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Learning and Behavior > Ch. 4 > Flashcards

Ch. 4 Flashcards

1
Q

learning

A

adapt to changing enviro. in ways that genes didn’t prepare one for and helps them survive

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2
Q

2 stable enviro. conditions

A

1) infants are born to mothers who offer nutrition by breast-feeding

2) mothers carry infant

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3
Q

2 learning types

A

1) habituation

2) Pavlovian
-allows one to predict when US will occur

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4
Q

Moro reflex

A

infant experiences sudden loss of head support (stimulus events)

-extends head and widely spreads arms with palms in front, fingers extended, thumbs flexed

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5
Q

Palmar grasp reflex

A

one places pinky finger into palm of an infant and lift

-it’s strong enough to hold its weight

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6
Q

elicits

A

stimulus occasions reflex response

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7
Q

swimming reflex

A

hold breath and open eyes when submerged in water

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8
Q

rooting reflex

A

move mouth to eliciting object touching cheek when infant is hungry

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9
Q

suckling reflex

A

elicited by object, typically mother’s nipple, that passes lips

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10
Q

parachute reflex

A

elicited by sensation of falling forward, infant extends arms in front, breaking fall

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11
Q

respiratory occlusion reflex

A

elicited by lack of oxygen, the infant pulls head backward, brushes face with hands and cries, which may remove breathing obstruction

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12
Q

corneal reflex

A

object or puff of air enters eye and elicits rapid eye-blink

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13
Q

withdrawal reflex

A

quickly remove arm from danger

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14
Q

startle reflex

A

elicited by loud noises

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15
Q

salivary reflex

A

elicited by taste in mouth

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16
Q

milk let-down reflex

A

elicited by infant sucking at nipple, mother releases milk into infant’s mouth

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17
Q

habituation

A

reduction in responding following repeated presentations of eliciting stimulus

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18
Q

nature

A

phylogenetic influences

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19
Q

nurture

A

learning

20
Q

“nature only”

A

completely reflexive actions, behavior elicited lockstep by enviro. stimuli

-no learning

21
Q

evokes

A

other instance of behavior influenced by stimulus

22
Q

neutral stimulus

A

stimulus doesn’t occasion response

23
Q

unconditioned stimulus (US)

A

stimulus that elicits response w/ no prior learning

24
Q

unconditioned response (UR)

A

response reliably elicited by US

25
Q

conditioned stimulus (CS)

A

former neutral stimulus that evokes a conditioned response

26
Q

conditioned response (CR)

A

response evoked by CS, may not be same as UR

27
Q

post-traumatic stress disorder (PTSD)

A

previously neutral stimuli evoke unwanted emotions

28
Q

1st thing learned in Pavlovian conditioning

A

CS signals delay reduction to US

29
Q

delay reduction

A

time (delay) next to US event is less than it was before CS occurred

30
Q

2nd thing learned in Pavlovian conditioning

A

CS signals when US is coming

31
Q

3rd thing learned in Pavlovian conditioning

A

CS signals which US is coming

32
Q

4 empirically supported principles that increase the efficacy of Pavlovian conditioning

A

1) use important US
-the more phylogenetically important the US, the more effective is Pavlovian conditioning

2) use salient CS
-Pavlovian conditioning will proceed quickly if CS is noticeable by using a novel stimulus

3) use CS that signals a big delay reduction to US
-Pavlovian learning proceeds quickly and generates CS that reliably evokes CR when CS signals a large delay reduction to CS

4) Make sure CS isn’t redundant
-concerns informativeness of CS
-uniquely signal delay reduction to US
-if another CS signals this delay reduction, new stimulus redundant and unlikely to acquire CS function

33
Q

delay-reduction ratio

A

1) determine average time between US events

2) measure CS->US interval

3) enter 2 values into delay reduction ratio

34
Q

blocking effect

A

previously acquired CS blocked redundant NS from acquiring CS function

35
Q

application of 4 principles of effective Pavlovian conditioning to PTSD

A

1) near-death experiences in combat zone or abuse at perpetrator are phylogenetically important US events
-elicit emotions and fight-or-flight

2) CS evoking conditioned emotional responses are salient

3) salient stimuli evokes debilitating emotions and fight-or-flight responding if they signal a large delay reduction to US

36
Q

Pavlovian generalization

A

conditioned responding to novel stimulus that resembles CS

37
Q

discrimination

A

CS is only stimulus that evokes CR, stimuli that resemble CS are ineffective

38
Q

overgeneralization

A

CS evokes CR but so does other stimuli that resembles CS

39
Q

Pavlovian extinction repeatedly

A

repeatedly present CS w/o presenting US

-CS would no longer signal or delay reduction to US

-reduction or elimination of CS ability to evoke CR

40
Q

graduated exposure therapy

A

client is gradually exposed to successively stronger approximations of CS

-before each CS-approximation is presented, steps are taken to reduce or eliminate fear evoked by prior CS-approximation

-most effective treatment for human phobias

41
Q

spontaneous recovery

A

increase in conditioned responding following passage of time since Pavlovian extinction

42
Q

3 factors of spontaneous recovery

A

1) more time that passes between Pavlovian extinction/exposure sessions, the more spontaneous recovery will occur

2) spontaneous recovery decreases as more Pavlovian extinction sessions are conducted

3) less spontaneous recovery will occur if each Pavlovian extinction session is continued until the CS no longer evokes CR

43
Q

Pavlovian extinction will be more effective when?

A

1) several sessions conducted
2) sessions conducted often
3) sessions continued until CS no longer evokes CR

44
Q

2 examples of Pavlovian conditioning that influence behavior

A

1) taste-aversion learning
2) advertising

45
Q

one-trial learning

A

CS (taste) acquires ability to evoke CR (revulsion) after one encounter with CS->US (illness) relation

46
Q

CS-US predictions

A

1) CS is coming
2) when US will occur
3) what US will be

Learning and Behavior (20 decks)

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