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PSY 3400 > 5-9 > Flashcards

5-9 Flashcards

1
Q

stimulus control

A

the relation between a antecedent and the behavior that follows it

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2
Q

the relation between a antecedent and the behavior that follows it

A

stimulus control

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3
Q

generalization gradients

A

graph that shows the probability of a response as a function of the stimulus (big upside down U)

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4
Q

graph that shows the probability of a response as a function of the stimulus (big upside down U)

A

generalization gradient

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5
Q

probe trials

A

way to measure generalization to other colors (stimuli) in which the other colors are briefly presented to measure the pigeon’s responding but no reinforcer is given.

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6
Q

way to measure generalization to other colors (stimuli) in which the other colors are briefly presented to measure the pigeon’s responding but no reinforcer is given.

A

probe trials

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7
Q

Pavlov’s hypothesis

A

beliefs generalization happens through an automatic by-product of the conditioning process. Essentially the effects of conditioning somehow spread across to nearby neurons in the cerebral cortex

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8
Q

beliefs generalization happens through an automatic by-product of the conditioning process. Essentially the effects of conditioning somehow spread across to nearby neurons in the cerebral cortex

A

Pavlov’s hypothesis

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9
Q

Lashley and Wadd’s hypothesis

A

explain generalization through some explicit discrimination training along the dimension in question is necessary before the typical peaked generalization gradient is obtained

e.g. if the dimension is color, they would claim that the learner must receive experience in which reinforcer are delivered when a color is present but not when the color is absent

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10
Q

explain generalization through some explicit discrimination training along the dimension in question is necessary before the typical peaked generalization gradient is obtained

A

Lashley and Wadd’s hypothesis

e.g. if the dimension is color, they would claim that the learner must receive experience in which reinforcer are delivered when a color is present but not when the color is absent

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11
Q

nondifferential training

A

every trial was the same

e.g. exposure to only 1000 hz tone as the SD

produced generalization gradient that were basically flat

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12
Q

every trial was the same

e.g. exposure to only 1000 hz tone as the SD

produced generalization gradient that were basically flat

A

nondifferential training

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13
Q

presence-absence training

A

type of discrimination training in which the presence or absence of a specific stimulus indicates whether responding will be reinforced

e.g. exposure to 1000 hz tone as SD adi no tone as S-delta

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14
Q

type of discrimination training in which the presence or absence of a specific stimulus indicates whether responding will be reinforced

e.g. exposure to 1000 hz tone as SD adi no tone as S-delta

A

presence-absence training

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15
Q

intradimensional training

A

type of discrimination training in which responses in the presence of one stimulus are reinforced, but responses in the presence of a different stimulus from the same physical continuum are not reinforced

e.g. exposure to 1000 hz tone as the SD and a variety of tones as S-delta

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16
Q

type of discrimination training in which responses in the presence of one stimulus are reinforced, but responses in the presence of a different stimulus from the same physical continuum are not reinforced

e.g. exposure to 1000 hz tone as the SD and a variety of tones as S-delta

A

intradimensional training

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17
Q

sensory deprivation

A

on Lashley and Wade: chickens and quails exposed to a green light that makes everything look green. They previously learned to peck green key. When tested with other colors the birds displayed typical generalization gradients. This contradicts the theory of Lashley and Wade.

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18
Q

on Lashley and Wade: chickens and quails exposed to a green light that makes everything look green. They previously learned to peck green key. When tested with other colors the birds displayed typical generalization gradients. This contradicts the theory of Lashley and Wade.

A

sensory deprivation

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19
Q

simultaneous discrimination procedure

A

two stimuli are presented together and the chicken must choose between them

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20
Q

two stimuli are presented together and the chicken must choose between them

A

simultaneous discrimination procedure

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21
Q

successive discrimination procedure

A

the stimuli are presented one at a time

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22
Q

the stimuli are presented one at a time

A

successive discrimination procedure

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23
Q

absolute theory of stimulus control

A

the animal has simply learned about the two stimuli separates: it has learned that choosing the medium gray color produces food and choosing the dar gray color produces no food

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24
Q

the animal has simply learned about the two stimuli separates: it has learned that choosing the medium gray color produces food and choosing the dar gray color produces no food

A

absolute theory of stimulus control

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25
Q

relational theory of stimulus control

A

the animal has learned something about the relationship between the two stimuli: it has learned that the lighter gray is associated with food

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26
Q

the animal has learned something about the relationship between the two stimuli: it has learned that the lighter gray is associated with food

A

relational theory of stimulus control

27
Q

transposition

A

all of the chickens showed a preference for the light gray card over the previously reinforced medium gray card. The animals has transferred the relational rule to a new pair of stimuli

28
Q

all of the chickens showed a preference for the light gray card over the previously reinforced medium gray card. The animals has transferred the relational rule to a new pair of stimuli

A

transposition

29
Q

peak shift

A

a shift in the generalization gradient in a direction away from the S-

30
Q

a shift in the generalization gradient in a direction away from the S-

A

peak shift

31
Q

Spence’s theory of excitatory and inhibitory gradients

A

in intradimensional training, an excitatory generalization gradient develops around the S+ and an inhibitory gradient develops around the S-

the net associative strength of nay stimulus can be determined by subtracting its inhibitory strength form its excitatory strength

32
Q

in intradimensional training, an excitatory generalization gradient develops around the S+ and an inhibitory gradient develops around the S-

the net associative strength of nay stimulus can be determined by subtracting its inhibitory strength form its excitatory strength

A

Spence’s theory of excitatory and inhibitory gradients

33
Q

Intermediate-size problem

A

Gonzales, Gentry, and Bitterman (1954)
a discrimination problem in which the subject learns to choose the middle stimulus along some dimension and is then tested when this stimulus inso longer the medium one

34
Q

a discrimination problem in which the subject learns to choose the middle stimulus along some dimension and is then tested when this stimulus inso longer the medium one

A

intermediate-size problem

Gonzales, Gentry, and Bitterman (1954)

35
Q

behavioral contrast

A

responding to one stimulus changes as a result of a change in the reinforcement conditions for another stimulus

36
Q

responding to one stimulus changes as a result of a change in the reinforcement conditions for another stimulus

A

behavioral contrast

37
Q

positive contrast

A

an increase in responding during the unchanged light component

the rate of reinforcement is reduced in one component, and the rate of responding increases in the unchanged component

38
Q

an increase in responding during the unchanged light component

the rate of reinforcement is reduced in one component, and the rate of responding increases in the unchanged component

A

positive contrast

39
Q

negative contrast

A

decrease in responding during the unchanged light component

the rate of reinforced is increased on one component, and the rate of responding decreases in the unchanged component

40
Q

decrease in responding during the unchanged light component

the rate of reinforced is increased on one component, and the rate of responding decreases in the unchanged component

A

negative contrast

41
Q

behavioral reallocation hypothesis

A

faster responding in the unchanged component (positive contrast) is possible because of the slower responding that occurs in the component that is changed to extinction

have more energy to focus on the changed schedule, the better option

42
Q

faster responding in the unchanged component (positive contrast) is possible because of the slower responding that occurs in the component that is changed to extinction

have more energy to focus on the changed schedule, the better option

A

behavioral reallocation hypothesis

43
Q

reinforcer habituation/satiation hypothesis

A

the more frequently a reinforcer is presented over a short period of time, the less effective it becomes, because of habituation, satiation, or both

44
Q

the more frequently a reinforcer is presented over a short period of time, the less effective it becomes, because of habituation, satiation, or both

A

reinforcer habituation/satiation hypothesis

45
Q

comparison of components

A

?????

46
Q

??????

A

comparison of components

47
Q

errorless discrimination learning

A

begins with stimuli that are easy fo the subject to discriminate and progresses to more difficult ones, so the subject make very few wrong choices during the course of learning

48
Q

begins with stimuli that are easy fo the subject to discriminate and progresses to more difficult ones, so the subject make very few wrong choices during the course of learning

A

errorless discrimination learning

49
Q

transfer of learning and learning sets (they’re the same thing)

A

improvement in the rate of learning across a series of discrimination problems

50
Q

improvement in the rate of learning across a series of discrimination problems

A

transfer of learning and learning sets (they’re the same thing)

51
Q

concept learning

A

designed to mimic more closely the types of discrimination an animal must learn in the natural environment

e.g. when an animal learned to discriminate between predators and non predators or between edible plants and poisonous plants

52
Q

designed to mimic more closely the types of discrimination an animal must learn in the natural environment

e.g. when an animal learned to discriminate between predators and non predators or between edible plants and poisonous plants

A

concept learning

53
Q

central instances

A

an example from a natural category that people tend to judge as a “good” or “typical” example

54
Q

an example from a natural category that people tend to judge as a “good” or “typical” example

A

central instances

55
Q

peripheral instances

A

an example from a natural category that people tend to judge as a “bad” or “atypical” example

56
Q

an example from a natural category that people tend to judge as a “bad” or “atypical” example

A

peripheral instances

57
Q

exemplar theories

A

one’s ability to categorize objects depends on one’s memory of specific examples

58
Q

one’s ability to categorize objects depends on one’s memory of specific examples

A

exemplar theories

59
Q

prototype theories

A

one’s ability to categorize objects depends forming a prototype or ideal example, to which new examples are compared

60
Q

one’s ability to categorize objects depends forming a prototype or ideal example, to which new examples are compared

A

prototype theories

61
Q

feature theories

A

one judges whether a given instance is a member of a category of checking for specific features

62
Q

one judges whether a given instance is a member of a category of checking for specific features

A

feature theories

63
Q

stimulus equivalence

A

a situation in which an individual learned to respond to all stimuli in a category as if they are interchangeable even though the individual has been taught only a few relations between these stimuli, not all the possible relations

64
Q

a situation in which an individual learned to respond to all stimuli in a category as if they are interchangeable even though the individual has been taught only a few relations between these stimuli, not all the possible relations

A

stimulus equivalence

PSY 3400 (15 decks)

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