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AP Psych 23-24 > Unit 4: Learning > Flashcards

Unit 4: Learning Flashcards

Modules 26-30. Associative and Observational Learning

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1
Q

learning

A

relatively permanent change in organism’s behavior due to experience

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2
Q

associative learning

A

association between 2 stimuli (classical conditioning) or response + consequences (operant conditioning)

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3
Q

conditioning

A

learning that two events occur together

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4
Q

behaviorism

A

attempt to understand observable activity in terms of observed stimulus + response

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5
Q

Ivan Pavlov

A

psychologist who pioneered classical conditioning

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6
Q

Pavlov’s dog: US, UR, NS/CS, CR

A

US: food in mouth. UR: salivates in response to food in mouth. NS/CS: tone. CR: salivates in response to tone.

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7
Q

acquistion (CC)

A

formation of assocation between NS/CS and US so that CS triggers CR

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8
Q

extinction (CC)

A

when CS presented ALONE repeatedly, diminishing of CR

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9
Q

spontaneous recovery (CC)

A

the reapperance, after a rest period, of extinguished CR

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10
Q

generalization (CC)

A

tendency to respond to stimuli similar to CS (e.g. afraid of wasps, generalizes to bees)

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11
Q

discrimination (CC)

A

learning to distinguish betweeen CS + other stimuli that don’t signal US (e.g. generalized rsp to tone and wind chimes, dog learns to discriminate and rsp to tone only)

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12
Q

In most cases of classical conditioning, how much time should elapse between presenting the NS and the US?

A

no more than half a second - the closer the better

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13
Q

law of effect

A

Edward Thorndike’s theory that operant conditioning makes behavior more likely if consequences = reward, less likely if consequences = punishment

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14
Q

BF Skinner (u4)

A

influential figure in behaviorism and operant conditioning who developed Skinner box / operant chamber

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15
Q

operant chamber

A

Also skinner box: chamber with bar or key that animal manipulates to get food/water reinforcer

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16
Q

reinforcement (OC)

A

any event that strengthens the behavior/response

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17
Q

shaping

A

reinforcers gradually guiding subject towards desired behavior (giving food when close to obj, successively moving fwd until it’s req to press object)

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18
Q

positive reinforcement

A

increases behavior by adding a pleasant stimulus

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19
Q

negative renforcement

A

increase behavior by removing an unpleasant stimulus

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20
Q

positive punishment

A

decreases behavior by adding an unpleasant stimulus. ex: fine for speeding

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21
Q

negative punishment

A

decreases behavior by removing a pleasant stimulus. ex: ban bad person from discord server.

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22
Q

primary vs secondary reinforcer

A

innate unlearned stimulus like food and water vs learned stimulus b/c of association like money and praise

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23
Q

immediate vs delayed reinforcers

A

immediate works effectively for both humans and animals. delayed works with humans only, but only be up to 30 sec for any effect
cc - CS 0.5 sec before US…

24
Q

reinforcement schedules

A

patterns that define how often desired response reinforced. Fixed interval (every so often), fixed ratio (every so many), variable interval (every ?? time elapsed), variable ratio (every ?? many)

25
Q

Why were Skinner’s ideas controversial to some?

A

behaviorism rejected study of internal thought and mental processes (unobservable) which some disagreed with
also manipulated subjects

26
Q

biofeedback

A

system used to record and display physiological responses, using cognitive factors to influence physiological factors of stress
helps mitigate tension headaches

27
Q

response in cc

A

involuntary and automatic

28
Q

response in oc

A

voluntary and based on environment

29
Q

acquisition (OC)

A

association of a response and its consequences

30
Q

extinction (OC)

A

response rate diminishing when reinforcement stops

31
Q

spontaneous recovery (OC)

A

reappearance, after rest period, of an extinguished response

32
Q

generalization (OC)

A

response learned in one situation occurring in (generalizing to) other similar situations

33
Q

discrimination (OC)

A

learning that some responses, but not others, will be reinforced

34
Q

John Garcia

A

psychologist who challenged idea that all associations learned equally well.
noticed that rats that got sick from water developed ONLY taste aversion that didn’t generalize to other senses. concluded classical conditioning is limited by genetic predispositions and adaptation (taste identifies poisoned food)

biological limits on classical conditioning

35
Q

What’s an example of taste aversion?

A

Wolves fed sickening poison (US) in sheep (NS) carcass.
Used to avert wolves from live sheep (CS) which they’d fear (CR), saving sheep and wolf lives.

36
Q

instinctive drift

A

subjects of operant conditioning reverting to predisposed patterns even after conditioning
shows that OC most easily retains behavior that reflects bio predispo and nat adaptation

biological limits on operant conditioning

37
Q
A
37
Q

Robert Rescorla and Allen Wagner

A

psychologists who proved subjects can learn predictability of associations (expectancy limits classical conditioning). disagreed with behaviorist Pavlov b/c said NS cannot become CS w/o predictive value (which occurs via mental processes)
ex: light + tone –> shock … tone = better predictor, so stronger CR to the tone

cognitive limits on classical conditioning

38
Q

How do mental processes affect classical conditioning?

A

Organisms develop expectancy that CS signals arrival of CS

39
Q

How do mental processes affect operant conditioning?

A

subjects develop expectancy that response reinforced/punished
also exhibit latent learning without reinforcement

40
Q

Edward Tolman

A

psychologist who discoered cognitive maps with rat maze runners

41
Q

latent learning

A

learning that occurs but is not apparent until incentive to demonstrate

42
Q

cognitive map

A

mental representation of layout of one’s environment
ex: maze running rats act as if they have mental layout of enviro, even w/o icentive
contradict’s Skinner’s discounting of mental processes

43
Q

insight learning

A

learning through sudden realization of a problem’s solution
no reinforcement … thus, cog process involved

44
Q

intrinsic vs extrinsic motivation

A

intrinsic: a desire to perform behavior for its own sake
extrinsic: desire to perform behavior to receive promised rewards or avoid threatened punishment
excessive rewards diminish intrinsic motivation (overjustification)

45
Q

coping strategies

A

problem-focused: alleviating stress DIRECTLY - changing stressor + way we interact with it (higher success)
emotion-focused: alleviating stress by ignoring/avoiding stressor (symptom management)
* adaptive: good… ex, support from friends
* maladaptive: scroll on tiktok instead of studying for test

46
Q

learned helplessness

A

when unable to avoid repeated aversive events, hopelessness + passive resignation

47
Q

Martin Seligman

A

discovered learned helplessness in dogs strapped to harness
given repeated shocks w no opportunity to avoid … when later given opp, didn’t do so

48
Q

internal vs external locus of control

A

internal: belief that we direct our own fate, correlated with achievement and health (holding self accountable)
external: belief that outside factors mainly affect lives (like luck and other’s treatment of you; not holding self accountable)

49
Q

self-control

A

ability to delay gratification and control impulses. depleted through use.

50
Q

observational learning

A

learning by studying/observing others

51
Q

modeling

A

process of observing and imitating specific behavior (starts as early as 9 months old)
likely to imitate those we perceive as similar, successful, or admirable

52
Q

Albert Bandura

A

famous study on observ learning = Bobo Doll (violence modeling)
kids saw adult act aggressively and hostile towards doll … went on to model aggression and demonstrate NOVEL ACTS OF VIOLENCE (guns, stabbing, hammer)
sidenote: lessons we learn as children not easily unlearned as adults

53
Q

mirror neurons

A

frontal lobe neurons that fire when performing certain actions (or observe others doing so)
may enable imitation, language learning, empathy

54
Q

prosocial vs antisocial modeling

A

prosocial: positive, constructive, helpful behavior (ex: sweetness day @ payton, ppl model volunteering efforts)
antisocial: violent, negative, unproductive behavior (ex: bobo doll)

55
Q

violence viewing effect

A

the theory that viewing media violence leads to an increased expression of aggression

AP Psych 23-24 (10 decks)

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