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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
stimulus discrimination
diff b/w CS and other stimuli; not pair w/ US - ex: horrified of roaches, but not beetles
26
stimulus generalization
stimuli similar to CS (bell) can provoke CR (drool) - ex: shape of chocolate is important!
27
habituation
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
highly unethical study
one that would NOT be repeated today
29
little albert study
- 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
higher-order (second order-conditioning)
pairing a new neutral stimulus w/ conditioned stimulus
31
operant conditioning (instrumental conditioning)
process where a response becomes more/less likely to occur depending on its consequences - coined by behaviorist BF Skinner (Skinnerian conditioning)
32
operant
any active beh that operates on environment to generate consequences
33
(Thorndike's) law of effect
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
if the beh increased after the consequence .....
it was a reinforcer
35
positive (adding) reinforcement
adding something they want after beh ex: candy for cleaning
36
negative (subtracting) reinforcement
removing something they dont want after beh ex: annoying sound in car goes away after seatbelt is put on
37
punishment
any consequence that decreases frequency of beh
38
postive punishment
adding something they dont want to decrease beh over time ex: lecture kid not to be bad
39
negative punishment
taking away something they like to decrease beh ex: no videogames for bad beh
40
punishment must be applies when?
immediately
41
physical punishment
no permanant changes; only says what to do; produces fear; can create violent kids
42
shaping
guiding beh closer and closer to approximations of beh you want to see
43
primary reinforcers
unlearned; not natural ex: basic survival needs
44
secondary (conditioned) reinforcers
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
immediate reinforcers
occur immediately after beh + is most effective ex: vending machine (immediately get snack)
46
delayed reinforcers
occur after a delay ex: working out (results come later)
47
reinforcement schedule
rule stating which instances of a beh will be reinforced
48
two types of reinforcement schedules
continous reinforcement and partial reinforcement
49
continuous reinforcement
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
partial reinforcement
response is reinforced only part of the time (slower, but more resistant to extinction) ex: randomly giving $5 to come to class
51
fixed
predictable
52
variable
unpredictable
53
ratio
# of times you exhibit beh (beh-based)
54
interval
amount of time has pssed (time-based)(doesn't rely/worry about ratio)
55
fixed ratio schedules
beh reinforced after a specified # of responses (produces high, steady rate of responding) ex: allowance after mowing lawn 3 times
56
variable-ratio schedules
beh reinforced after unpredictable # of responses (high, steady rate of responding) ex: gambling, the lottery
57
fixed-interval schedules
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
variable-interval schedules
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
observational learning
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
models
ppl. deomonstrate/explain beh
61
live model
person demonstrating/acting out beh w/ you there ex: yoga instructor teaching a class
62
verbal model
desciption/explanation of beh w/ you there ex: someone telling you about the diff. beh in class
63
symbolic model
(NO interaction) real/fictional characters display beh in books/films/TV/online media ex: watching YouTube vid on how to cook
64
latent learning
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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