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Learning Psych 387 > Unit 3 > Flashcards

Unit 3 Flashcards

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1
Q

Thorndike

A

Supernormal psychology of animals, law of effect
chicks and cats

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2
Q

Law of Effect
+4 elements

A

Behaviour is a function of consequences.
Four key elements: environment, behaviour occurring, change in environment post-behaviour, change in behaviour produced by this consequence

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3
Q

Metzgar

A

Released mice into habitat. Followed up with more mice, then released an owl; knowing the environment paid off.

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4
Q

Skinner Box

A

Chamber with a food-magazine that drops pellets of food into a tray

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5
Q

Operant Learning

A

instrumental learning, response learning, consequence learning, R-S learning;
when behaviour is altered by consequence
- behaviour is operating on environment

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6
Q

Reinforcement

A

increase in strength of behaviour due to consequences
Reinforcement = ↑Strength of behaviour ∵Consequences

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7
Q

Catania’s requirements

A

three req for experience to qualify as a reinforcement
1. Behaviour must have consequence
2. Behaviour must increase strength
3. Increased strength must be ∵ of the consequence.

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8
Q

Positive reinforcement

A

consequence of behaviour is the appearance/increase in intensity of stimulus
behaviour -> reinforcer -> increase behaviour

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9
Q

Positive reinforcer

A

Stimulus in positive reinforcement.
Usually sought out or positive

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10
Q

Reward learning

A

aka Positive Reinforcement; consequences are considered rewarding
Skinner dislikes this term

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11
Q

Negative reinforcement

A

the consequence of a behaviour is the decrease of intensity or removal of a stimulus

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12
Q

Negative reinforcer

A

Stimulus in negative reinforcement; usually escaped or avoided

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13
Q

Escape learning

A

aka Negative reinforcement from escaping

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14
Q

Behavioural momentum

A

Nevin’s term - behaviour that is reinforced many times is more likely to persist when obstructed

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15
Q

Primary reinforcers

A

Innately effective; Baum “phylogenetically significant events”

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16
Q

Unconditioned reinforcers

A

aka Primary Reinforcers

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17
Q

Satiation

A

when reinforcers lose their effectiveness

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18
Q

Secondary reinforcers

A

not innate but rather are the result of learning experiences

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19
Q

Conditioned reinforcers

A

aka secondary reinforcers

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20
Q

Generalized reinforcer

A

a reinforcer paired with other reinforcers
e.g., money

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21
Q

Natural reinforcer

A

spontaneously follow a behaviour
brush your teeth -> mouth feelings clean

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22
Q

Automatic reinforcers

A

aka natural reinforcers

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23
Q

Contrived reinforcers

A

provided for the purpose of behaviour modification

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24
Q

Motivating operation

A

anything that changes the effectiveness of a consequence
two types

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25
Q

Establishing operations

A

increase the effectiveness of a consequence

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26
Q

Abolishing operations

A

decrease the effectiveness of a consequence

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27
Q

ESB

A

electrical stimulation of the brain

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28
Q

Reward pathway

A

the septal region that separates the cerebral hemispheres

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29
Q

Dopamine

A

NT, precursor of epinephrine (adrenaline)

30
Q

Hull’s Drive-Reduction Theory

A

Suggests that reinforcers decrease drives, and that is where their value comes from

31
Q

Drives

A

Innate motivational states; e.g., hunger

32
Q

Premack’s Relative Value Theory

A

All behaviours have relative values and these values determine the reinforcing properties

33
Q

Premack principle

A

high-probability behaviour reinforced low-probability behaviour

34
Q

Response-deprivation Theory

A

Suggests that each behaviour has a baseline and when the baseline is not met, the individual will engage in behaviours to increase the desired behaviour.

35
Q

Two-Process theory

A

negative reinforcement theory; pavlovian and operant learning

36
Q

Sidman’s avoidance procedure

A

rats avoid shock by pushing a lever - two-process theory - there is no escape, so why does the rat press the lever? What reinforces it?

37
Q

One-process theory

A

Operant learning avoidance theory

38
Q

Thorndike studied animal learning as a way of measuring animal _____.

A

intelligence

39
Q

According to Thorndike’s law of _____, the strength of a behaviour depends on its _____.

A

effect
consequences

40
Q

Positive and negative reinforcement have this in common: Both _____ behaviour.

A

strengthen

41
Q

The defining feature of primary reinforcers is that they are not dependent on_____.

A

learning

42
Q

_____ refers to the likelihood that a reinforcer will follow a behaviour.

A

Contingency

43
Q

In general, the more you increase the amount of a reinforcer, the _____ benefit you get from the increase.

A

less

44
Q

A motivating operation is anything that change the effectiveness of a _____.

A

reinforcer

45
Q

Positive reinforcement is associated with the release of _____ in the brain.

A

dopamine

46
Q

According to the Premack principle, _____ behaviour reinforces _____ behaviour.

A

high-probability

low-probability

47
Q

According to the response-deprivation theory, schoolchildren are eager to go to recess because they have been deprived of the opportunity to _____.

A

move

48
Q

The two processes in the two-process theory are _____ and _____.

A

Pavlovian conditioning

Operant learning

49
Q

Shaping

A

the reinforcement of successive approximations of a desired behaviour

50
Q

Behaviour Chain

A

a sequence of behaviours that is connected

51
Q

Chaining

A

teaching a behaviour through steps:
task anaylsis -> forward/backward chaining

52
Q

Task analysis

A

The breakdown of a task into component elements

53
Q

Forward chaining

A

reinforce performance of the first link in the chain. Repeat until task is performed without hesitation, then add another task.

54
Q

Backward chaining

A

beginning with the final link in the chain and repeating until perfected. Then added the second to last (second to last -> last) until perfected. Repeat.

55
Q

Problem

A

A situation where reinforcement is available but the necessary behaviour is not.

56
Q

Superstitious behaviour

A

any behaviour that occurs repeatedly even without reinforcers to maintain it

57
Q

Learned helplessness

A

learning to be helpless

58
Q

Learned industriousness

A

learning to not quit

59
Q

Shaping is the reinforcement of successive _____ of a desired behaviour.

A

approximations

60
Q

What are parts of the chain known as brushing one’s teeth?

A

going to bathroom, getting toothbrush, getting tooth paste, applying toothpaste to tooth brush, wetting toothbrush, brushing teeth

61
Q

How would you use backward chaining to train a rat to run a maze?

A

put reward at the end of the maze
release rat very close to end
after success, release slightly further from reward, repeat

62
Q

Two forms of chaining are _____ and _____.

A

backward
forward

63
Q

A problem is a situation in which _____ is available, but the behaviour necessary to produce it is not.

A

a reinforcer

64
Q

Harlow’s data show that “insightful” solutions may be arrived at _____ as a result of a number of learning experiences.

A

gradually

65
Q

The experiment by Epstein and colleagues demonstrated that insightful problem solving is largely a product of _____.

A

reinforcement/ reinforcement history

66
Q

The idea of increasing creativity by means of reinforcement seems illogical at first because reinforcement _____ .

A

strengthens a behaviour that occurs

67
Q

How could an auto manufacturer increase the creativity of its designers?

A

contingency between innovative designs and reinforcing consequences
e.g., time off or bonuses or royalties for original design

68
Q

Superstitious behaviour by definition does not produce _____.

A

reinforcers to maintain it

69
Q

Exposure to _____ aversives leads to learned helplessness.

A

inescapable

70
Q

Learning industriousness is the opposite of _____ .

A

Learning Psych 387 (8 decks)

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