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psych test 3 > learning > Flashcards

learning Flashcards

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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
common symptoms of learned helplessness in children
- low self-esteem - frustration - positivity - lack of effort - giving up
26
does cc cause a voluntary response
no its involuntary, passive, reflexive
27
operant conditioning
- actions followed by a rewarding event increase - those followed by a punishing event decrease - associating an action and its consequence - produces operant behaviour
28
behaviourism - who - what
John watson tabula rasa: blank state - everything is learned - environment more powerful than genetics - - nurture over nature
29
conditioning little albert
John Watson and Rosalie raynor conditioned Baby Albert to fear a white rate generalized fear to all white fury things
30
little peter
managed to classically condition a similar fear away - candy + 38 sessions - now called systematic desensitization
31
thorndike - law of effect
- behaviour followed by pleasant consequences is likely to be repeated - behaviour followed by unpleasant consequences is likely to stop
32
operant conditioning - bf skinner "skinner box"
- manipulate consequences - - to increase or decrease B - - to shape entirely new B - reinforcement - punishment
33
name types of reinforcers
primary reinforcers | conditioned (secondary) reinforcers
34
primary reinforcers
fulfill a basic need and do not depends on learning | - food, water, sleep
35
conditioned (secondary) reinforcers
acquired or learned | - money, grades, tokens, notoriety, attention
36
reinforcer table
read
37
shaping (name ways)
- operant conditioning - reinforcers guide behaviour - successive approximations - shape complex behaviours
38
name types of reinforcement
positive reinforcement | negative reinforcement
39
positive reinforcement
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
negative reinforcement
- 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
factors that influence the operant conditioning
- magnitude of reinforcement ($2 vs $200) - immediacy of reinforcement (longer delay = lower response) - level of motivation of the learner (learning to juggle)
42
continuous reinforcement
each correct response reinforced
43
partial reinforcement
- reinforced randomly or intermittently - more realistic, how we actually learn - less susceptible to extinction
44
name the schedules of reinforcement
- fixed ratio - variable ratio - fixed interval - variable interval
45
fixed ratio
- Response after fixed number of correct responses - high response, brief pause after reinforcement ex: worker productivity, mccafe card, payed by number lawns mowed
46
variable ratio
- Response after a varying number of correct responses - high response rate, resistant to extinction ex: VLTs, fishing
47
fixed interval
- response after a specific time interval has passed - response increases near time of R, then slight drop ex: pay check, morning paper
48
variable interval
- Response after a varying amount of time - lower but steady response ex: pop quiz, speed traps, random drug testing
49
shared terms with operant and classical conditioning
- extinction - generalization - spontaneous recovery
50
extinction
when reinforcement is withheld withhold tantrum attention
51
generalization
responding to a similar reinforcer
52
types of punishment
positive, negative
53
when does punishment happen, why
after a behaviour and to decrease the probability of the behaviour happening again
54
positive punishment
addition of an unpleasant stimulus | - extra chores, scolding
55
negative punishment
removal of something valued or desired | - no car
56
disadvantages of punishment
- 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
comp of classical + operant conditioning
s45, s46
58
can animals learn from experience? from stimulus?
yes they can learn without reinforcement yes they can learn predictability and expectance that a stimulus will occur
59
latent learning
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
how to rewards affect intrinsic motivation
excessive rewards can destroy intrinsic motivation. people who focus on their works meaning and significance do better and earn intrinsic rewards
61
observational learning
- modelling - learn from observing and imitation especially influential if paired with OC - antisocial or prosocial
62
observational learning requires what
- attention - retention - reproduction (requires motivation) - reinforcement (if model is reinforced)
63
Bandura's Bobo doll experiment 1961 looked into what
does aggressive modelling cause aggressive behaviour in children
64
mirror neurons
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
yawning when others do caused by what?
empathy, mirror neurons, modelling
66
prosocial effects of observational learning in everyday life
prosocial behaviour models have prosocial effects effectiveness is related to consistency in actions and words
67
antisocial effects of observational learning in everyday life
observational learning may have adverse effects (movies, tv shows, online ) aggressiveness could be genetic

psych test 3 (2 decks)

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