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PSY 4210 > Unit Test 2 (CH3+4+5) > Flashcards

Unit Test 2 (CH3+4+5) Flashcards

1
Q

unconditional reflex

A

largely inborn and usually permanent reflex found in virtually all members of a species and that varies little from individual to individual.

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2
Q

conditional reflex

A

type of reflex is not present at birth; it must be acquired through experience

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3
Q

unconditional stimulus

A

A stimulus that elicits an unconditional response.

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4
Q

conditional stimulus

A

the stimulus that is regularly paired with a US

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5
Q

unconditional response

A

The reflex response elicited by an unconditional stimulus.

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6
Q

conditional response

A

the response elicited by a conditional stimulus.

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7
Q

Two defining features of classical conditioning

A

the behavior elicited by the US is a reflex response; the appearance of the two stimuli is independent of behavior.

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8
Q

higher-order conditioning

A

The procedure of pairing a neutral stimulus with a well-established CS

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9
Q

Four different ways of pairing a CS and a US

A

Trace pairing – the CS begins and ends before the US appears.
Delayed pairing – the CS and US overlap.
Simultaneous pairing – the CS and US coincide exactly.
Backward pairing – the CS follows the US.

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10
Q

Contingency

A

an if–then statement. One event, X, is contingent on another event, Y, to the extent that X occurs if and only if Y occurs.

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11
Q

Contiguity

A

to the closeness in time or space between two events; the CS and US

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12
Q

Compound stimulus

A

A CS that consists of two or more stimuli (e.g., a red light and presented simultaneously.

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13
Q

Overshadowing

A

Failure of a stimulus that is part of a compound stimulus to become a CS.

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14
Q

Latent inhibition

A

the appearance of a (neutral) stimulus without the US interferes with the ability of that stimulus to become a CS later

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15
Q

Blocking

A

Failure of a stimulus to become a CS when it is part of a compound stimulus that includes an effective CS

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16
Q

Sensory preconditioning

A

A procedure in which two neutral stimuli are paired, after which one is repeatedly paired with a US

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17
Q

Pavlovian (classical) extinction

A

The procedure of repeatedly presenting the CS alone

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18
Q

Spontaneous recovery

A

The reappearance of a CR after extinction

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19
Q

Stimulus substation theory

A

The CS merely substitutes for the US in evoking the reflex response.

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20
Q

Preparatory response theory

A

the CR prepares the organism for the US.

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21
Q

Compensatory response theory

A

that the CR prepares the organism for the US by compensating for its effects.

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22
Q

John Watson

A

the first person to study human emotions systematically

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23
Q

Counterconditioning

A

use of Pavlovian conditioning to reverse the unwanted effects of previous conditioning

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24
Q

Systematic desensitization

A

A form of counterconditioning in which a patient imagines progressively anxiety evoking scenes while relaxed.

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25
Q

Conditioned emotional responses (CERs)

A

An emotional response to a stimulus that is acquired through Pavlovian conditioning

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26
Q

Exposure therapy

A

person is gradually exposed to the fear-evoking stimulus while feeling relaxed

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27
Q

Virtual reality exposure therapy

A

A form of exposure therapy that relies on technology that created stimulated scenes that arouse anxiety

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28
Q

Paraphilias

A

perverse or unnatural ways someone receives sexual pleasure.

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29
Q

Aversion therapy

A

a CS that elicits inappropriate sexual arousal is followed by a noxious US.

30
Q

Conditioned taste aversion (conditioned food avoidance)

A

an aversion to foods with a particular flavor acquired through Pavlovian conditioning

31
Q

Taste-aversion experiments

A

A taste (NS) is paired with a US (e.g. poison) that makes the organism sick such that the taste becomes a CS for sickness (CR).

32
Q

Two important ways taste aversion differs from typical Pavlovian conditioning procedures

A

1) the CS and US occur together (are paired) only once
2) the interval between the CS and US (the ISI) is much longer

33
Q

Tolerance

A

After a period of repeated drug use, more of the drug is required to produce a high, or, the same amount of drug procedures less of an effect.

34
Q

Withdrawal

A

the opposite of the main drug effect

35
Q

definitions of learning

A

Relatively permanent changes in environment-behavior relation due to

36
Q

Parsimonious explanation

A

an explanation is one that makes the least assumptions

37
Q

determinism

A

All behavior is caused
Behavior is lawful and orderly

38
Q

circular explanation

A

the evidence for an explanation (of a behavior) is simply the behavior itself

39
Q

stimulus

A

an energy change that affects (sensory receptors and) behavior

40
Q

natural selection

A

small, random, inheritable differences among individuals that result in different chances of survival and reproduction

41
Q

Most effective Pavlovian pairing

A

Trace and Delayed pairing

42
Q

Least effective Pavlovian pairing

A

Simultaneous and Backward pairing

43
Q

The ways that CR and UR that contradict Pavlov’s substitution theory.

A

But the CR is not identical to the UR
1. It is weaker
2. It occurs less reliably
3. It is slower (longer latency)
4. There are qualitative differences
5. The CR is sometimes opposite of the UR

44
Q

Latent inhibition

A

Phenomenon that makes it less likely to develop taste aversion to a familiar food or develop a phobia to things like cars or sharpen knives

45
Q

Conditional Compensatory Response

A

mediate the development of tolerance by counteracting the drug effect.

46
Q

Drug cues (sights, sounds, smells, etc.)

A

situational specificity of tolerance is illustrated

47
Q

Difference between overshadowing and blocking.

A

Blocking: One stimulus is already a CS and you pair it as a
component of compound stimulus (CS + NS) with a US, but it
blocks the other stimulus (NS) from being conditioned.
* Overshadowing: Neither stimulus has been established as CS
prior, but one is conditioned and the other is not (or is less so)
Variables Affecting Pavlovian
Conditioning

48
Q

Law of Effect

A

Behavior is a function of its consequences (Behavior is determined by its consequences.)

49
Q

Operant conditioning (learning)

A

Any procedure or experience in which a behavior becomes stronger or weaker (e.g. more or less likely to occur) depending on its consequences

50
Q

Reinforcement

A

An increase in the strength of a behavior

51
Q

Three characteristics to qualify as reinforcement

A
  1. a behavior must have a consequence
  2. the behavior must increase in strength (e.g. occur of the consequence)
  3. the increase in strength must be the result of the consequence
52
Q

Positive reinforcement

A

the consequence is added (or presented)

53
Q

Negative Reinforcement

A

the consequence is subtracted (or withdrawn/removed)

54
Q

Behavioral momentum

A

A term to refer to the strength of a reinforced behavior

55
Q

Unconditioned (primary) reinforcement

A

reinforcers not dependent on learning experiences

56
Q

Generalized conditioned reinforcement

A

reinforcers that have been paired with many different kinds of reinforcers

56
Q

Conditioned (secondary) reinforcement

A

reinforcers dependent on learning experiences

57
Q

Natural reinforcers

A

events that follow spontaneously from a behavior.

58
Q

Contrived reinforcers

A

events that are provided by someone for the purpose of modifying behavior

59
Q

automatic reinforcement

A

reinforcing events are automatic consequence of an action

60
Q

Contingency

A

the degree of correlation between a behavior and its consequence

61
Q

Temporal contiguity

A

the gap in time between a behavior and its reinforcing consequence

62
Q

Motivating operations

A

anything that changes the effectiveness of a consequence

63
Q

reward pathway/dopamine

A

the reward center of the brain, in particular, an area in the septal region running from the middle of the brain to the frontal cortex where dopamine is the most important neurotransmitter

64
Q

three major theories of positive reinforcement

A
  1. Hull’s drive reduction theory
  2. Premack’s relative value theory
  3. Response deprivation theory
65
Q

Hull’s drive reduction theory

A

attributed a reinforcer’s affectiveness to the reduction of a drive

66
Q

Premack’s relative value theory

A

considers reinforcer to be behaviors rather then stimuli and that attributes a reinforcer’s effectiveness to its probability relative to other behaviors.

67
Q

Premack principle

A

high-probability behavior reinforces low-probability behavior

68
Q

Response deprivation theory

A

behavior becomes reinforcing when the individual is prevented from engaging in the behavior at its normal frequency

69
Q

environment

A

all stimuli that affect behavior at any given moment

PSY 4210 (18 decks)

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