Unit 3 Test Flashcards
latent learning
learning with the understanding that you are receiving rewards later (learning occurs without reinforcement)
operant conditioning
learning with reinforcement and punishment- behavior is directly affected by those consequences
positive reinforcement
adding a pleasant stimulus to encourage behavior to be repeated
++++
negative reinforcement
the REMOVAL of an unpleasant stimulus to increase the likelihood of something being repeated
-,-+,+
positive punishment
adding an unpleasant stimulus (like scolding) to decrease bad behavior from being repeated
+,-,-,-
negative punishment
removing a pleasant stimulus (like a toy) to decrease bad behavior from being repeated
ex: taking away a teens phone to decrease their chances of breaking curfew again
-,+,-,-
variable ratio
scheduled reinforcement (like a reward) happens after an unpredictable amount of actions
ex: when you’re playing a slot machine, you don’t know exactly how many pulls it will take to win, but the more you pull, the higher the chance of getting a reward at some point. This makes the behavior (like gambling) very hard to stop.
VARIABLE IN UNPREDICTABLE
unpredictable cause and effect
you know youre geting something, but you don’t know what
fixed ratio
scheduled reinforcement (like a reward) happens after a PREDICTED amount of actions
ex: a factory worked may get paid after every 10 items produced
FIXED IN PREDICTABLE
predictable cause and effect
know what ur getting if you do a certatin thing
variable interval
A reinforcement schedule where behavior is reinforced after an unpredictable amount of time has passed. For example, checking your phone for messages—you don’t know exactly when you’ll get a notification, but you check periodically.
VARIABLE IN UNPREDICTABLE
you KNOW what your getting it, just not when
fixed interval
A reinforcement schedule where behavior is reinforced after a fixed, predictable amount of time has passed. For example, a weekly paycheck, where you get rewarded after a set amount of time.’
FIXED IN PREDICTABLE
you know and when what your getting
classical conditioning
a learning process where a neutral stimulus (something with no actions attached to it) starts to become associated with something meaningful, something that provokes response
neutral stimulus (NS)
a stimulus with no action or response attached to it (THE SAME AS CS)
unconditioned stimulus (UCS)
a stimulus that CAN TRIGGER A response
conditioned stimulus (CS)
neutral stimulus + unconditioned stimulus= conditioned stimulus (evoked response)
DURING CONDITIONING
unconditioned response (UCR)
the UCS’s stimulus but with the added NATURAL, AUTOMATIC RESPONSE
ex: salvation to food
conditioned response (CR)
the ability to be fully conditioned to a stimulus (when you are done with conditioning)
AFTER CONDITIONING
pavlov dog study (know stim/resp)
This study demonstrated classical conditioning. This study involved a dog and where a bell was paired with food. This stimulated salvation in the dog.
UCS: food
NS/CS: bell (it is what the food is being paired too)
UCR: Salvation in response to food
CR: Salivating in response to the bell, knowing that food is coming (after conditioning)
observational learning
learning by watching others and imitating their actions
four key components by Albert Bandura: attention, retention, reproduction, and motivation.
insight learning
no trial and error, just immediate realization of a problems solution
correlation coefficient
describes the strength of two variables
the closer the number is to 1 or -1, the stronger the correlation
0 means no correlation
positive correlation graph
scatterplot with the line of best fit going UP (positive)
increase, increase
negative correlation graph
scatterplot with the line of best fit going DOWN (negative)
increase,decrease
no correlation graph
scatterplot with the line of best fit going straight horizontally across
0
what are the correlation graphs called?
scatterplots
learned helplessness
when someone believes they have no control over the outcomes of their actions because they have faced similar situations where their actions have failed
shaping
teaching a complex behavior by breaking it down into smaller steps that will lead up to the desired behavior
extinction
weakening and eventual disappearance of a conditioned behavior when it is no longer reinforced or when the stimulus that caused the behavior is no longer paired with the expected outcome.
biological preparedness
our brains are naturally “wired” to learn certain things more easily because they were important for survival in our evolutionary past. For instance, humans may be more likely to fear things that posed a danger to our ancestors, like heights or snakes, than things that weren’t as threatening.
cognitive map
mental representations of physical spaces or environments that allow individuals to navigate and make sense of their surroundings
making a map in your mind
when would a study be considered, generalizable?
when it is representative of the population
imprinting/ time of occurance
in the early stages of life, an animal forms a strong bond with the first thing it sees
baby duck sees a human first thing, and thinks it its mom
happens in the sensitive period
ethical guidelines for studies that include children
informed consent: parental permission for child participation
no harm done to the child, safety first
confidentiality: keeping the child’s information and results confidential
right to withdraw: the ability to leave the study at any time
social learning theory
made by albert bandura, you best learn when you observe and have a model
authoritarian parenting style
parents with strict rules and have harsh consequences, they expect TOTAL obedience
authoritative parenting style
parents that provide structure for their child while also being responsive to the child (room for communication) (strict in a good way, and being open)
think of my mom and dad
permissive parenting style
parents with no structure or rules- they set few limits and are very lenient and use little punishment
neglectful parenting style
a parent who neglects their children and has ZERO care for them
behavioral psychological perspective
how behaviors are influenced by interactions with the environment
cognitive psychological perspective
thinking, memory, and problem-solving influence behavior.
psychodynamic psychological perspective
influence of unconscious desires, childhood experiences, and internal conflicts on behavior.
object permanence
understanding that objects continue to exist even when they are not directly seen or heard (babies learn this)
range (with a set of numbers)
the difference between the largest and smallest numbers in a set
tempermant
a person’s natural mood, emotional reactivity, and behavior patterns, often present from early life.
sensitive period
stage in development when an individual is more easily influenced or affected by certain experiences, like language or social skills, compared to other times in life.
