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Learning Flashcards

1
Q

E. L. Thorndike

A

BIG WIGS-LEARNING

“law of effect”

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2
Q

Kurt Lewin

A

BIG WIGS-LEARNING

“theory of association”

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3
Q

Ivan Pavlov

A

BIG WIGS-LEARNING

“classical conditioning”

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4
Q

John B. Watson

A

BIG WIGS-LEARNING

“school of behaviorism”

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5
Q

B. F. Skinner

A

BIG WIGS-LEARNING

“operant conditioning” “Skinner box”

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6
Q

Classical Conditioning

A

LEARNING

Pairing neutral stimulus paired with not so neutral stimulus creating a relationship

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7
Q

Neutral Stimulus (NS)

A

LEARNING

Classical conditioning: stimulus that does not produce a specific response on its own

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8
Q

Unconditioned Stimulus (UCS)

A

LEARNING

Classical conditioning: a not-so-neutral stimulus that elicits response without conditioning

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9
Q

Conditioned Stimulus (CS)

A

LEARNING
Classical conditioning: neutral stimulus (NS) that has been paired with a unconditioned stimulus (UCS) that pairs the NS with the UCS

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10
Q

Unconditioned Response (UCR)

A

LEARNING

Classical conditioning: naturally occurring response after exposure to unconditioned stimulus (UCS)

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11
Q

Conditioned Response (CR)

A

LEARNING

Classical conditioning: response that conditioned stimulus (CS) elicits after conditioing

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12
Q

Simultaneous Conditioning

A

LEARNING

Classical conditioning: unconditioned stimulus (UCS) and conditioned stimulus (CS) are presented at the same time

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13
Q

High-Order Conditioning/Second-Order Conditioning

A

LEARNING

Classical conditioning: Previous conditioned stimulus (CS) now acts a a unconditioned stimulus (UCS)

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14
Q

Forward Conditioning

A

LEARNING
Classical conditioning: conditioned stimulus (CS) is presented before unconditioned stimulus.
Two types delayed and trace

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15
Q

Delayed Conditioning

A

LEARNING
Classical conditioning: Forward Conditioning: conditioned stimulus (CS) is presented before the unconditioned stimulus (UCS) and lasts until UCS is presented

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16
Q

Trace Conditioning

A

LEARNING
Classical conditioning: Forward Conditioning: conditioned stimulus (CS) is presented and terminates before the unconditioned stimulus (UCS)

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17
Q

Backward Conditioning

A

LEARNING
Classical conditioning: conditioned stimulus (CS) is presented after the unconditioned stimulus (UCS)
Ineffective and only accomplishes inhibitory conditioning

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18
Q

Inhibitory Conditioning

A

LEARNING

Classical conditioning: after conditioning there pairing unconditioned stimulus (UCS) with conditioned stimulus (CS)

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19
Q

Operant Conditioning

A

LEARNING
AKA instrumental conditioning (Skinner) influences a response through reinforcement strategies. Do what rewards us and don’t do what doesn’t.

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20
Q

Skinner Box

A

LEARNING

Operant conditioning: box with a hole and a lever. pressing the lever released a treat

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21
Q

Shaping

A

LEARNING
Operant conditioning: reward for approaching, then touching, then acting. AKA differential reinforcement of successive approximatios

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22
Q

Primary Reinforcement

A

LEARNING

Operant conditioning: natural reinforcement - reinforces on its own without learning

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23
Q

Secondary Reinforcement

A

LEARNING

Operant conditioning: behaviors learned through society (money, prestige, awards)

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24
Q

Positive Reinforcement

A

LEARNING

Operant conditioning: positive event or reward that acts as stimulus increasing likelihood of response (giving)

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25
Negative Reinforcement
LEARNING | Operant conditioning: reinforcement through the removal of a negative event (taking away)
26
Continuous Reinforcement Schedule
LEARNING | Operant conditioning: every correct response is met with some form of reinforcement (quickest but most fragile learning)
27
Partial Reinforcement Schedule
LEARNING | Operant conditioning: not all correct responses rewarded. (longer but resistant to extinction) four types
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Fixed Ratio Schedule
LEARNING | Operant conditioning: partial reinforcement schedule: reinforcement after consistent number of correct responses
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Variable Ratio Schedule
LEARNING | Operant conditioning: partial reinforcement schedule: reinforcement delivered without predictable ratio (slots) #!
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Fixed Interval Schedule
LEARNING | Operant conditioning: partial reinforcement schedule: rewards came after a consistent amount of time
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Variable Interval Schedule
LEARNING | Operant conditioning: partial reinforcement schedule: rewards delivered after differing time periods #2
32
Token Economy
LEARNING | Operant conditioning: artificial mini-economy (i.e. prisons) motivated by secondary reinforcers
33
Primary Drive
LEARNING | Motivation and Performance: Also known as instinctual drive (internal - hunger/thirst)
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Secondary Drive
LEARNING | Motivation and Performance: Acquired drive - external - learned reinforcers
35
Exploratory Drive
LEARNING | Motivation and Performance: some individuals are motivated to try new things or explore their environment
36
Fritz Heider
LEARNING | Motivation and Performance: Balance theory
37
Homeostasis
LEARNING Motivation and Performance: Homeostasis - humans are primarily motivated to maintain physiological or psychological homeostasis. Desire to be bakanced with respect to feelings, ideas, or behaviors. Called into question by individuals seeking out stimulation, novel experience, or self-destruction
38
Charles Osgood
LEARNING | Motivation and Performance: Congruity Theory
39
Percy Tannenbaum
LEARNING | Motivation and Performance: Congruity Theory
40
Leon Festinger
LEARNING | Motivation and Performance: Congitive Dissonance Theory
41
Clark Hull
LEARNING | Motivation and Performance: Performance = Drive x Habit. Motivated by drive then act according to old successful habits
42
Edward Tolman
LEARNING Motivation and Performance: Performance = Expectation x Value. People are motivated by goals that they think they might actually meet
43
Expectancy-Value Theory
LEARNING | Motivation and Performance: Performance = Expectation x Value
44
Victor Vroom
LEARNING | Motivation and Performance: Expectancy value in large organizations
45
Henry Murray
LEARNING | Motivation and Performance: Need for Achievement
46
David McClelland
LEARNING | Motivation and Performance: Need for Achievement
47
Need for Acheivement
LEARNING | Motivation and Performance: people are motivated through a need to pursue success, avoid failure, or feel succesful
48
John Atkinson
LEARNING Motivation and Performance: people who set realistic goals with intermediate risk feel pride and want to succeed more than their fear of failure however unlikely to set risky goals
49
Neil Murray
LEARNING | Motivation and Performance: Approach-Avoidance Conflict
50
Approach-Avoidance Conflict
LEARNING Motivation and Performance: conflict refers to the state one feels when a certain goal has pros and cons. the further one is from the goal the more one focuses on the pros the closer to the goal the more one focuses on the cons
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Hedonism
LEARNING Motivation and Performance: the theory that individuals are motivated solely by what brings the most pleasure and the least pain
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The Premack Principle
LEARNING Motivation and Performance: idea that people are motivated to do what they do not want to by rewarding themselves afterward
53
Arousal
LEARNING Motivation and Performance: Arousal is part of motivation and an individual must be adequately aroused to learn or perform
54
Donald Hebb
LEARNING Motivation and Performance: A medium amount of arousal is best for performance too little or too much hampers performance of tasks
55
Yerkes-Dodson Effect
LEARNING Motivation and Performance: optimal arousal is an inverted U with lowest performance occurring at the extremes of arousals
56
Stimulus
LEARNING Motivation and Performance: Stimulus refers to any event that an organism reacts to. First link in stimulus response chain
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Stimulus Discrimination
LEARNING | Motivation and Performance: ability to discriminate between different but similar stimuli
58
Stimulus Generalization
LEARNING | Motivation and Performance: make the response to a group of similar stimuli
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Undergeneralization
LEARNING | Motivation and Performance: the failure to generalize a stimulus
60
Response learning
LEARNING Motivation and Performance: learning wherein one links together chains of stimuli and responses. one learns what steps to do in response to a particular trigger
61
Perceptual/Concept Learning
LEARNING Motivation and Performance: learning about something in general versus stimulus-response chains such as topics. Tolman's cognitive maps of mazes rather than escape routes is example
62
Aversive Conditioning
LEARNING Motivation and Performance: uses punishment to decrease the likelihood of a behavior. For example drug antabuse which causes severe nausea and vomiting when taken with alcohol.
63
Avoidance Conditioing
LEARNING | Motivation and Performance: teaches an animal how to avoid something the animal does not want
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Escape Conditioning
LEARNING | Motivation and Performance: teaches an animal to perform a desired behavior to get away from a negative stimulus
65
Punishment
LEARNING Motivation and Performance: promotes the extinction of an undesirable behavior. punishment is presented after an unwanted behavior is performed. this acts as a negative stimulus. punishment in the long run is not effective because it carries to o many negative effects
66
Autonomic Conditioning
LEARNING | Motivation and Performance: refers to evoking responses of the autonomic nervous system through training
67
State Dependent Learning
LEARNING Motivation and Performance: refers to the concept that what a person learns in one state is best recalled in that state. State refers to a physiological state
68
Extinction
LEARNING Motivation and Performance: The goal is to encourage an organism to stop doing a particular behavior by repeatedly withholding reinforcement or disassociating the behavior from a particular cue
69
Spontaneous Recovery
LEARNING Motivation and Performance: the reappearance of an extinguished response even in the absence of further conditioning or training
70
Latent Learning
LEARNING | Motivation and Performance: takes place even without reinforcement and the actual learning is revealed at another time
71
Incidental Learning
LEARNING Motivation and Performance: is like accidental learning like associating the car with the vet opposite of intentional learning
72
Superstitious Behaviors
LEARNING Motivation and Performance: occurs when someone "learns" that a specific action causes an event when in reality the two are unrelated
73
Chaining
LEARNING Motivation and Performance: the act of linking together a series of behaviors that ultimately result in reinforcement. one behavior triggers the next
74
Habituation
LEARNING Motivation and Performance: is decreasing responsiveness to a stimulus as a result of increasing familiarity with stimulus
75
Sensitization
LEARNING | Motivation and Performance: is increased sensitivity to the environment following the presentation of a strong stimulus
76
Overshadowing
LEARNING Motivation and Performance: is a classical conditioning concept referring to an animal's inability to infer a relationship between a particular stimulus and response due to the presence of a more prominent stimulus
77
Autoshaping
LEARNING Motivation and Performance: refers to experiments in which an apparatus allows an animal to control its reinforcements through behaviors such as bar pressing or key pecking
78
Social Learning Theory
LEARNING Motivation and Performance: posits that individuals learn through their culture. People learn what are acceptable and unacceptable behaviors through interacting in society
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Observational Learning
LEARNING | Motivation and Performance: simply the act of learning something by watching
80
Modeling
LEARNING | Motivation and Performance: concept within social learning that refers to learning and behaving by imitating others
81
Albert Bandura
LEARNING Motivation and Performance: Modeling using bobo doll - children who witnessed physiscal abuse against a blow up doll did the same thing during playtime with a bobo doll
82
John Garcia
evolution makes you programmed to learn certain connections called preparedness
83
Preparedness
connection between nausea and food is automatic and can cause a reaction after only one exposure Garcia effect
84
M E Olds
performed experiments stimulating pleasure centers - evidence against the drive-reduction theory
85
Continuous Motor Tasks
A continuous motion once started continues naturally. Easier to learn
86
Discrete Motor Tasks
motion that is divided into different parts that do not facilitate the recall of each other
87
Positive Transfer
previous learning that makes it easier to lean another task later (more difficult is negative transfer)
88
Age affects learning
Humans are primed to learn between the ages of 3 and 20
89
Learning Curve
refers to the fact that when learning something new the rate of learning changes over time - negative and positive rates of acceleration
90
Herman Ebbinghaus
Described the learning curve
91
Educational Psychology
branch of psychology is concerned with how people learn in educational settings
92
Thorndike
credited with writing the first educational psychology textbook in 1903
93
Aptitude
refers to a set of characteristics that are indicative of a person's ability to learn
94
Cooperative Learning
involves students working on a project together in small group
95
Scaffolding Learning
occurs when a teacher encourages the student to learn independently and provides assistance with topics or concepts that are difficult

GRE PSYCH (12 decks)

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