Chapter 6

Question 1

three types of learning

Answer 1

nonassociative, associative, and observational

Question 2

non associative learning

Answer 2

• response to stimulus in the environment (e.g. turning towards a noise and seeing where it’s coming from)
• split into habituation and sensitization

Question 3

associative learning

Answer 3

linking of two events that take place right after each other. Develops through conditioning, which connects stimuli and responses

Question 4

observational learning

Answer 4

learning by watching others behavior

Question 5

habituation

Answer 5

decrease in behavioral response after repeated exposure to stimulus

• dishabituation is a change in something familiar
• type of non associative learning

Question 6

sensitization

Answer 6

increase in behavioral response after exposure to stimulus, usually a painful or scary one (like someone being jumpy after they receive a shock)
-type of nonassociative learning

Question 7

classical/Pavlovian conditioning

Answer 7

neutral stimulus (CS) elicits a response (CR) because it has become associated with a stimulus (US) that already elicited a response (UR)
-type of associative learning

Question 8

acquisition

Answer 8

gradual formation of an association between CS and US

Question 9

contiguity

Answer 9

important for classical conditioning– the CS and US connection is strongest when the CS comes right before the US (bell before food)

Question 10

second-order conditioning

Answer 10

two levels of classical conditioning

Question 11

extinction

Answer 11

if US is presented without CS many times, then the response gradually disappears

Question 12

spontaneous recovery

Answer 12

after extinction, the response can still briefly come back, but weaker

Question 13

stimulus generalization

Answer 13

occurs when stimuli similar to the CS also produce the CR

Question 14

stimulus discrimination

Answer 14

animals learn to differentiate between stimuli if one is associated with US and one isn’t

Question 15

challenges to Pavlov’s theory

Answer 15

It’s easier to do taste aversions than light and illness aversions (biological preparedness)
Contiguity is not needed in taste aversions

Question 16

Rescorla-Wagner model

Answer 16

Strength of CS-US association is determined by the extent to which the US is surprising. Like with dopamine & prediction errors. Also it is easier to condition with a novel CS than a familiar one.

Question 17

blocking affect

Answer 17

When another CS is added (e.g. metronome and white light) the dog will not associate the light with the food bc it doesn’t add any new information

Question 18

counterconditioning

Answer 18

presenting a feared stimulus and an enjoyable task so that someone overcomes their phobia

Question 19

operant/instrumental conditioning

Answer 19

law of effect: an action’s consequences (or reinforcers) determine the likelihood of that action being repeated

Question 20

shaping

Answer 20

reinforcing behaviors that are increasingly similar to the desired behavior (successive approximations)

Question 21

primary vs secondary reinforcers

Answer 21

primary reinforcers satisfy a biological need, secondary reinforcers (like money) do not

Question 22

Premack principle

Answer 22

a more valued activity can be used to reinforce the performance of a less valued activity (eat your spinach and you’ll get dessert)

Question 23

positive reinforcement

Answer 23

adding of a good stimulus that increases probability of behavior being repeated (like a reward)

Question 24

negative reinforcement

Answer 24

removal of a bad stimulus that increases probability of behavior (taking a pill to get rid of a headache)

Question 25

continuous vs. partial reinforcement

Answer 25

continuous: behavior is reinforced each time it occurs
partial: only rewarded sometimes
(e. g. ratio schedule for amount of times the behavior occurs vs. interval schedule of a specific unit of time)

Question 26

fixed vs. variable schedules

Answer 26

fixed is a certain amount of time/ratio, variable changes this amount

Question 27

positive punishment

Answer 27

reduces probability of behavior occurring by adding something bad (spanking)

Question 28

negative punishment

Answer 28

reduces probability of behavior occurring by taking away something good (grounding)

Question 29

behavior modification

Answer 29

use of operant conditioning to eliminate unwanted behaviors and replace them with desirable ones

Question 30

cognitive map

Answer 30

problem with operant conditioning– rats created a map in their head, not just behavioral directions

Question 31

latent learning

Answer 31

learning that takes place without reinforcement, just by observation (e.g. formation of a cognitive map)

Question 32

modeling

Answer 32

imitation of observed behavior

Question 33

mirror neurons

Answer 33

activated during observational learning, especially during goal-related actions