Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 104 FINAL > Week 3 > Flashcards

Week 3 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Learning

A

A change in behaviour due to the environment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Aspects to learning

A
  • Frequency
  • Intensity
  • Speed
  • Form/topograpghy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Types of learning

A
  • Habituation
    -You live near a busy street, and after a while, you stop noticing the constant traffic noise.
  • Respondent (i.e., Classical/Pavlovian) Conditioning
    -Pavlov presented dogs with a sound (a bell) just before giving them food
  • Operant Conditioning
    -A child receiving a piece of candy for cleaning up their room.

not all changes in behaviour can be attributed to learning (phineas gage)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Classical conditioning

A
  • Pavlovian Conditioning
  • Respondent Conditioning (the technical name for it).
  • How we learn by association
  • How autonomic responses occur when they usually would not
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Unconditional Stimulus (US)

A

a stimulus that naturally and automatically triggers a response without any prior learning or conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Unconditional Response (US)

A

It is the automatic, reflexive response to the unconditioned stimulus (US) without any prior learning or conditioning

(biologically relevant)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Conditional Stimulus (CS)

A

A neutral thing that starts making you react because it’s been paired with something else that makes you react automatically.

bell with food

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Conditional Response (CR)

A

When something makes you behave in a certain way because you’ve learned to associate it with a particular situation

salivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Probe trial

A
  • Present the CS alone (i.e., with no US).
  • Also called “test trials”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Probe trial characteristics

A
  • In general, more exposure = greater conditional responding
  • Early exposure produces more learning than later exposure.
    i.e. Non-linear.
  • Conditional Responding is “asymptotic”
    -the response approaches a maximum level that it cannot exceed, and any further repetition of the stimulus does not result in significant changes in the response.
  • Conditioning/Learning can occur at different rates
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Delayed conditioning

A
  • The CS begins and US overlap partially.
  • The CS begins first.
  • Generally the most effective method when CS-US interval is short (0.4 – 1 sec)
    -CS-US interval = Time between CS onset and US onset.
  • Common in the real world.

(e.g. dog growling => biting (continues growling for a little bit)

details dont seem too important

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Trace conditioning

A
  • The CS begins and ends before the US.
    -Generally, longer intervals between the CS and US produce weaker responding.

Caveat: Depends on the response being learned.

e.g. flash of light => thunder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Simultaneous Conditioning

A
  • The CS and US begin and end at the same time.
  • Less common in the real world.
  • Less effective than Delayed and Trace conditioning.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Backwards Conditioning

A
  • The CS follows the US.
  • Not effective, but can be demonstrated in a laboratory.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Respondent Extinction:

A

Presenting the conditional stimulus (CS) in the absence of the unconditional stimulus (US). Results in the gradual reduction of the (CR).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Spontaneous Recovery:

A

An increase in the magnitude of the conditional response (CR) after respondent extinction has occurred and time has passed.

Demonstrates that extinction is not simply “forgetting” what was learned.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Respondent/Stimulus Generalization

A
  • When an organism shows a conditioned response to values of the CS that were not trained during acquisition.

Produces a generalization gradient. (graph of tones and salivation)

18
Q

Operant/Stimulus Generalization

A

When an organism responds to values of the discriminative stimulus that are different than the originally trained values.

Produces a generalization gradient. (graph of tones and salivation)

19
Q

Respondant/Stimulus Discrimination

A

When values of the CS, other than what was originally trained, elicit little to no conditioned response.

20
Q

Higher-Order Conditioning:

A
  • A type of conditioning in which a neutral stimulus becomes a conditional stimulus (CS2) because of its contingent relationship with an already effective conditional stimulus (CS1).
  • Also called second-order conditioning, and third order, and fourth order, and so on.

|| Getting stung by a bee and then buzzing becomes a fear

21
Q

Aversion Therapy

A
  • A therapy in which a stimulus is contingently paired with a noxious (aversive) stimulus.
  • E.g. putting bad taste on nails to stop biting them
22
Q

Difference between respondant and operant conditioning

A

When the stimulus is administered

23
Q

Learning: Operant Conditioning

Operant Conditioning chamber

A
  • Skinner box
  • act as a controlled environment
  • Delivers food for action
24
Q

Thorndikes law of effect

A

behaviors that are followed by positive consequences are more likely to be repeated, while behaviors followed by negative consequences are less likely to be repeated.

25
Q

Learning: Operant Conditioning

Reinforcement

A
  • B.F. Skinner
  • Effect:
  • a behavior is more likely to be repeated if it is followed by a consequence (or reinforcer) that is desirable or rewarding to the individual.
  • Reward ≠ Reinforcer
26
Q

Learning: Operant Conditioning

Two ways of reinforcing

A
  • Add a stimulus (positive reinforcement)
    -giving rat food for pressing lever
  • Remove a stimulus (negative reinforcement)
    – Having a shower to remove a bad smell
27
Q

Learning: Operant Conditioning

Two ways of punishing

A
  • Add a stimulus (positive punishment)
    -punching someone for doing something bad
  • Remove a stimulus (negative punishment)
    –The parent removes their video game privileges for the rest of the day.
28
Q

Learning: Operant Conditioning

Discriminative Stimulus

A
  • A stimulus or event that sets the occasion for reinforcement.
  • i.e. if a dog is trained to sit when a bell rings, the bell becomes a discriminative stimulus. The bell signals to the dog that if it sits, it will receive a treat as a consequence. If the bell does not ring, then sitting will not result in a treat, and the dog is less likely to perform the behaviour.
29
Q

Learning: Operant Conditioning

Discrimination:

A
  • The effect of response being more likely to occur in the presence of the discriminative stimulus or event than its absence.
  • i.e., the rat is more likely to press the lever when the light is on than when it is off.
    -The light is said to be “controlling” the rats behaviour.
30
Q

Learning: Operant Conditioning

Three term contingency

A

ABC model of operant conditioning
Antecedent: This is the stimulus or event that precedes the behavior. It is the environmental condition that signals to an individual that a certain behavior is appropriate or necessary.

Behavior: This refers to the observable and measurable action or response that follows the antecedent. It can be any action, such as speaking, writing, or walking.

Consequence: This is the event that occurs immediately following the behavior. It can either increase or decrease the likelihood that the behavior will occur again in the future.

eg.
Antecedent: A student is given a math worksheet.
Behaviour: The student completes the math problems on the worksheet.
Consequence: The teacher praises the student for completing the worksheet, increasing the likelihood that the student will complete math worksheets in the future.

31
Q

Learning: Operant Conditioning

What are the two generalization graditents

A
  • Discrimination
    -less broad control
  • Generalization
    -more broad control
32
Q

Learning: Operant Conditioning

Operant Extinction:

A

The procedure of withholding reinforcers that maintain a behaviour.

33
Q

Learning: Operant Conditioning

Spontaneous Recovery:

A
  • The tendency for extinguished behaviour to occur again in situations similar to those it had been previously reinforced after time has elapsed.
  • Repeated sessions of extinction (usually in multiple settings) are required to prevent spontaneous recovery.

Demonstrates that extinction is not simply “forgetting” what was learned.

34
Q

Learning: Operant Conditioning

Extinction Burst:

A

A short-lived rapid burst in responding following the initial exposure to extinction. Almost like a withdrawal.

35
Q

Learning: Operant Conditioning

Shaping:

A

t involves reinforcing behaviours that are increasingly similar to the desired behaviour, and gradually fading out reinforcement for behaviours that are less similar.

E.g. Training a rat’s lever press by getting it to walk in a circle

36
Q

Learning: Operant Conditioning

Shaping in humans

A

Loudness in university students being reinforced

37
Q

Motivation and Emotion

Do required reading

A

ok

38
Q

Motivation and Emotion

How were memories believed to function

A
  1. encoding
  2. storage
  3. retreival
    much like a computer
39
Q

Motivation and Emotion

Memory Illusion

A

False but subjectively compelling memory.

e.g. writing out a word that wasnt requested to be read out cause it conforms to the same category as the other words

40
Q

Motivation and Emotion

Forgetting

A

Deterioration in learned behaviour following a retention interval.
* Retention Interval: A period during which the learning or practice of a behaviour does not occur.

41
Q

Motivation and Emotion

A

Psych 104 FINAL (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions