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Psych 2005 (Section 5) > Chapter 6: What is Learning? > Flashcards

Chapter 6: What is Learning? Flashcards

1
Q

reflex

A

motor/neural rxn tp specific stimulus in environment
- flinching/blinking when light flashed in eyes

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2
Q

instinct

A

innate beh triggered by broader rnage of events liek aging, changing of seasons
- survival instinct/taking care of babies/birds flying south for winter

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3
Q

learning

A

relatively permanent change in beh (or beh potential) caused by experience

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4
Q

associative learning (CONDITIONING)

A

learning that 2 events occur together

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5
Q

classical conditioning

A

learning to associate 2 stimuli and anticipate events

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6
Q

stimulus

A

any event in the environment that produces a response
- ex: hearing jaws song and thinking a shark will kill you

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7
Q

operant conditioning

A

learning to associate a beh w/ a consequence (outcome)
- study=do well; hurt someone-guilty

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8
Q

Classical conditioning

A

Major I major influence on behaviorism; discovered by Ivan Pavlov; it’s a process that occurs to associations between environmental stimulus and naturally occurring stimulus

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9
Q

What are the assumptions about behaviorism?

A

Learning occurs through interactions with the environment; environment, shapes behavior; internal mental state, such as thoughts, feelings, and emotions, as useless and explaining behavior 

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10
Q

Respondent behavior

A

Occurs as an automatic response to a stimulus

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11
Q

Neutral

A

Doesn’t lead to any behavior before conditioning

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12
Q

unconditioned stimulus UCS

A

Automatically triggers response
ex: food

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13
Q

Unconditioned response UCR

A

Unlearned response to unconditioned stimulus
ex: drooling

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14
Q

conditioned stimulus CS

A

previously neutral stimulus that becomes associated w/ US, triggering CR
ex: bell

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15
Q

conditioned response CR

A

learned response to previously neutral stimulus
ex: drool

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16
Q

conditioned response =

A

learned (not natural)

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17
Q

uncomditioned response =

A

automatic

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18
Q

acquisition

A

linking neutral stimulus (bell w/ food) with US; eventually becomes CS
- the timing of the CS has a HUGE effect on whether or not acquision happens

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19
Q

forward conditioning

A

fastest learning
- CS (bell) presented before US (food)
- CS acts as signal that US is coming

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20
Q

backward conditioning

A

slower learning
- US (food) presented before CS (bell)
- too involved w/ US to notice CS

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21
Q

taste aversion

A

eating something and becoming sick; do not want to eat it again later for some time

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22
Q

single-trial learning

A

only takes one time/pairing

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23
Q

extinction

A

CR (drool) decreases/disappears when CS (bell) no longer paired w/ US (food)
- ex: bell, no food

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24
Q

spontaneous recovery (the drool)

A

reappearance of CR after a pause following extinction
- CR not totally gone, just dormant but no longer useful

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25
Q

stimulus discrimination

A

diff b/w CS and other stimuli; not pair w/ US
- ex: horrified of roaches, but not beetles

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26
Q

stimulus generalization

A

stimuli similar to CS (bell) can provoke CR (drool)
- ex: shape of chocolate is important!

27
Q

habituation

A

decrease in responsiveness after repeated presentation of stimuli
- ex: a town that smells strange but stops being so noticeable after a while of being there

28
Q

highly unethical study

A

one that would NOT be repeated today

29
Q

little albert study

A
  • shown a white rat/not scared of it
  • then made a loud noise behind his head which scared him/made him cry
  • they repeated this multiple times
  • albert now scared of all white, furry objects
30
Q

higher-order (second order-conditioning)

A

pairing a new neutral stimulus w/ conditioned stimulus

31
Q

operant conditioning (instrumental conditioning)

A

process where a response becomes more/less likely to occur depending on its consequences
- coined by behaviorist BF Skinner (Skinnerian conditioning)

32
Q

operant

A

any active beh that operates on environment to generate consequences

33
Q

(Thorndike’s) law of effect

A

beh followed by consequence we want likely to be repeated
- what one person finds reinforcing might not work for another
- ex: hugging 5 year old vs hugging 15 year old

34
Q

if the beh increased after the consequence …..

A

it was a reinforcer

35
Q

positive (adding) reinforcement

A

adding something they want after beh
ex: candy for cleaning

36
Q

negative (subtracting) reinforcement

A

removing something they dont want after beh
ex: annoying sound in car goes away after seatbelt is put on

37
Q

punishment

A

any consequence that decreases frequency of beh

38
Q

postive punishment

A

adding something they dont want to decrease beh over time
ex: lecture kid not to be bad

39
Q

negative punishment

A

taking away something they like to decrease beh
ex: no videogames for bad beh

40
Q

punishment must be applies when?

A

immediately

41
Q

physical punishment

A

no permanant changes; only says what to do; produces fear; can create violent kids

42
Q

shaping

A

guiding beh closer and closer to approximations of beh you want to see

43
Q

primary reinforcers

A

unlearned; not natural
ex: basic survival needs

44
Q

secondary (conditioned) reinforcers

A

have to learn to like them
ex: we learn to like money
ex: sometimes animal trainers use clickers as 2nd reinforceres to make sure primary reinforcement doesnt become less effective

45
Q

immediate reinforcers

A

occur immediately after beh + is most effective
ex: vending machine (immediately get snack)

46
Q

delayed reinforcers

A

occur after a delay
ex: working out (results come later)

47
Q

reinforcement schedule

A

rule stating which instances of a beh will be reinforced

48
Q

two types of reinforcement schedules

A

continous reinforcement and partial reinforcement

49
Q

continuous reinforcement

A

desired beh is reinforced every single time it occurs (best used during initial stages of learning to create a strong association b/w beh and response)
ex: paying students $5 to come to class

50
Q

partial reinforcement

A

response is reinforced only part of the time (slower, but more resistant to extinction)
ex: randomly giving $5 to come to class

51
Q

fixed

A

predictable

52
Q

variable

A

unpredictable

53
Q

ratio

A

of times you exhibit beh (beh-based)

54
Q

interval

A

amount of time has pssed (time-based)(doesn’t rely/worry about ratio)

55
Q

fixed ratio schedules

A

beh reinforced after a specified # of responses (produces high, steady rate of responding)
ex: allowance after mowing lawn 3 times

56
Q

variable-ratio schedules

A

beh reinforced after unpredictable # of responses (high, steady rate of responding)
ex: gambling, the lottery

57
Q

fixed-interval schedules

A

beh reinforced after specified amount of time has passed
(high amounts of responding at end of interval, but slower repsonding immediately after the delivery of the reinforcer)
ex: kids are good around christmas for santa claus, but start bad beh up again after its over

58
Q

variable-interval schedules

A

beh reinforced after unpredictable amount of time has passed
(produces slow, steady rate of response)
ex: boss who shows up randomly to check on you

59
Q

observational learning

A

learning by observing others
ex: when kids saw adult act violent w/ bobo doll in experiment, they acted violent when it was their turn to play

60
Q

models

A

ppl. deomonstrate/explain beh

61
Q

live model

A

person demonstrating/acting out beh w/ you there
ex: yoga instructor teaching a class

62
Q

verbal model

A

desciption/explanation of beh w/ you there
ex: someone telling you about the diff. beh in class

63
Q

symbolic model

A

(NO interaction) real/fictional characters display beh in books/films/TV/online media
ex: watching YouTube vid on how to cook

64
Q

latent learning

A

not reflected in an immediate beh change
ex: we know to stop/drop/roll is we catch on fire, but its not relevant now since im not on fire

Psych 2005 (Section 5) (9 decks)

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