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AP Psychology > Barron's: Chapter 6 - Learning > Flashcards

Barron's: Chapter 6 - Learning Flashcards

1
Q

Learning

A
  • long-lasting change in behavior resulting from experience
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2
Q

Acquisition

A
  • when an animal or person responds to the CS without a presentation of the US
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3
Q

Extinction

A
  • the process of unlearning a behavior
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4
Q

Ivan Pavlov

A
  • made the basic principle of classical conditioning
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5
Q

Classical conditiong

A
  • people and animals can learn to associate neutral stimuli with stimuli that produce reflexive, involuntary responses and will learn to respond similarly to the new stimulus as they did to the old one
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6
Q

Unconditioned stimulus (US or UCS)

A
  • something that elicits a natural, reflexive response
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7
Q

Unconditioned response (UR or UCR)

A
  • the unlearned response that occurs naturally in reaction to the unconditioned stimulus
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8
Q

Conditioned response (CR)

A
  • when someone has come to associate that stimulus with another
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9
Q

Conditioned stimulus (CS)

A
  • a neutral stimulus
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10
Q

delayed conditioning

A
  • the CS is presented before the US and it (CS) stays on until the US is presented. This is generally the best, especially when the delay is short
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11
Q

trace conditioning

A
  • the presentation of the CS, followed by a short break, followed by the presentation of the US
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12
Q

simultaneous conditioning

A
  • CS and US are presented at the same time
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13
Q

backward conditioning

A
  • US is presented first and is followed by the CS. this method is particularly ineffective
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14
Q

spontaneous recovery

A
  • after a conditioned response has been extinguished and no further training of the animals has taken place, the response briefly reappears upon presentation of the conditioned stimulus
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15
Q

generalization

A
  • the tendency to respond in the same way to different but similar stimuli
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16
Q

discrimination

A
  • the ability to perceive and respond to differences among stimuli
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17
Q

aversive conditioning

A
  • a type of behavior conditioning in which noxious stimuli are associated with undesirable or unwanted behavior that is to be modified or abolished
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18
Q

second-order (higher-order) conditioning

A
  • a form of learning in which a stimulus is first made meaningful or consequential for an organism through an initial step of learning, and then that stimulus is used as a basis for learning about some new stimulus
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19
Q

learned taste aversions

A
  • when an animal associates the taste of a certain food with symptoms caused by a toxic, spoiled, or poisonous substance
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20
Q

operant conditioning

A
  • a kind of learning based on the association of consequences with one’s behaviors
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21
Q

law of effect

A
  • if the consequences of a behavior are pleasant, the stimulus-response connection will be strengthened and the likelihood of the behavior will increase
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22
Q

instrumental learning

A
  • if the consequences of a behavior are unpleasant, the S-R connection will weaken and the likelihood of the behavior will decrease
23
Q

skinner box

A
  • a box that has a way to deliver food to an animal and a lever to press or disk to peck in order to get the food
24
Q

reinforcer, reinforcement

A
  • reinforcement is defined by its consequences; anything that makes a behavior more likely to occur is a reinforcer
25
Q

positive reinforcement

A
  • the addition of something pleasant
26
Q

negative reinforcement

A
  • the removal of something unpleasant
27
Q

punishment

A
  • affect behavior by using unpleasant consequences
28
Q

positive punishment

A
  • addition of something unpleasant
29
Q

omission traiining

A
  • the removal of something pleasant
30
Q

shaping

A
  • reinforces the steps used to reach the desired behavior
31
Q

chaining

A
  • we animals can be taught to perform a number of responses successively in order to get a reward
32
Q

primary reinforcers

A
  • they are rewards
33
Q

secondary reinforcers

A
  • things we have learned to value
34
Q

token economy

A
  • every time people perform a desired behavior, the are given a token
35
Q

reinforcement schedules - FI, FR, VI, VR

A
  • fixed-ration (FR) schedule provides reinforcement after a set number of responses
  • variable-ratio (VR) schedule also provides reinforcement based on the number of bar presses, but that number varies
  • fixed-interval (FI) schedule requires that a certain amount of time elapse before a bar press will result in a reward
  • variable-interval (VI) schedule varies the amount of time required to elapse before a response will result in reinforcement
36
Q

continuous reinforcement

A
  • when you are first teaching a new behavior, rewarding the behavior each time
37
Q

partial-reinforcement effect

A
  • behaviors will be more resistant to extinction if the animal has not been reinforced continuously
38
Q

instinctive drift

A
  • the tendency for animals to forgo rewards to pursue their typical patterns of behavior
39
Q

observational learning or modeling

A
  • occurs by observing, retaining, and replicating behavior seen in others. The individuals performing the imitated behavior are called models.
40
Q

latent learning

A
  • involves gaining knowledge even though that learning is not immediately evident
41
Q

insight learning

A
  • in human learning when people recognize relationships that can help them solve new problems
42
Q

John Watson

A
  • he and his wife Rosalie Rayner did the Albert experiment

- opened the first behaviorism school

43
Q

Rosalie Rayner

A
  • she and her husband John Watson did the Albert experiment
44
Q

John Garcia

A
  • he is an American psychologist, most known for his research on taste aversion
45
Q

Robert Koelling

A
  • studied taste aversion in rats noticing rats would avoid water in radiation chambers.
46
Q

Edward Thorndike

A
  • one of the first people to research operant conditioning
47
Q

B.F. Skinner

A
  • best-known psychologist to research operant conditioning
48
Q

Robert Rescorla

A
  • he is an American psychologist that specialized in the involvement of cognitive processes in classical conditioning focusing on animal learning and behavior.v
49
Q

Albert Bandura

A
  • studied observational learning/modeling
50
Q

Edward Tolman

A
  • he founded what is now a branch of psychology known as purposive behaviorism
51
Q

Wolfgang Kohler

A
  • was a German psychologist and phenomenologist who, like Max Wertheimer, and Kurt Koffka, contributed to the creation of Gestalt psychology.
52
Q

escape learning

A
  • allows one to terminate an aversive stimulus
53
Q

avoidance learning

A
  • enable one to avoid the unpleasant stimulus altogether
54
Q

premack principle

A
  • it explains that whichever of two activities is preferred can be used to reinforce the activity that is not preferred

AP Psychology (68 decks)

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