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psych test 3 > learning > Flashcards

learning Flashcards

1
Q

what is learning

A

acquisition of new and relatively enduring information or behaviour, through experience, adaptability

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2
Q

learning _____ info,

memory _____ info

A

learning acquires

memory retains

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3
Q

associative learning

A

learning that certain events occur together

  • habitual behaviour
  • behaviour through conditioning
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4
Q

cognitive learning

A

by observing, or through language

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5
Q

conditioning

A

a process of learning associations

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6
Q

stimulus

A

anything to which an organism responds

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7
Q

respondent behaviour

A

behaviour that is automatic response to some stimulus

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8
Q

operant behaviour

A

behaviour that operates on the environment, consequences

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9
Q

involuntary response to a stimulus (examples)

A

puff of air = blink

food = salivating

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10
Q

unlearned reflexes. give examples

A

unconditioned

inborn, automatic

ex: hot weather, loud bang, onion vapour, touch hot pan

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11
Q

learned reflexes. give examples

A

conditioned

fire alarm, response to people, sports

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12
Q

classical conditioning

A

link between 2 or more stimuli produces a response
- respondent behaviour

when a previously neutral stimulus becomes ‘paired’ (associated) with an unconditioned response, and elicits a conditioned response.

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13
Q 
pavlovs dogs. 
name:
- unconditioned stimulus
- unconditioned response
- neutral stimulus
- conditioned stimulus
- conditioned response
A
  • unconditioned stimulus: food
  • unconditioned response salivating
  • neutral stimulus: tone
  • conditioned stimulus: tone paired w food
  • conditioned response: learning salivating with tone
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14
Q

pavlovs experiments

A 
acquisition
extinction
spontaneous recovery
generalization
discrimination
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15
Q

extinction

A

weakening (& disappearance of CR)

not unlearning but learned inhibition of responding

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16
Q

spontaneous recovery

A

after extinction, the CS is presented and the CR reappears

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17
Q

generalization

A

when a stimulus similar to the CS elicits the CR

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18
Q

discrimination

A

CR is made only to the CS, not to similar stimuli

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19
Q

factors affecting classical conditioning

A

number of pairings
- generally, more pairings = stronger response
intensity of the

unconditioned stimulus
- stronger = stronger & faster (loud noise vs clap)

how reliably the conditioned stimulus predictions the unconditioned response
- neutral stimulus must be reliable (false alarms)

temporal relationship between the conditioned stimulus and the unconditioned stimulus
- CS should occur just before US (.5 sec before)

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20
Q

examples of classical conditioning in everyday life

A
  • taste aversion (only needs on pairing)
  • fears and phobias (dentist, shark attack)
  • advertising
  • –associating product with a feeling or response
  • – beautiful people
  • –happy music, jingles
  • – wine and dine events
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21
Q

JOHN GARCIA?

A

look up

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22
Q

Overmeier and seligman did what experiment (hint: dogs)

A

dogs and shocks experiment

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23
Q

what sis overseer and seligman find from their dogs and shocks experiment

A

learned helplessness

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24
Q

learned helplessness

A

passive resignation to aversive conditions, learned by repeated exposure to circumstances perceived as inescapable and unavoidable

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25
Q

common symptoms of learned helplessness in children

A
  • low self-esteem
  • frustration
  • positivity
  • lack of effort
  • giving up
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26
Q

does cc cause a voluntary response

A

no its involuntary, passive, reflexive

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27
Q

operant conditioning

A
  • actions followed by a rewarding event increase
  • those followed by a punishing event decrease
  • associating an action and its consequence
  • produces operant behaviour
28
Q

behaviourism

  • who
  • what
A

John watson

tabula rasa: blank state

  • everything is learned
  • environment more powerful than genetics
    • nurture over nature
29
Q

conditioning little albert

A

John Watson and Rosalie raynor conditioned Baby Albert to fear a white rate

generalized fear to all white fury things

30
Q

little peter

A

managed to classically condition a similar fear away

  • candy + 38 sessions
  • now called systematic desensitization
31
Q

thorndike - law of effect

A
  • behaviour followed by pleasant consequences is likely to be repeated
  • behaviour followed by unpleasant consequences is likely to stop
32
Q

operant conditioning - bf skinner “skinner box”

A
  • manipulate consequences
    • to increase or decrease B
    • to shape entirely new B
  • reinforcement
  • punishment
33
Q

name types of reinforcers

A

primary reinforcers

conditioned (secondary) reinforcers

34
Q

primary reinforcers

A

fulfill a basic need and do not depends on learning

- food, water, sleep

35
Q

conditioned (secondary) reinforcers

A

acquired or learned

- money, grades, tokens, notoriety, attention

36
Q

reinforcer table

A

read

37
Q

shaping (name ways)

A
  • operant conditioning
  • reinforcers guide behaviour
  • successive approximations
  • shape complex behaviours
38
Q

name types of reinforcement

A

positive reinforcement

negative reinforcement

39
Q

positive reinforcement

A

presenting (adding) a pleasant or desirable stimulus that will strengthen B and increase the probability of it occurring again

  • pay someone for work done
  • pet a dog when it comes to you
40
Q

negative reinforcement

A
  • removing (taking away) a stimulus that will strengthen a B and make it more likely to occur again
  • taking away something unpleasant (car buzzer for seatbelt)
  • aspirin for headache
  • stopping to remove painful pebble from shoes
41
Q

factors that influence the operant conditioning

A
  • magnitude of reinforcement ($2 vs $200)
  • immediacy of reinforcement (longer delay = lower response)
  • level of motivation of the learner (learning to juggle)
42
Q

continuous reinforcement

A

each correct response reinforced

43
Q

partial reinforcement

A
  • reinforced randomly or intermittently
  • more realistic, how we actually learn
  • less susceptible to extinction
44
Q

name the schedules of reinforcement

A
  • fixed ratio
  • variable ratio
  • fixed interval
  • variable interval
45
Q

fixed ratio

A
  • Response after fixed number of correct responses
  • high response, brief pause after reinforcement

ex: worker productivity, mccafe card, payed by number lawns mowed

46
Q

variable ratio

A
  • Response after a varying number of correct responses
  • high response rate, resistant to extinction

ex: VLTs, fishing

47
Q

fixed interval

A
  • response after a specific time interval has passed
  • response increases near time of R, then slight drop

ex: pay check, morning paper

48
Q

variable interval

A
  • Response after a varying amount of time
  • lower but steady response

ex: pop quiz, speed traps, random drug testing

49
Q

shared terms with operant and classical conditioning

A
  • extinction
  • generalization
  • spontaneous recovery
50
Q

extinction

A

when reinforcement is withheld

withhold tantrum attention

51
Q

generalization

A

responding to a similar reinforcer

52
Q

types of punishment

A

positive, negative

53
Q

when does punishment happen, why

A

after a behaviour and to decrease the probability of the behaviour happening again

54
Q

positive punishment

A

addition of an unpleasant stimulus

- extra chores, scolding

55
Q

negative punishment

A

removal of something valued or desired

- no car

56
Q

disadvantages of punishment

A
  • indicates unacceptable b, but no help in developing acceptable b
  • temporary suppression
  • negatively reinforces parents punishing
  • create fear/hostility towards punisher
  • increase aggression
  • passive aggressiveness
  • avoidance
  • inappropriate modeling
  • learned helplessness
57
Q

comp of classical + operant conditioning

A

s45, s46

58
Q

can animals learn from experience? from stimulus?

A

yes they can learn without reinforcement

yes they can learn predictability and expectance that a stimulus will occur

59
Q

latent learning

A

behaviour is cognitively acquired but is not demonstrated until some incentive is provided for displaying it

  • rats in a maze
  • driving
  • knowledge of surroundings
60
Q

how to rewards affect intrinsic motivation

A

excessive rewards can destroy intrinsic motivation.

people who focus on their works meaning and significance do better and earn intrinsic rewards

61
Q

observational learning

A
  • modelling
  • learn from observing and imitation
    especially influential if paired with OC
  • antisocial or prosocial
62
Q

observational learning requires what

A
  • attention
  • retention
  • reproduction (requires motivation)
  • reinforcement (if model is reinforced)
63
Q

Bandura’s Bobo doll experiment 1961 looked into what

A

does aggressive modelling cause aggressive behaviour in children

64
Q

mirror neurons

A

neurons that fire when observing others’ behaviour, feelings… neural basis for imitation

  • empathy
  • oxytocin
  • behaviour

modeling starts early. id pos or neg. what we learn as children is not easily displaced.

65
Q

yawning when others do caused by what?

A

empathy, mirror neurons, modelling

66
Q

prosocial effects of observational learning in everyday life

A

prosocial behaviour models have prosocial effects

effectiveness is related to consistency in actions and words

67
Q

antisocial effects of observational learning in everyday life

A

observational learning may have adverse effects (movies, tv shows, online )

aggressiveness could be genetic

psych test 3 (2 decks)

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