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PSYC 1010 > Topic 6 > Flashcards

Topic 6 Flashcards

1
Q

Unlearned behaviours

A

Instincts and reflects are innate, unlearned behaviors

Reflexes: automatic involuntary responses to specific stimuli

  • Protective & essential for Survival
  • Involve primitive pars of CNS (brainstem)
  • Pupillary light reflex, startle reflex, withdrawal reflex, scratch reflex
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2
Q

Instincts & reflexes:

A

Instincts - innate drives or tendencies that lead to particular patterns of behavior

  • More complex
  • Involves the movement of the organism as a whole
  • Involves higher brain centers
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3
Q

What is learning

A

Learning is a relatively permanent change in behavior or knowledge that results from experience

  • Involves acquiring skills/knowledge through experience
  • Involve conscious & unconscious processes

Many types of learning

  • Habituation
  • Sensitization
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4
Q

Classical conditioning

A

Associate an involuntary response and a stimuli

We learn to associate stimuli and consequently anticipate events

Organisms have 2 types of responses to env’t

  • Unconditional (unlearned)
  • Conditional (learned)
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5
Q

Operant Conditioning

A

Associate a voluntary behavior and a consequence

Law of effect
* Reward → behavior more likely to occur
* Punishment → behavior less likely to occur
* Positive: add something
* Negative: take something away
* Reinforcement: increase a behavior
* Punishment: decrease a behavior.

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6
Q

Components of classical conditioning

A

Neutral stimulus

  • A stimulus that initially doesn’t elicit a specific response

Unconditioned stimulus

  • Stimulus that naturally triggers a response

Unconditioned response

  • The natural automatic reaction to UCS (becomes CR after acquisition)
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7
Q

Acquisition, extinction & spontaneous recovery

A

Extinction

  • Conditioned response decreases & eventually disappears

Spontaneous recovery

  • Conditioned response reappears

Renewal effect

  • Response reappears when brought back original env’t
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8
Q

Little Albert

A

John B. Watson applied principles of classical conditioning in the study of human emotion

Believed that all behavior could be studied as a stimulus-response reaction

Applied classical conditioning to study human emotions

“Little Albert” study

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9
Q

Stimulus generlization

A

After a response has been conditioned, stimuli that are similar to the original produce the same response e.g. fear of dogs (all dogs)

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10
Q

Stimulus discrimination

A

If two stimuli are sufficiently distinct from one another one triggers a conditioned response but the other doesn’t

E.g recognizing different alarm sounds

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11
Q

Fetishes & Classical conditioning

A

Sexual attraction to nonliving things

  • Shoes, stuffed animals …

Arousal + stimulus

Researchers have been able to classically condition fetishes in the lab

  • 1970: Showed male ps pictures of a naked women and then boots after time men showed arousal to boots
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12
Q

Conditioned taste aversion

A

Develops after only one trial

Learning is still possible even with very long delays (6-8 hours)

Shows little generalization

Biological preparedness

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13
Q

Reinforcement

A

Positive reinforcement

  • Something is added to increase the likelihood of a behavior
  • High grades, paychecks, praise

Negative reinforcement

  • Something is removed to increase the likelihood of a behavior
  • Beeping sound
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14
Q

Punishment

A

Positive punishment

  • Something is added to decrease the likelihood of a behavior
  • Scolding students for talking in class

Negative punishment

  • Something is removed to decrease the likelihood of a behavior
  • Confiscating a toy when a child misbehaves
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15
Q

Does punishment work?

A

Only tells us what not to do

Creates anxiety which interferes with learning

May encourage subversive behavior (people get
sneakier)

Modeling aggressive behavior for children

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16
Q

Concepts in OC

A

Stimulus discrimination

  • Pigeons could distinguish paintings by Monet from those by Picasso

Stimiuls generalizetion

  • Pigeons learned to distinguish art similar to Monet
17
Q

Biological influences on learning

A

Biology places limits on what kinds of behavior we can learn through reinforcement

Eveloruantriary predisposed to be more afraid of certain things

  • Snakes and spiders vs cars & guns

Instinctive drift: the tendency for animals to return to innate behavior following repeated reinforcement

18
Q

Schedules of reinforcement

A

Behavior differs depending on the schedule of reinforcement

Continuous reinforcement

  • Reinforces a behavior every time it occurs
  • Faster learning but faster extinction

Partial reinforcement

  • Only occasional reinforcement of a behavior
  • Slower extinction better maintenance
19
Q

Partial reinforcement & IPV

A

Operant learning principles may contribute to stay-leave decisions

Relationship partners provide intermittent reinforcement to significant others

20
Q

Partial reinforcement schedules

A

Fixed vs variable

  • Fixed - the number of responses between reinforcements or the amount of time between reinforcements is set and unchanging
  • Variable - the number of responses between reinforcements and other amount of time between reinforcements varies or changes

Interval vs ratio

  • Interval - schedule is based on the time between reinforcements
  • Ratio - The schedule is based on the number of responses between reinforcements
  1. Fixed interval
  • Reinforcements are delivered at predictable time intervals
    2. Variable interval
  • Reinforcement is delivered at unpredictable time intervals
    3. Fixed ratio
  • Reinforcement is delivered after a predictable number of responses
    4. Variable ratio
  • Reinforcement is delivered after an unpredictable number of responses
21
Q

Cognitive approaches to learning

A

How did you learn how to drive a car

Not all learning is due to operant and classical conditioning

Unseen mental processes that occur during learning

Challenges radical behaviorism - thinking plays a role in learning

22
Q

Latent learning

A

Learning that occurs without immediate reinforcement & becomes apparent only when there’s a reason to use it
* E.g torments rats learned the maze without reinforcement

23
Q

Observational learning

A

Learning by watching the behavior of another person or model

Paying attention & perceiving the critical features, remembering the behavior, reproducing the action, band being motivated to carry it out
* Negative & positive behaviors learned

24
Q

Media violence & real-world violence

A

Violence is rampant in media by grade 8 graduation, the average US child will have viewed more than 8000 murders & 800 000 violent acts on network TV

Surette, 2022 – ¼ of violent offenders incarcerated in FL had tried to commit a media-inspired copycat crime

Andeson et al 2004;2009 – players of violent video games more likely to be involved in delinquent behavior and aggression

PSYC 1010 (8 decks)

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