Chapter 5

Question 1

Classical vs. instrumental conditioning

Answer 1

class - learning association between stimuli

instrumental - learning associations b/t stimuli, response and outcome, leads to goal-directed behavior

Question 2

E. L. Thorndike’s approach for instrumental conditioning

Answer 2

puzzle boxes:
- food restricted cats, goal was to escape box to earn food
- cats learned association between stimulus and response
- the shorter the latency = association being learned

Question 3

Law of effect

Answer 3

1. response to a stimulus followed by a satisfying event strengthened the S-R relationship

ex. pull rope = food and escape –> less time to escape/shorter latency

2. responding to a stimulus followed by an annoying event weakened S-R relationship

ex. pull rope in box –> shock –> longer time to escape/longer latency

Question 4

Discrete trial

Answer 4

response is performed once

behavior of subject terminates trial

timing of trial/initiation of trial is determined by experimenter

Question 5

discrete trial approach

Answer 5

2 mazes: straight alley and T-maze

measuring: running speed, latency to move from start box (S), choice behavior (only with T-maze)

advantage: control

disadvantage: labor intensive

Question 6

free operant

Answer 6

subject is “free” to respond at anytime

may be repeated many times, no intervention from experimenter

timing of responses determined by subject/experimenter

Question 7

free operant approach

Answer 7

skinner box - measures operant response rate: # of lever presses for food

Question 8

operant response

Answer 8

behavior that “operates” on the environment

Question 9

free operant advantages

Answer 9

less labor (than discrete)

look at responding across larger periods of time

Question 10

Magazine training/how to produce a target response: step 1

Answer 10

step 1) magazine training –> get target attention

this is classical conditioning, not operant

sound of magazine (i.e. food dispenser) is a CS+, followed by a food US that orients organism
- goal: organism move towards food to then require an elicited response (aka sign tracking!)

Question 11

Magazine training/how to produce a target response: step 2

Answer 11

step 2) shaping

this is instrumental/operant conditioning

rewarding successive approximations to target behavior by:
- reinforcing closer actions to the correct response
- not reinforcing early non-target responses

correct steps are preserved, become more stringent as behavior becomes close to target

done when they are able to do it on their own!

Question 12

3 characteristics of shaping familiar responses

Answer 12

must be a variable response

slowly step-up criteria

can bring about super or miniature responses

Question 13

Deich, Allan and Zeigler showed that even __________ behaviors, with training, can be modified!

Answer 13

consummatory

Question 14

2 types of outcomes produced by a response

Answer 14

appetitive stimulus

aversive stimulus

Question 15

appetitive stimulus

Answer 15

pleasant outcome (getting paid, food, sunshine)

Question 16

aversive stimulus

Answer 16

negative outcome (yelling, shock, cold)

Question 17

contingency

Answer 17

something likely to occur because of something else, causal relationship!

2 types: positive and negative

Question 18

positive contingency

Answer 18

response turns on/causes an outcome

ex. rat can press lever to get food

Question 19

negative contingency

Answer 19

response turns off/inhibits an outcome

ex. rat can turn off a loud noise by pressing lever (doing something to escape/avoid something)

Question 20

_______ stimulus + _________ contingency = positive reinforcement

Answer 20

appetitive; positive

Question 21

______ stimulus + _______ contingency = negative reinforcement

Answer 21

aversive; negative

Question 22

______ stimulus + _______ contingency = (positive) punishment

Answer 22

aversive; positive

Question 23

______ stimulus + _______ contingency = omission training/negative punishment

Answer 23

appetitive; negative

Question 24

positive reinforcement outcome

Answer 24

increase in responding

ex. dog training, good grades

Question 25

punishment outcome

Answer 25

decrease in responding ex. ticket for speeding, spanking

Question 26

omission training outcome

Answer 26

decrease in responding (response removes appetitive stim) ex. swearing leads to loss of TV, autoshaping reversal (pigeon learns to not peck the light to receive food)

Question 27

negative reinforcement outcome

Answer 27

increase in responding (response turns off or avoids bad thing)

Question 28

2 types of negative reinforcement and definitions

Answer 28

escape: aversive stimulus present at the time of behavior, stopped by response ex. taking advil to escape headache avoidance: aversive stimulus scheduled to happen but is prevented from happening by response, avoid all together! ex. putting on sunscreen before leaving house

Question 29

Differential Reinforcement of Other Behaviors (DRO)

Answer 29

used in ICD! uses omission training and positive reinforcement, appetitive stimulus used in both cases

Question 30

What type of instrumental conditioning is this: you drink 4-loko at a party and find it is easier to socialize so you drink it next time you are out

Answer 30

positive reinforcement

Question 31

What type of instrumental conditioning is this: you are deathly afraid of clowns after a bad 5th birthday party. You run and hide every time you see one.

Answer 31

Negative reinforcement - escape

Question 32

response =

Answer 32

behavior performed

Question 33

conditioned behavior depends upon response conditioned: (3 types)

Answer 33

variable vs. stereotyped response belongingness of response behavioral systems

Question 34

reinforce any behaviors = ________ response, but reinforce variability = ________ response

Answer 34

stereotyped; variable

Question 35

reinforcing variability encourages _________

Answer 35

creativity

Question 36

certain responses "______" with certain reinforcers

Answer 36

belong

Question 37

what causal mechanism is involved with Thorndike's puzzle box (when the cats couldn't connect yawning and opening the box)

Answer 37

final (evolutionary)

Question 38

instinctive drift

Answer 38

responses are impacted by instincts

Question 39

Raccoons rubbing coins together and pigs rooting around coins instead putting it in a slot is an example of

Answer 39

instinctive drift

Question 40

Behavior systems theory

Answer 40

learning a response depends on compatibility with natural behaviors describes why instinctive drift occurs as well as belongingness itself

Question 41

conditioning depends upon the reinforcer: (3 characteristics)

Answer 41

quantity quality shifts in quantity and quality

Question 42

_____ depends on expectation

Answer 42

responding

Question 43

positive contrast

Answer 43

small/bad reward shift to large/better reward low responding --> increase responding

Question 44

negative contrast

Answer 44

larger/better reward shifts to a smaller/bad reward high responding --> decreased responding

Question 45

2 main factors that contribute to the response-reinforcer relationship

Answer 45

contiguity contingency

Question 46

response-reinforcer relationship: contiguity

Answer 46

**t**emporal - how long after the response does the reinforcer occur? time is importance

Question 47

response-reinforcer relationship: contingency

Answer 47

**C**ausal - is response necessary for the reinforcer to occur?

Question 48

in operant contingency there _____ be contingency

Answer 48

MUST

Question 49

2 ways to overcome delays in reinforcement

Answer 49

secondary reinforcement marking

Question 50

secondary reinforcement

Answer 50

connects correct response with delayed primary reinforcer (directly related to reinforcer) maintains conditioning/reinforcer (very similar to higher-order conditioning) CS previously **associated with the reinforcer** and then using as 2nd reinforcer until time to apply primary reinforcer again ex. coaching (using words nice job = outcome/trophy) ex.poker chips = money

Question 51

marking procedure

Answer 51

"marks" the subject's response **not associated** with reinforcement, but rather with CHOICE

Question 52

Lieberman marking experiment and take aways

Answer 52

group 1: "marked" (picked up by experimenter and placed in delay box) after correct (black) AND incorrect (white) responses group 2: "unmarked" (no pick up) after correct (black) AND incorrect (white) responses marking works better because component of choice that gets attention of organism, novelty bridges the timing/delay gap

Question 53

accidental reinforcement

Answer 53

accidental pairing of response with reinforcer found by skinner, allowing him to believe contiguity was more important than contingency

Question 54

Staddon and Simmelhag found 2 types of responses:

Answer 54

interim - "odd" behaviors didn't occur close to reinforcer (like appetitive behaviors) terminal - food-related behaviors occur just before reinforcer (like consummatory behaviors)

Question 55

Controllability affects...

Answer 55

learning about causality

Question 56

in the Triadic design, what group had slow avoidance learning?

Answer 56

Y/Yoked - helpless and didn't learn!

Question 57

T/F: learned helplessness is real

Answer 57

False

Question 58

Attention deficit theory

Answer 58

inescapable shock --> difficulty in attributing a choice to reinforcer don't see that they **have** the choice to escape

Question 59

passivity in aversion theory

Answer 59

repeated aversive stimulation leads to unlearned passivity

Question 60

What do we need to do to overcome attention deficit and passivity in aversion theories?

Answer 60

provide contingency to break organism out of helplessness

Question 61

what has been proven to provide contingency?

Answer 61

Marking!

Question 62

helplessness hypothesis

Answer 62

perceived lack of control over environment ex. Depression: 1) reduced motivation 2) difficulty identifying effective behaviors (sounds like loss of contingency!)