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Learning > Unit 5: Operant Conditioning II > Flashcards

Unit 5: Operant Conditioning II Flashcards

1
Q

Why is the context so important in creating responses?

A

if the context (and thus the stimuli connected to it) changes,it produces a different behavior (e.g. classroom & holidays)

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2
Q

differential responding

A

responding differently in the presence of one stimulus and another one

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3
Q

stimulus discrimination

A

ability to selectively respond to one stimulus while ignoring other, non-target stimuli

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4
Q

stimulus generalisation

A

degree to which responses to two or more stimuli are the same
responding similarly or the same to different stimuli

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5
Q

stimuli generalization gradient

A

how much responding depends on similarity of test stimulus to training stimulus

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6
Q

Do subjects need to have the sensory capacity to detect a stimulus in order for it to control their behavior?

A

yes

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7
Q

overshadowing

A

learning about a stimulus gets disrupted by presence of another stimulus

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8
Q

What are visual and auditory cues more likely to signal?

A

visual: food
auditory: danger

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9
Q

What are the approaches as to how organisms view compound stimuli?

A

stimulus-element approach
configural-cue approach

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10
Q

stimulus-element approach

A

elements of compounds have differential effects because they are separate entities

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11
Q

configural-cue approach

A

elements of a compound have different effects because they contribute differently to the configuration

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12
Q

What claim did Lashley & Wade make about stimulus generalization (compared to Pavlov)?

A

Pavlov: stimulus generalization occurs because learning becomes transferred to other stimuli
Lashley & Wade: generalization shows absence of learning -> didn’t learn distinction yet

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13
Q

Who was closer to the truth? Lashley & Wade or Pavlov?

A

Lashley & Wade

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14
Q

Stimulus discrimination training

A

most dominant procedure for bringing behavior under control of a stimulus
used with classical & operant conditioning procedures

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15
Q

Is extinction the same as forgetting?

A

no, it’s an active process
-> subject learns that outcome no longer follows stimulus/ response

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16
Q

What is the use of extinction in therapy?

A

behavioral treatments for anxiety and mood disorders

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17
Q

What is exposure therapy and what are some types?

A

exposure to imagined or real situations that elicit fear
mental imagery, VR, real exposure

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18
Q

What is exposure with response prevention and systematic desensitization?

A

extinction procedure in which subjects are exposed to cues that elicit fear in absence of aversive US or real-life pairing with a CS-

19
Q

response prevention (expl.)

A

prevent instinctual fleeing response

20
Q

systematic desensitization (expl.)

A

slowly reducing the amount of fear a situation produces

21
Q

Which behavioral effects does extinction produce?

A

reduced responding (over time)
increased response variability (at first)
-> pick response

22
Q

What is the most frequent emotion extinction produces and what can it cause?

A

frustration
increase in responding and even aggression

23
Q

Does extinction cause a permanent loss of a conditioned response?

A

no
-> extinguished response can reappear and recover

24
Q

How does spontaneous recovery work?

A

extinction dissipates with time (rest period)
nothing happens during rest period
-> effects of extinction become reversed
-> behavior occurs

25
Q

What’s renewal and what are it’s implications for therapy?

A

recovery of conditioned response when contextual cues present during extinction change
-> clinical improvements made in the context of a clinic may not persist when clients go back home or to work

26
Q

Why does renewal occur?

A

fear generalizes easier to other contexts, while extinction depends on contextual cues

27
Q

What happens to a CS after extinction training?

A

is ambiguous: predicted presence and absence of US

28
Q

What is reinstatement?

A

recovery of conditioned response when US (alongside CS) is encountered after extinction (e.g. aversion taste to salmon)

29
Q

What are the implications of reinstatement effects for behavioral therapy?

A

conditioned responses that were successfully extinguished may recover when US is encountered in the future

30
Q

Are S-O associations lost during extinction?

A

no, extinguished CS continues to activate representation of US
-> extinction doesn’t erase knowledge of which reinforcement followed which response

31
Q

How can we optimize extinction effects to combat recovery?

A

larger number of extinction trials
closer spacing between trials
repeating extinction training (against spontaneous recovery)
extinction training in multiple contexts

32
Q

Behavioral therapy is often hindered by recovery. What do therapists do to combat it more effectively?

A

maintenance sessions

33
Q

avoidance procedures

A

response prevents aversive event (negative contingency)
active

34
Q

punishment procedures

A

response causes aversive event (positive contingency)
passive

35
Q

avoidance behavior

A

instrumental response performed to turn off (avoid) CS and US

36
Q

escape behavior

A

failure to perform response during CS-US interval causes presence of US until response occurs

37
Q

Escape and avoidance behavior

A

in most trials, escape behavior occurs first
with practice avoidance behavior increases

38
Q

What’s an example of an experiment of avoidance behavior?

A

Escape from fear (EFF)

39
Q

Avoidance behavior is motivated by fear. Is increased instrumental responding therefore associated with increased fear produced by the CS?

A

no, the opposite
-> increased responding -> less fear

40
Q

flooding

A

prolonged exposure to CS to produce stronger extinction effect, while blocking avoidance response

41
Q

What are the phases of punishment procedures?

A

establishment of instrumental response
punishment of some responses
-> degree of inst. responding depends on punishment and reinforcement

42
Q

low-intensity punishment

A

causes moderate suppression
can habituate

43
Q

high-intensity punishment

A

complete suppression for long time

44
Q

What is more effective? An immediately strong punishment, or a mild punishment which increases in severity over time?

A

immediately strong
-> by starting mildly and increasing punishment severity you cause the build-up of resistance
-> feels less severe

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