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Psychology > Unit 6 > Flashcards

Unit 6 Flashcards

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1
Q

Neutral Stimulus NS

A

A stimulus that elicits no response before conditioning

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2
Q

Unconditioned Stimulus (US)

A

A stimulus that unconditionally-naturally & automatically triggers a response

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3
Q

Unconditioned Response (UR)

A

An unlearned natural occurring response to unconditioned stimulus

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4
Q

Conditioned Stimulus (CS)

A

A learned response to a previously neutral (but now conditioned) stimulus

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5
Q

Condition Response (CR)

A

An originally irrelevant stimulus that after association with an unconditioned stimulus comes to trigger a conditioned response

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6
Q

Acquisition

A

The initial stage when one links a neutral stimulus & an unconditioned stimulus so that NS begins triggering the CR. The strengthening of a reinforced response

Example: if you are trying to train a rat to press a lever in response to you ringing a bell (i.e., trying to condition the rat to press the lever when and only when you ring the bell), then once the rat presses the lever in only response to the bell, you can say the response is “acquired”.

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7
Q

John B. Watson

A

founded classical behaviorism

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8
Q

Ivan Pavlov

A

Discovered classical conditioning
Pavlov dog experiment

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9
Q

Classical conditioning

A

The type or reward which a response
naturally elicited by one stimulus becomes to be elicited by a different formally neutral
Stimulus
working Def: something happens to you and it causes a natural (almost automatic) response
- You learn a warning sign to tell you that thing is about to happen

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10
Q

Schedules of reinforcement

A

A pattern that specifies how often a behavior will be reinforced

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11
Q

Continuous Reinforcement

A

Reinforcing a behavior every time it occurs

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12
Q

Partial intermittent reinforcement

A

Sometimes reinforcing a behavior when it occurs

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13
Q

Fixed

A

the # of responses between reinforcements or the amount of time between reinforcements which is set & unchanging

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14
Q

Variable

A

Things that can be changed or altered such as a characteristic or value

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15
Q

Ratio

A

The number of responses that are required in order to receive reinforcement

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16
Q

Interval

A

Set amount of time between occurrences of something like a reward

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17
Q

Fixed-ratio schedule

A

Reinforced behavior after a specific number of responses

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18
Q

Variable ratio schedule

A

Reinforcement occurs after an unpredictable number of responses

Examples: Gambling and lottery games

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19
Q

Fixed- interval schedules

A

A response is reinforced after a specific amount of time

Examples: someone who gets paid every two weeks at their job

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20
Q

Variable interval schedules

A

A response is rewarded after an unpredictable amount of time has passed

Ex: when someone waits for an elevator

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21
Q

Mirror neurons

A

Frontal lobe neurons that some scientist believe fire when performing certain actions or when observing another doing so. The brains mirroring of another’s actions may enable imitation and empathy

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22
Q

Albert Bandura & the bobo doll

A

Albert Bandura is the pioneering reacher of observational learning,
Preschool children would watch an adult yell & abuse the bobo doll. Then they would copy the adults behavior

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23
Q

Cognition in conditioning

A

A process in which a stimulus is repeatedly paired with an imagined or anticipated response or behavior

Example: when Julian got good grades in school, his parents took him out for pizza. After that, he wanted to get good grades even more. He studied harder and did all his work, all so he could get pizza again.

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24
Q

Latent learning

A

Learning that occurs but is not apparent until there is an incentive to demonstrate it

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25
Q

Insight learning

A

A sudden realization of a problem’s solution

Example: a banana was placed high out of reach that the chimpanzees found a way to reach it. They stack boxes on top of each other to reach it and used sticks to knock the banana down.

26
Q

The premack principle

A

If a person wants to preform a given activity the person will perform a less desirable activity to get a more desirable activity

Example: eating vegetables in order to get desert

27
Q

Primary reinforcement

A

Things that motivate behavior because they satiate an individual’s basic survival needs

Ex: food, water, sleep and shelter

28
Q

Secondary reinforces (conditioned reinforcement)

A

Stimulus that reinforces a behavior after it has been associated with a primary reinforcer

Ex: verbal praise, highly preferred activities, stickers, toys, and edibles. An example of pairing is saying to a toddler, “You did it!” and then the toddler gets a chance to play with a toy

29
Q

Extinction

A

The diminishing of a conditioned response; occurs when an unconditioned stimulus does not follow a condition stimulus

Example: when you ring the bell without introducing meat, eventually the bell will no longer cause a dogs, mouth to water

30
Q

Spontaneous recovery

A

The appearance of a weakened conditioned response after a rest period

Example: when you stop ringing a bell, before introducing meat, eventually the dogs mouth will stop watering respond to the bell. However, ringing the bell, several hours later, might cause the dogs mouth to start watering again.

31
Q

Jonas dog jumped on visitors every time they came to his house. In order to change his behavior, every time the dog jumped on visitors, he sprayed the dog with water causing him to flinch. Now whenever the dog sees the water bottle, he flinches

A

Neutral stimulus: Water bottle

Unconditioned stimulus: being sprayed

Unconditioned response: flinching

Condition stimulus: water bottle

Condition response: flinching

32
Q

Shaping

A

Establishing behavior by reinforcing closer, and closer responses, until the desired behavior is reached

Ex: when a baby or a toddler learns to walk. They are reinforced for crawling, then standing, then taking one step, then taking a few steps, and finally for walking.

33
Q

Chaining

A

A complex, behavior sequence is learned it breaks a task into small steps, and then each step with in the sequence by itself

Ex: For example, a child learning to wash his/her hands independently may start with learning to turn on the faucet. Once this initial skill is learned, the next step may be getting his/her hands, etc.

34
Q

Reinforcing stimulus (reinforcement)

A

Any event that strengthens the behavior follows

Ex: presenting praise (a reinforcer) immediately after a child puts away their toys (the response).

35
Q

Negative reinforcement

A

When a behavior occurs in order to avoid a negative outcome, the point is still to strengthen and encourage the behavior

Ex: taking painkillers to reduce pain
Ex: cleaning your room, so your parents don’t nag you

36
Q

Positive reinforcement

A

When a behavior is followed by a reward this increases the likelihood that the behavior will continue. The point of positive reinforcement is the encourage a behavior to continue.

Example: A parent allowing their child to borrow the family car when they get good grades

37
Q

Reinforcement encourages

A

behavior

38
Q

Punishment

A

Following undesired behavior with a consequence in order to decrease the frequency of the behavior

39
Q

Positive punishment

A

Presenting something undesirable after unwanted behavior

Getting something

Example: spray water on a barking dog

Example: getting a traffic ticket for speeding

40
Q

Negative punishment

A

Removing something desirable after unwanted behavior

Example: taking away cell phone or driving privileges after failing a class

41
Q

Punishment drawbacks

A

Punishment behavior is depressed not forgotten this temporary state mean reinforce parents permission behavior

Ex: the child swears the parents swats the parent has no more swearing in feels the punishment successfully stop the behavior

42
Q

Punishment teaches

A

Punishment, teachers discrimination among situation

Ex: did the punishment effectively in the transferring to the child, simple, or not to swear in front of their parents

43
Q

Punishment, teachers fear

A

Which army associate fear not only with the undesirable behavior, but also with the person who do over the punishment

44
Q

Reinforcement tells you

A

what to do

45
Q

Punishment tells you

A

what not to do

46
Q

Intrinsic motivation

A

A desire to perform a behavior effectively for its own sake, driven by internal rewards

Example: living an instrument because it makes you happy

Excessive positive reinforcement (rewards) can destroy intrinsic motivation

example: rewarding children with toys or candy for reading diminishes the time they spend reading

47
Q

Prefrontal cortex

A

Involved in assessing the level of threat posed by stimulus

Ex: spanked children have more activation in this area in response to fearful faces

48
Q

Biological limits of classical conditioning

A

An animals capacity for conditioning is limit by biological constraints

49
Q

Preparedness

A

An animals biological predisposition to learn associations that enhances survival

Example: rats seem to develop aversions to taste and smell, but not to color or sight

50
Q

Preparedness 2

A

Animals are more receptive to conditioning when it affects the senses that are most crucial to survival

Example: birds are more likely to develop an inversion to the site of tinted foods, and say hunt by sight

51
Q

Cognitive process

A

Behavior list like Pavlov and skinner underestimated the importance of cognitive process (thoughts perceptions expectations)

Researcher show that cognition, plays an important role in learning

52
Q

Extrinsic motivation

A

A desire to perform a behavior to receive promised rewards or avoid threatened punishment

Example: some people choose careers based on the amount of money they will make rather than the satisfaction the job provides

53
Q

Observational/social learning

A

Learning by observing others

Example: a child who sees his sister burn her finger on a hot stove learns not to touch it

54
Q

Modeling

A

The process of observing, and imitating a specific behavior

Research shows that children model behavior they observed adults, especially adults of the same sex

55
Q

Vicarious reinforcement and vicarious punishment

A

We learn from observing other persons, rewards and punishments

We are especially likely to learn from people we perceive a successful admirable, or similar to ourselves

56
Q

Generalization

A

The tendency for stimuli similar to the conditioned stimulus to elicit similar responses

Example: in Pavlov’s experiment, a dog condition to the sound of one tone, also responded somewhat to the sound of a new and different tone

57
Q

Discrimination

A

The ability to distinguish between a condition stimulus, and similar stimuli that are not associated with unconditioned stimulus

Ex: Pavlov’s dogs, eventually learn to respond to the sound of a particular tone, and not to the other tones

58
Q

Higher order conditioning

A

when a neutral stimulus becomes linked to a conditioned stimulus
creating a second often weaker stimulus

Ex: if a tone regularly signals food and produces salivation, then a light that becomes associated with the tone can also begin to trigger salvation

59
Q

Classical conditioning behavior is

A

involuntary

60
Q

Operant conditioning: behavior is

A

voluntary

Psychology (6 decks)

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