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PSYC1013 > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

Learning

A

any relatively durable change in behaviour or knowledge that is due to experience

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2
Q

Conditioning

A

learning associations between events

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3
Q

Phobias

A

conditioned fears, experience linked to fear, classical conditioning

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4
Q

Pavlov

A

classical conditioning– interested in salivary glands in dogs, collected the drool– each day the assistant would bring in meat powder and the dog would start salivating, what he finds overtime is that the if the dog doesnt see the meat powder, the entrance of the assistant will trigger salivation, so bell rings when food comes in, conditioned to salivate at sound of bell

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5
Q

classical conditioning

A

stimulus acquires capacity to evoke a response that was originally evoked by another stimulus

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6
Q

unconditioned stimulus

A

association that happens naturally (pavlovs dog - meat)

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7
Q

unconditioned response

A

natural response (pavlovs dog-salivation)

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8
Q

conditioned stimulus

A

association that does not happen naturally but develops overtime when presented with the unconditioned stimulus (pavlov dog- bell)

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9
Q

conditioned response

A

not naturally occuring response to conditioned stimulus (pavlov dog- salivating to bell)

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10
Q

Evaluative conditioning

A

refers to changes in the liking of a stimulus that results from pairing a stimulus with positive (or negative) stimuli
(ex: attractive person paired with product)

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11
Q

classical conditioning: drug tolerance

A

man uses opioids for chronic pain, usually takes meds in bedroom, one day he wasnt feeling good and took it in the living room and overdosed WHY:
researchers say that because he took them in his room, his body would prepare itself for the drugs in the room but since he wasnt in the room his body didnt prepare itself

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12
Q

trial

A

pairing of unconditioned stimulus and conditioned stimulus (how many trials do we need to have a relation)

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13
Q

Acquisition

A

learning, how long does it take to learn

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14
Q

Stimulus contiguity

A

occurring together in time and space

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15
Q

types of classical conditioning

A

delayed, trace, simultaneous, backward

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16
Q

delayed conditioning

A

present the unconditioned stimulus immediately after the conditioned stimulus ***main one we looked at

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17
Q

trace conditioning

A

brief interval between the conditioned stimulus and the unconditioned stimulus

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18
Q

backward conditioning

A

present the unconditioned stimulus before the conditioned stimulus

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19
Q

Extinction

A

gradual weakening and disappearance of CR, overtime as the bell rings without the meat, the salivation drops

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20
Q

spontaneous recovery

A

extinguished CR returns after no exposure to conditioned stimulus

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21
Q

Renewal effect

A

extinguished CR returns after return to old environment

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22
Q

Stimulus Generalization

A

little Albert
study to classically condition fear. initially wasn’t afraid.of animals but then they pair the condition stimulus (white rat) with loud banging noise that led to little alberts fear

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23
Q

discrimination

A

in some cases CS is the only stimulus that will initiate a response (flip the generalization form)

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24
Q

higher- order conditioning

A

building on initial stimulus, present the second conditioned response that also ilicits a conditioned response

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25
Q

conditioned tast aversion

A

connections between things that make us sick, rapid conditioning with things that make us feel ill (evolutionary safety)– taste aversion (biological factors) sauce bearnaise syndrome

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26
Q

preparedness

A

biologically prepared for dangerous food, which is why we develop rapid conditioning with foods that make us sick

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27
Q

phobias and fears

A

can be because of biological factors, but ex fear of spiders in australia BUT in canada it is not beneficial because there are no poisionous spiders, but its a conditioned fear

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28
Q

classical conditioning– operant conditioning or instrumental learning

A

reflexive, involuntary responses, elicit

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29
Q

operant (instrumental conditioning)

A

consequential, voluntary responses, emit (we learn due to consequences of our behaviour, decide whether or not to emit a response)

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30
Q

Edward L. Thorndike (1913)

A

law of effect

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31
Q

Law of effect

A

if we make a response and it results in positive effect we will repeat the actions

32
Q

Thorndike puzzle box

A

placed a cat inside a puzzle box, to see if they could get out, they would get to eat the food, the cat figured out what to do by trial and error, so overtime some kind of association formed, and the cat takes less time to figure out how to get out of the box

33
Q

Principal of reinforcement (BF Skinner)

A

pleasant consequences increase probability that behaviour will be repeated– reinforcer

34
Q

skinners box (operant chamber)

A

rat pressed on lever to get food, or rat presses on lever to recieve or stop shock

35
Q

Cumulative recorder

A

not responding–> one response–> series of rapid responses–> reinforcement slash all recorded on paper, steep slope, making a lot of responses

36
Q

reinforcement contingencies

A

circumstances/ rules that determine of response will receive a reinforcer

37
Q

primary reinforcers

A

satisfy biological needs (naturally pleasant)

38
Q

secondary reinforcers

A

conditioned reinforcement (initally no pleasant response but reinforced over time- money, grades, flattery)

39
Q

Superstitious behaviours

A

inapropriately reinforced behaviours

40
Q

Acquisition and shaping

A

animal will not initially do the task for a food pellet, but over time we reinforced behaviour by giving a food pellet everytime the animal does something related to the act until he does the act

41
Q

Extinction burst

A

once you stop extinguishing that response the response will be emitted more often in hopes that it will be reinforced but if you wait it out this burst will pass and extinction will happen

42
Q

renewal effect– old environment

A

might be renewal when you return to original environment– if the animal was taken somewhere else

43
Q

discriminative stimulus

A

whether or not youre likely to be reinforced, (ex want a $20 loan, expected response is yes, but if your friend comes back with a speeding ticket, bad time to ask, or if you friend gets a bonus- more likely to get the money. Information in terms of the likelihood of reinforcement

44
Q

stimulus generalization

A

the reinforcement generalizes into other stimuli (ex, if the rat presses the lever with the green light not just the food and the lever)

45
Q

stimulus discrimination

A

differentiating between reinforced action and discouraged specific to that case (ex if a football player tackles opponent but will not reinforced if tackle a cheerleader or anyone not in opponent jersey)

46
Q

continuous reinforcement

A

everytime they preform the action they get a reward, but as soon as reinforcement is stopped, subject will stop performing action (action extinguished) FAST acquisition and extinction

47
Q

Intermittent (partial) reinforcement

A

pop quizzes, study every day so will prepared for the quiz if it happens, but you dont know, so you will be more likely to do that action with the possibility of reinforcement– SLOW to extinction

48
Q

types of intermittent reinforcement

A

ratio and interval

49
Q

ratio schedules

A

number of responses (after a certain number of response, 5 responses to get reinforcement)

50
Q

interval schedule

A

time interval (x amount of time passes, respond as much as you want but until a certain amount of time has passed you will get result, during class you can check the clock as much as you want but you wont get results until the time is up

51
Q

variants of ratio and interval schedules

A

fixed: after specific amount of time or amount
variable: average amount of time or amount

52
Q

Fixed vs variable ratio

A

because we dont know how many times we will get rewarded we will work harder because its always just around the corner. Variable has a higher resistance to extinction

53
Q

fixed vs variable interval

A

variable has higher extinction resistance, fixed has long pauses after reinforcement creates scalloping effect, in variable its a low and steady rate without pauses

54
Q

Escape and avoidance learning

A

classical conditioning: ucs: shock UCR: fear, CS: light, CR: fear
Opperent conditioning (negative reinforcement):
response: run away
Aversive stimulus removed; conditioned fear reduced

55
Q

fear of flying

A

classical conditioning: UCS; turbulence UCR: fear, CS: flying, CR: fear
Operant conditioning:
Response: drive instead
Aversive stimulus removedL fear reduced

56
Q

decreasing a response

A

punishment

57
Q

positive punishment

A

using aversion/ aversive stimulus to decrease the likelihood of that response (spanking)

58
Q

negative punishment

A

taking something away that is good (take phone away)

59
Q

Negative reinforcement vs punishment

A

NR: rat press lever, aversive stimulus is removeed (Shock turned off), tendancy to press lever increases
Punishment: rat presses lever, aversive stimulus is turned on, tendancy to press lever decreases

60
Q

negative vs positive punishment

A

spanking (positive): negative side effects, how much is too much
minimize physical punishments

61
Q

More effective punishment

A

apply swiftly (right after incident to ensure connection to action)
just enough to be effective
consistent punishment (same consequence every time)
explain (understanding that the punishment is associated with action)
use noncorporal punishment (any punishment that does not involve physical punishment

62
Q

Latent learning-tolman

A

hungry mouse in maze (start box) it can travel through the maze into the goal box which would potentially have food in it. Depending on which group A: food, group B; no food group C; food after certain amount of time. Suggested that learning was taking place even when there is no reinforcement, but as soon as we start showing reinforcement showing that they have learned how to run through the maze but errors decreased if they were motivated. Mice are creating a cognitive map but they are not motivated to use it unless they are rewarded

63
Q

instinctive drift

A

tendency to return to natural behaviour EX raccoons putting coins in piggy bank
raccoons started rubbing coins together and not putting them in bank instead treating like food

64
Q

response- outcome relations

A

certain connections are more likely to take place: link that might happen between response and consequence, we wont have every single response/ consequence but certain responses are more likely

65
Q

animal behaviour

A

if an animal does not initially produce the behaviour we want what do we need to do?
through a process of shaping we can get the animal to produce the behavior, through reinforcement, we can shape behaviour but somtimes the animals will start doing other behaviours

66
Q

types of operant conditioning

A

positive and negative reinforcement and positive and negative punishment

67
Q

positive reinforcement

A

consequence of behaviour: stimulus presented
Impact on responses: INCREASE
EX: you get a treat

68
Q

Negative Reinforcement

A

consequence of behaviour: stimulus removed
Impact on response: INCREASE
EX; annoying noise gets turned off

69
Q

positive punishment

A

consequence of behaviour: stimulus presented
impact on responses: DECREASE
EX: you get yelled at

70
Q

negative punishment

A

consequence of behaviour: stimulus removed
impact on responses: DECREASE
ex: favourite item gets taken away

71
Q

observational learning

A

isnt the case that all of our learning is described through operant or classical but by watching others, others act as models for learning
EX: friend is buying new car, has effective bargaining (assertive) and gets a good deal, you might use some of the things you learned you obtained by watching to get your own deal

72
Q

vicarious learning

A

learning vicariously through someone else

73
Q

Retention

A

Remember that info

74
Q

Reproduction

A

be capable of reproducing that behaviour

75
Q

are children who watch violence or racy tv affected by observational learning? STUDY bobo doll

A

Albert Bandura
children would come in and have opportunity to interact with toys but first they watched adults exhibit aggressive behaviour on bobo doll
1. children exhibit aggressive behaviours and actions after observing adults, find new agressive ways to use non aggressive toys
2. children would imitate the behaviours by models
3. aggressive posture

76
Q

NEw research on violent tv and aggressive adults

A

when they looked at the tv shows they watched as kids, were generally violent

77
Q

mirror neurons

A

neurons that are activated by performing an action or by seeing others perform the same action
Some cases: monkeys could move freely others were restrained
the monkey would either preform the action or watch another monkey preform the action
The same neurons in the frontal lobe worked the same for watching and doing

PSYC1013 (8 decks)

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