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Learning and Memory > Quiz 5 (Malott 8 & 9, Terry 5) > Flashcards

Quiz 5 (Malott 8 & 9, Terry 5) Flashcards

1
Q

terminal behavior

A

behavior not in the repertoire or not occurring at the desired frequency; the goal of the intervention

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2
Q

operant level

A

the frequency of responding before reinforcement

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3
Q

initial behavior

A

behavior that occurs with at least a minimal frequency, and resembles the terminal behavior along some meaningful dimension

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4
Q

intermediate behaviors

A

behavior that more closely approximates the terminal behavior

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5
Q

successive approximations

A

behaviors that get closer and closer to the goal behavior

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6
Q

shaping with reinforcement

A

differential reinforcement of only the behavior that more and more closely resembles the terminal behavior

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7
Q

differential reinforcement

A

reinforcing a single set of responses within a response class and withholding reinforcement from another set of responses within that response class

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8
Q

shaping with reinforcement

A

a series of successive differential reinforcements

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9
Q

shaping with punishment

A

the differential punishment of all behavior except that which more and more closely resembles the terminal behavior

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10
Q

variable outcome shaping

A

shaping that involves a change in the value of the reinforcer or aversive condition, as performance more and more closely resembles the terminal behavior (happens more in nature)

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11
Q

fixed outcome shaping

A

shaping that involves no change in the value of the reinforcer, or aversive condition, as the performance criterion more and more closely resembles the terminal behavior (happens more with a trainer)

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12
Q

behavioral chains

A

a sequence of responses linked together with connecting stimuli

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13
Q

unlearned aversive condition

A

a stimulus that is aversive, though not as a result of pairing with other aversive stimuli (naturally)

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14
Q

unlearned reinforcer

A

a stimulus that is naturally a reinforcer- not as a result of pairing with another reinforcer

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15
Q

deprivation

A

withholding a reinforcer increases relevant learning and performance

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16
Q

satiation

A

consuming a substantial amount of a reinforcer temporarily decreases relevant learning and performance

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17
Q

motivating operation

A

a procedure or condition that affects learning and performance with respect to a particular reinforcer or aversive condition

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18
Q

reflexive motivating operation

A

the motivating operation is the same as the before condition; satiation/deprivation don’t factor in (ex: shock)

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19
Q

premack principle

A

if one activity normally occurs more often than another, the opportunity to engage in the more frequent activity will reinforce the less frequent activity

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20
Q

why is audiovisual stimulation reinforcing for us?

A

throughout evolution it has become a reinforcer because it indirectly relates to being able to escape danger or acquire food (but survival isn’t a proper reinforcer, so the things associated with it have to be)

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21
Q

instrumental conditioning

A

the contingency arranged between a particular response and an outcome

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22
Q

nonreward contingency

A

behavior is not followed by a positive reinforcer

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23
Q

extinction

A

reward is omitted after behaviors that once produced positive reinforcement (can cause frustration)

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24
Q

omission

A

selected behavior prevents a positive reinforcer from occurring; other behaviors do lead to the positive reinforcement

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25
Q

time out

A

temporarily remove the individual from the situation to deprive it of the opportunity to earn reinforcement

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26
Q

punishment

A

aversive stimulus follows a behavior; decreases frequency of this behavior in the future

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27
Q

avoidance learning/negative reinforcement

A

instrumental behavior prevents the aversive stimulus- increase frequency of that behavior (ex: studying to prevent low grades)

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28
Q

extinction burst

A

when an individual first finds that they’re not receiving reinforcement anymore, they do the behavior many times in quick succession out of confusion and frustration

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29
Q

spontaneous recovery

A

after a period of time after extinction, the behavior will recover, and repeated rounds of extinction are necessary to truly get rid of the behavior

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30
Q

positive side effects of extinction

A

individual will try to find out a new (usually similar) behavior that will get the reinforcer back

31
Q

resistance to extinction

A

how persistent a behavior is even after it’s not being rewarded

32
Q

partial reinforcement extinction effect

A

after instrumental training with partial reinforcement (whether by number of behaviors or time between), extinction is slower

33
Q

discrimination hypothesis

A

extinction happens faster when individuals were continuously rewarded bc it’s an immediate change; for those partially reinforced, maybe they can’t tell extinction from a partial reward

34
Q

frustration hypothesis

A

frustrating aftereffects of non reward become associated with subsequent occurrence of reared in partial reinforcement; so then they learn that after frustration comes reward

35
Q

sequential hypothesis

A

at the start of a trial, the individual remembers the results of the previous trial and associates it with the current trial’s outcome; can produce partial reinforcement extinction effect after just one nonreward-reward cycle, even if they’re spaced apart, because memories last longer than feelings of frustration

36
Q

punishment outcome vs extinction outcome

A

experiment w/ rats found that punishment inhibited behavior more in the short term, but after that punished behavior came back, whereas extinct behavior came back less

37
Q

punishing stimuli

A

shock is often used in labs because its timing and intensity can be controlled; loud noises are used with human subjects

38
Q

response-contingent punishment

A

punishment must be contingent on a specific behavior; test that the punishment is having an effect by using a control group

39
Q

better to start with low or high intensity?

A

starting low intensity and increasing causes habituation; better to start with high intensity

40
Q

delay of punishment

A

more effective when it takes place immediately after behavior (if you have to wait, you can reinstate the behavior or verbally remind, or reenact)

41
Q

schedule of punishment

A

continuous punishment is more effective than a partial schedule; once punishment stops, the response may recover (more for continuous, less for partial)

42
Q

incompatible responses

A

doing a punishment that actually doesn’t decrease the behavior (ex: yelling at a crying baby)

43
Q

concurrent reinforcement

A

when a reinforcer comes along with the punishment (ex: teacher punishment counteracted by peer attention)

44
Q

providing a verbal rationale vs nonverbal punishment

A

verbal instructions may be more effective than just punishment (in an experiment, verbal + loud noise didn’t work, but verbal + soft noise did)

45
Q

individual differences

A

introverts react more to punishment, extraverts react more to reward

46
Q

conditioned fear and avoidance

A

becoming afraid of the person who punished you/the place where punishment occurred as a result of classical conditioning

47
Q

aggression

A

the individual may aggress in response to punishment, and may inadvertently be rewarded for it

48
Q

displaced/generalized aggression

A

if your original aggression target isn’t present, you may aggress against something else

49
Q

paradoxical rewarding effects of punishment

A

if a punishment is paired with a reinforcer, the punishment may become a learned reinforcer

50
Q

punishment vs reward & obedience

A

more obedience seems to correlate with reinforcement, while more bad behavior is correlated with punishment

51
Q

what components of the acquisition phase lead to more persistence?

A

delayed, small, non-continuous rewards- also cause generalization

52
Q

self injurious behavior inhibiting system

A

an apparatus that detects sudden movement that leads to head banging, and punishes it immediately and intensely with a shock

53
Q

escape learning

A

you learn a response to TERMINATE an aversive stimulus

54
Q

avoidance learning

A

acquiring a response that PREVENTS the aversive outcome

55
Q

active avoidance

A

active performance of a certain response prevents the aversive stimulus

56
Q

passive avoidance

A

withholding a response prevents the aversive outcome

57
Q

two-process/Watson-Mowrer theory

A

pairing a warning signal with shock leads to classically conditioning fear of the signal + escaping the warning signal is reinforced by fear reduction

58
Q

cognitive theory of avoidance learning

A

two expectations:
warning stimulus signals danger (responding prevents an aversive outcome)
not responding leads to punishment
have to unlearn these in the therapies for some anxiety disorders

59
Q

species-specific defense responses

A

innate responses that are primed in a fearful/threatening situation, and can be readily learned as an avoidance behavior in the lab

60
Q

functional approach

A

avoidance learning is affected by principles of learning and by principles of natural behavior

61
Q

repression

A

avoiding thinking about certain thoughts is reinforced by a reduction in fear/embarrassment

62
Q

amnesia

A

some memories are are separated out/dissociated from ongoing consciousness

63
Q

approach-avoidance conflict

A

when a behavior leads to both good and bad, the individual is torn between approaching for reward and avoiding punishment (affected by intensity of and proximity to consequence)

64
Q

which is better, approach or avoidance?

A

approach is better when you have control, avoidance is better when you don’t; approach may lead to more negative feelings but can also let you habituate to those

65
Q

learned helplessness

A

learning that there is a lack of contingency between behavior and an aversive outcome (can lead to passivity)

66
Q

learned helplessness and depression

A

had the same affects- reduced activity, aggression, and motivation (can be caused by uncontrollable, unpredictable experiences)

67
Q

causal attributions

A

beliefs/attributions we use to explain why things happen

68
Q

internal locus of control

A

i control what happens to me through my effort and ability

69
Q

external locus of control

A

things happen for reasons outside of me and beyond my control (more like learned helplessness)

70
Q

how to decrease external locus of control in school setting

A

partially reinforce: give a set of problems of which some are too hard but many they can do on their own- they won’t believe the teacher is being too easy or too hard on them

71
Q

optimists vs pessimists

A

optimists are healthier and more likely to directly confront stressful situations

72
Q

which part of the brain is associated with classical conditioning of fear?

A

amygdala (both for registration of fear learning and for its consolidation after)

73
Q

how to reduce OCD behavior

A

reduce fear associated with stimulus + reduce compulsive behavior

Learning and Memory (19 decks)

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