Chapter 7 - Learning and Intelligence

Question 1

Learning (broad definition)

Answer 1

An enduring change intra-indivudually from experience

Question 2

What do Psychologists disagree on about learning?

Answer 2

What the change involves: behavioral school and cognitive school

Question 3

What are roots of Behavioral School?

Answer 3

Association Psychology and Adaptation Psychology

Question 4

Association Psychology and Adaptation Psychology

Answer 4

Assocation Psych: make new associations among ideas. relies on self-observation?
Adaptation Psych: learning is a major adaptive function. things about non-human animals should apply to humans

Question 5

How did Adaptation psychology lead to the shift to Behavioral School ideas?

Answer 5

Since non-human animals cannot self-report, they focused on the observables rather than unobservables

Question 6

Psychological behaviorism

Answer 6

A form of behaviorism; argues that psychology should focus on observables like the other natural sciences (replicable observations)

Question 7

What do people in the Behavioral School tend to be?

Answer 7

Behaviorists, not psychologists (focus just on behavior)

Question 8

What did initial work in the Behavioral School focus on?

Answer 8

Evaluating associationist theory of learning scientifically

Question 9

Who were the big and initial Behavioral School associationists?

Answer 9

E. L. Thorndike and Ivan Pavlov

Question 10

What did Ivan Pavlov’s studies first focus on?

Answer 10

First reflexes, then became broader

Question 11

How did Pavlov get to studying classical conditioning?

Answer 11

Studied dogs’ digestive systems, then shifted to stimuli responses

Question 12

Conditional Reflexes (definition)

Answer 12

Responses conditioned or dependent on stimulus

Question 13

Conditioning (definition)

Answer 13

Relatively permanent changes in behavior due to experience

Question 14

How does learning differ to conditioning?

Answer 14

Learning can be changes in the behavioral or mental, but conditioning must be behavioral or observable

Question 15

Classical Conditioning (definition)

Answer 15

Already-existing behavior paired with new situation; largely involuntary, mostly outside of awareness.

Question 16

Which form of conditioning relates more to intelligence? Why?

Answer 16

Classical conditioning is more orexis (conation and affection) than intelligence or cognition. Instrumental is more closely related to intelligence

Question 17

Process of Classical Conditioning

Answer 17

US paired with NS that makes UR;
becomes
CS that elicits CR (CR is same thing as UR. NS is same thing as CS.)

Question 18

What does Generalizing and Extinguishing mean in Classical Conditioning?

Answer 18

Generalize = similar-to controlled stimulus elicts CR

Extinguishing = CS loses its pair to CR

Question 19

Reflexes vs. Instincts

Answer 19

Reflexes: automatic responses to stimuli
Instincts: complex behavior sets as responses (species-specific)

Question 20

Who mainly focused on Instrumental Conditioning?

Answer 20

Thorndike

Question 21

What allowed for explaining behavior without faculties or factors?

Answer 21

Instrumental conditioning

Question 22

What did Thorndike want to first study?

Answer 22

Children, but not allowed

Question 23

Puzzle Box

Answer 23

Thorndike’s experiment that required a sequence of behavior to escape

Question 24

What did Thorndike do after puzzle box to then come up with his theory with laws

Answer 24

Replicated it with other animals. Found same behavior of orderliness increase

Question 25

Law of Effect

Answer 25

More likely to do previously-satisfactory responses. Response gets stamped in to stimuli

Question 26

How did Thorndike explain the Law of Effect?

Answer 26

Strengthening of Stimuli-Response association when satisfaction. Satisfaction strengthens greater than discomfort weakens

Question 27

Why is Instrumental Conditioning called that?

Answer 27

Instrumental = behavior is instrumental for learning an outcome ???

Question 28

What did Thorndike equate intelligence with?

Answer 28

Intelligence = Conditioning

Question 29

How did Thorndike explain intelligence?

Answer 29

Neural associations allow for S-R associations, which # of S-R associations is intelligence

Question 30

How were people more intelligent according to Thorndike?

Answer 30

Greater biological capability for associations (and S-R associations) = More intelligent

Question 31

How do human and non-human animal intelligence differ according to Thorndike?

Answer 31

Humans have greater capacity for neural associations (quantitative)

Question 32

Criticisms of Thorndike’s Intelligence Theory from Behaviorists and Psychologists

Answer 32

Behaviorists: it has some unobservables (satisfaction/discomfort from stimuli)

Psychologists: exclusion of mental attributes (knowledge, information, etc.)

Question 33

Anarchic Theories

Answer 33

Other behavioral theories built off Thorndike; sought to redefine intellectual concepts in behavioristic way. Then mechanistically explain S-R associations

Question 34

Specificity Doctrine

Answer 34

Not emitting behavior doesn’t mean they lack ability to. When testing intelligence, it only tests based on behavior. They might have ability but without means to do it.

Question 35

Trouble of Behavioral School Theory

Answer 35

It’s incomplete. Can’t explain how people respond to completely novel content

Question 36

Mechanistic Models

Answer 36

Machines or metaphors representing theories. Chain-like and deterministic

Question 37

Cognitive vs. Intellective

Answer 37

Cognitive is usually common to persons. Intellective is individual differences in mental phenomena (hard to distinguish)