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PSYC1013 > Chapter 6 > Flashcards

Chapter 6 Flashcards

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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
conditioned tast aversion
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
26
preparedness
biologically prepared for dangerous food, which is why we develop rapid conditioning with foods that make us sick
27
phobias and fears
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
28
classical conditioning-- operant conditioning or instrumental learning
reflexive, involuntary responses, elicit
29
operant (instrumental conditioning)
consequential, voluntary responses, emit (we learn due to consequences of our behaviour, decide whether or not to emit a response)
30
Edward L. Thorndike (1913)
law of effect
31
Law of effect
if we make a response and it results in positive effect we will repeat the actions
32
Thorndike puzzle box
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
Principal of reinforcement (BF Skinner)
pleasant consequences increase probability that behaviour will be repeated-- reinforcer
34
skinners box (operant chamber)
rat pressed on lever to get food, or rat presses on lever to recieve or stop shock
35
Cumulative recorder
not responding--> one response--> series of rapid responses--> reinforcement slash all recorded on paper, steep slope, making a lot of responses
36
reinforcement contingencies
circumstances/ rules that determine of response will receive a reinforcer
37
primary reinforcers
satisfy biological needs (naturally pleasant)
38
secondary reinforcers
conditioned reinforcement (initally no pleasant response but reinforced over time- money, grades, flattery)
39
Superstitious behaviours
inapropriately reinforced behaviours
40
Acquisition and shaping
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
Extinction burst
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
renewal effect-- old environment
might be renewal when you return to original environment-- if the animal was taken somewhere else
43
discriminative stimulus
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
stimulus generalization
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
stimulus discrimination
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
continuous reinforcement
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
Intermittent (partial) reinforcement
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
types of intermittent reinforcement
ratio and interval
49
ratio schedules
number of responses (after a certain number of response, 5 responses to get reinforcement)
50
interval schedule
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
variants of ratio and interval schedules
fixed: after specific amount of time or amount variable: average amount of time or amount
52
Fixed vs variable ratio
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
fixed vs variable interval
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
Escape and avoidance learning
classical conditioning: ucs: shock UCR: fear, CS: light, CR: fear Opperent conditioning (negative reinforcement): response: run away Aversive stimulus removed; conditioned fear reduced
55
fear of flying
classical conditioning: UCS; turbulence UCR: fear, CS: flying, CR: fear Operant conditioning: Response: drive instead Aversive stimulus removedL fear reduced
56
decreasing a response
punishment
57
positive punishment
using aversion/ aversive stimulus to decrease the likelihood of that response (spanking)
58
negative punishment
taking something away that is good (take phone away)
59
Negative reinforcement vs punishment
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
negative vs positive punishment
spanking (positive): negative side effects, how much is too much minimize physical punishments
61
More effective punishment
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
Latent learning-tolman
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
instinctive drift
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
response- outcome relations
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
animal behaviour
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
types of operant conditioning
positive and negative reinforcement and positive and negative punishment
67
positive reinforcement
consequence of behaviour: stimulus presented Impact on responses: INCREASE EX: you get a treat
68
Negative Reinforcement
consequence of behaviour: stimulus removed Impact on response: INCREASE EX; annoying noise gets turned off
69
positive punishment
consequence of behaviour: stimulus presented impact on responses: DECREASE EX: you get yelled at
70
negative punishment
consequence of behaviour: stimulus removed impact on responses: DECREASE ex: favourite item gets taken away
71
observational learning
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
vicarious learning
learning vicariously through someone else
73
Retention
Remember that info
74
Reproduction
be capable of reproducing that behaviour
75
are children who watch violence or racy tv affected by observational learning? STUDY bobo doll
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
NEw research on violent tv and aggressive adults
when they looked at the tv shows they watched as kids, were generally violent
77
mirror neurons
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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