivation

A

this is when something is motivated externally

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9
Q

when does intrinsitc motivation and extrinsic motivation undermine

A

they undermine when intrinsic motivation is used in certain situation or is used to often. when the reward loses value if the behaviour was already intrinsic

they undermine extrinisic when the reward is expected, the reward is tangible or for only performing that activity

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10
Q

when does extinsic reinforce intrinsic

A

It reinforces intrinsic interests when you give praise, or some sort of verbal rewards.

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11
Q

what is automated

A

this is when a concequence is delivered naturally

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12
Q

what is mediated

A

this is when the concequence is delivered contrived ( made)

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13
Q

how does intrensic and extrinsic relate to autmated and mediated

A

Automated: this is when the consequence is delivered naturally. This would be apart of intrinsic because its coming from within.

Mediated: this is when the consequence is delivered contrived. This would go in hand with extrinsic because it needs something external.

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14
Q

Explain how shaping takes advantage of response variability in an animal’s existing repertoire to produce new forms of behavior.

A

The behavior of an animal is based on the natural variations of responses. Shaping is when reinforcement is delivered for successive approximations to the final target behavior’s person shaping watches for naturally Occurring behavior and selects reinforcement responses the closer to the target behavior, so that a new response is more likely. Over time the response forms move closer and closer to the target behavior until the target behavior is emitted and reinforced.

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15
Q

what is process of extiction

A

Process – is the result of the decrease in the strength of the response

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16
Q

what is the procedure of extinction

A

Procedure of extinction – taking away the reinforcement

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17
Q

what is extinction

A

Extinction – is when you take away the reinforcement and the result of the behavior decreases.

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18
Q

What are four side-effects of extinction, other than extinction burst and resurgence.

A
  1. Increase in variability -when the change/switch in behavior
  2. Emotional behavior - when it becomes emotional ex frustration upset angry and confused
  3. Aggression – when frustration turns into aggression behaviors
  4. Depression -display depressive symptoms when not given reinforcement
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19
Q

what is history of reinforcement

A

History of reinforcement- the more reinforcers an individual received for the behavior the greater the resistance to extinction

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20
Q

what is the magnitude of reinforcement

A

Magnitude reinforcer – large magnitude reinforcers can lead to greater resistance to extinction than smaller magnitude reinforcers.

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21
Q

what is the previous extinction

A

Previous experience with extinction – tends to lower resistance to extinction

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22
Q
  1. How could putting behavior on extinction help with shaping a novel response?
A

Extinction – the operant behavior becomes increasingly variable. That variable helps the person because it allows for selection by reinforcement of responses closer to target.
Ex – you kid acts out when its bed time, and you comfort them, they will learn if they act out, they will get comfort. This would be positive reinforcement. So, if you took it away and just told them its bed time and not comfort that behavior it will shape the response.

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23
Q

How are extinction and forgetting similar? How are they different?

A

Extinction – the behavior is weakened because it does not produce a reinforcement
Forgetting – in forgetting the behavior is weakened because of time. They don’t have the opportunity to emit the behavior for a long time.

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24
Q

In what way(s) is the behavior analytic perspective on motivation different from other approaches in psychology and how can motivating operations account for the direction, intensity, and duration of behavior

A

Motivation operation – you need to know how to do something and want to do it
In traditional psychology wanting to do something is defined and discussed as motivation.

Intensity- is how much effort that is needed to do the behavior.
Duration – this is the persistence of the behavior over time

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25
Q
  1. What are two effects of establishing operations? Of abolishing operations? Which is tied to satiation and which is tied to deprivation of the reinforcer?
A

Establish operations – result in change in the reinforcing effectiveness of something. The result in change in the frequency of the behavior it’s been reinforced by that stimulus. This increases the effectives of consequences as reinforces
Abolished operations – alters the frequency of behavior related to that consequence it decreases the likely effectiveness of a consequence as reinforces
Establish operations- station because it decreases and surprises
Abolished operation- deprivations

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26
Q

what is establish operants

A

Establish operations – result in change in the reinforcing effectiveness of something. The result in change in the frequency of the behavior it’s been reinforced by that stimulus. This increases the effectives of consequences as reinforces

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27
Q

what is abolished operations

A

Abolished operations – alters the frequency of behavior related to that consequence it decreases the likely effectiveness of a consequence as reinforces

28
Q

What is a value-altering effect

A

Value Altering – this is when events/operations are temporarily altering the effectiveness of the consequences as reinforcements or punishments. They make consequences more or less reinforcing (not the behavior)

29
Q

what is the behaviur altertering

A

Behavior altering is when – immediately evoke or suppress behaviors that have resulted in consequences in the past.

30
Q
  1. What is the difference between an evocative effect and an abative effect?
A

Abative effect – this is a decrease in the current frequent behavior that has been reinforced by some stimulus or event.
Ex – food ingestion – the decrease in the current frequency of behavior that has been reinforced by food.

Evocative effect – an increase of current frequency of behavior that has been reinforced by the stimulus or event
Ex – food deprivations – increases the frequency of the behavior that has been reinforced by food

31
Q

what is abative effect

A

Abative effect – this is a decrease in the current frequent behavior that has been reinforced by some stimulus or event.
Ex – food ingestion – the decrease in the current frequency of behavior that has been reinforced by food.

32
Q

what is evocative effect

A

Evocative effect – an increase of current frequency of behavior that has been reinforced by the stimulus or event
Ex – food deprivations – increases the frequency of the behavior that has been reinforced by food

33
Q

what is an operant

A

responses that are controlled by the changes that produce the enviroment

34
Q

what is a concequence

A

enviromental changes that produced by an operant behaviour

35
Q

what is an operant class

A

its a collection of operant behaviorus which all have the same effect in aquriing consequences

36
Q

what is the diffrence between operant conditoning and classical conditonting

A

Repsondant conditoning ( classical) - elicits something from a stimulus ex food elicits salvation
operant conditioning - the response is emitted by organisms and maintained by the concequences ( ex rat emits lever presses which produce food)

37
Q

how are operants strenghted or weaked

A

through concequences
consequnces that weaken behaviour is called punishers ( reduce probablitly of occuring in the future)
‘consquences that stregnthen behavoour are called reinforcers ( increase the probablilty)

38
Q

What is postive reinforcement

A

stimulus added to the reinforcer

39
Q

what is automatic

A

a reinforcer that occurs daily bases that is automatic and natural ( not the behaviorus but the concequences are delivered automatically)

40
Q

what is teh mediate

A

they are reinforcers daily but is mediated( not done natually need external) LOOK FOR AN EXAMPLE ONLINE

41
Q

what are some factors that influence reinforcement

A

contiguity - delay between response and reinforcer results in slower learning
reinforcer characreritstics -
- size matter
- quality matter
- satiation/deprivation of reinforcer

42
Q

what is contiguity

A

this is the delay between response and reinforcer results in slower learning

43
Q

what is shaping

A

A process in which we
- systematically and differtially reinforces
- successive approximations to a terminal target behaviour

44
Q

what is terminal/target behaviour

A

this is the end goal what you want. example for them to say mom

45
Q

what is a successive approximation

A
  • an intermediate behavior (slighly closer to the terminal behaviour)
    -ex pressing the lever some successive approximation
    facing the lever
    moving towards the lever
    ex
46
Q

what is extinciton

A

a process or procedure in which reinforcment of a previously reinforced behaviour is now discontinued as a result teh behaviour decreases in the future

DOES NOT PREVENT THE BEHAVIOUR FROM HAPPENING

47
Q

what is the the diffrence between extinction and the other forgetting

A

extinction- you still do the behaviour but no reinforecment
forgetting - you are not able to do the behaviour for a long time

48
Q

what is the effects of extintion

A
  • gradually decrease in frequency and amplitude
  • when reinforcment is removed abroptly responses can still follow
    -often difficult in applied settings
49
Q

what are some effecrs of extinction bursts

A
  • extinction bursts
  • increased operant variablility
  • increased force of responding
  • emotional response
50
Q

what is the extinction effects

A

an immediate increase in the frequency of the response after the removal of the positive negatice of auromatic reinforcement
( it gets worse before it gets better)

51
Q

factors Affecting Resistance to Extinction

A

Partial reinforcement effect – behavior maintained on intermittent (partial) reinforcement
schedule will extinguish more slowly than behavior maintained on continuous schedule
* History of reinforcement – more reinforcers received = greater resistance to extinction
* Magnitude of the reinforcer – large reinforcers often result in greater resistance to extinction
* Degree of deprivation – the greater the level of deprivation for the reinforcer, the greater
the resistance to extinction
* Previous experience with extinction – the greater the number of previous exposures to
extinction, the quicker extinction will occur
* Distinctive signal for extinction – extinction occurs more quickly when there is a distinctive
stimulus that signals the onset of extinction

52
Q

Partial reinforcement effect

A

behavior maintained on intermittent (partial) reinforcement
schedule will extinguish more slowly than behavior maintained on continuous schedule

53
Q

History of reinforcement

A

more reinforcers received = greater resistance to extinction

54
Q

Magnitude of the reinforcer

A

– large reinforcers often result in greater resistance to extinction

55
Q

Degree of deprivation

A

– the greater the level of deprivation for the reinforcer, the greater the resistance to extinction

56
Q

Previous experience with extinction

A

– the greater the number of previous exposures to
extinction, the quicker extinction will occur

57
Q

Distinctive signal for extinction

A

extinction occurs more quickly when there is a distinctive
stimulus that signals the onset of extinction

58
Q

Spontanous recovery

A

Spontaneous recovery: After extinction, the rate of response may be near operant level, but after returning the organism to the context after a break, the rate of response increases without any additional reinforcement.

59
Q

what are some motivation accrofign to skinnter

A

deprivation - ex being deprived of food makes you want food
sataiton - makes you want food less
aversive stimulation- pain makes you ant ot get rid of pain

60
Q

Motivation operations

A

MO - repsonse to concequence
Time 1
MO (food deprivation): R (press lever) –––> SR (food)
Time 2
MO (food deprivation):
A: Makes food reinforcing
B: Will evoke lever pressing
Time 3
MO (food satiation):
A: Makes food less reinforcing
B: Will suppress lever pressing

61
Q

where does mo place motivation

A

The MO places “motivation” in the environment

62
Q

what are the three factors of tradional motivation ther=ories

A
  • Direction: Choice of
    behaviours/tasks - why do
    we do what we do at the
    time we do it
  • Intensity: How much effort
    do we expend doing what
    we do?
  • Duration: Persistence over
    time
63
Q

Maslow’s Need Hierarchy

A

Self-actualization:
“Be all that you can be”

Ego: respect, recognition

Social: belonging, friendship

Safety: freedom from threat, harm

Biological: air, water, food

64
Q

expectancy theory

A
  1. Force: Level of motivation, “pressure to act” 2. Expectancy: Perception about the relationship between effort and
    performance. If I work harder will my performance be better?
    a. Low expectancy = little relation, decreases motivation
    b. High expectancy = strong relation, increases motivation
  2. Instrumentality: Perception about the relationship between performance
    and outcomes. If my performance is better will my outcomes be better?
    a. Low instrumentality = little relation, decreases motivation
    b. High instrumentality = strong relation, increases motivation
  3. Outcomes: Rewards (and punishers) 5. Valence: Feelings about each outcomes
65
Q

A Behavioral View of Motivation

A

Motivating Operations (MOs) –Events or operations that: *Temporarily alter the effectiveness of
consequences as reinforcers or punishers
(value-altering effect) *Influence behaviors that normally lead to
those reinforcers or punishers (behavior- altering effect) *If we have not eaten, food is a powerful
reinforcer and we will increase foodseeking behaviors

psyc learning (6 decks)

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