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AP Psych > Learning and Consciousness > Flashcards

Learning and Consciousness Flashcards

1
Q

learning

A

a relatively permanent change in behavior based on experience
allows organisms to adapt

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2
Q

Ivan Pavlov

A

Russian behavioralist in the early 1900s [operated under a different standard of ethical principles]
when two events become associated together
automatic
involuntary learning

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3
Q

neutral stimulus

A

doesn’t do anything by itself
word can
sound of tuning fork
red light in pigeon ex

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4
Q

Unconditioned stimulus

A

squirting water
meat
female pigeon
what the organism naturally, reflexively responds to
what caused response without need for learning

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5
Q

conditioned stimulus

A

starts out as neutral stimulus because it orginially elicits no response but then it becomes learned after many pairings
what do they respond to that they did not respond to before
can
tuning fork
red light

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6
Q

unconditioned response

A

natural, unlearned reflexive response to UCS
salivating
flinching
arousal

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7
Q

conditioned response

A

the new learned response to the conditioned stimulus
salivate to bell
flinch at can
arousal at light

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8
Q

contiguity

A 
PAVLOV PAVLOV PAVLOV PAVLOV 
two events happen together
association 
same place and same time 
almost coincidence
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9
Q

Contingency

A

Rescorla 1960s
one event predicts the other
not just association
most accepted

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10
Q

acquisition

A

learn a certain behavior
flinch at word can
Cs —> CR
CS leads to CR/ brings out CR

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11
Q

Extinction

A 
no longer doing behavior 
behavior goes away 
dissociate the 2 
don't flinch at word can any more
Murphy's kid and dogs- no longer afraid
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12
Q

Stimulus Discrimination

A

Knowing different between CS and other stimuli

didn’t flinch at ban/fan

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13
Q

Stimulus Generalization

A

Flinch at ban/fan
generalized to other stimuli
applied learning to other

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14
Q

Higher order conditioning

2nd order conditioning

A

salivate to new, never seen stimulus (blue square) when presented with the bell
pair new stimulus with CS (original UCS not a part of it)
difficult to get to the third step because it is so far removed

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15
Q

blocking

A

learning doesn’t happen
something blocks the learning
first CS blocks or slows learning of a new CS
kitty used to electric can opener noise, harder to learn sound of manual

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16
Q

Taste Aversion

A

Not all stimuli are netural
taste aversion keeps it from being neutral
most mammals have VERY strong taste aversions
rats and water

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17
Q

spontaneous recovery

A

behavior spontaneously comes back after going extinct

flinch at the wird can after school

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18
Q

Garcia

A

the main guy behind taste aversion
1960s
All stimuli are not neutral

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19
Q

Aversion therapy

A

using negative CR ti break bad habits (bitter nail polish)

anatubuse- drug for alcoholics- get sick while drinking alcohol,

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20
Q

Little Albert

A 
Most babies are not afraid of things but they have the capacity to be 
NS rat
UCS- loud noise
UCR- fear
CS- rat
Cr fear
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21
Q

Conditioned emotional response

A

phobias and superstitions
stimulus causes conditioned response of an emotion
fear is most common

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22
Q

operant conditioning

A

learning based on consequences
subjects have more control over their learning (voluntary(
actions(conditioned responses) can be new
based on choices
must wait for behavior to occur naturally and reward given

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23
Q

Ed Thorndike

A

Earliest instrumental(operant)
Conditioning researcher
Puzzle box- figure out how to get out (cats)

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24
Q

Puzzle box

A

Ed Thorndike’s box where animals needed to figure out how to get out (cats)

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25
Law of Effect
``` Behavior depends on its consequences Pleasant consequences- more likely to repeat behaviour not rewarded tends to die out antecedent behavior consequences ```
26
B.F. Skinner
ENhanced the work done by Thorndike Designed SKinner boxes (operant chambers) used reinforcements= reward for behaviors
27
Positive Reinforcement
a pleasurable consequence for a desired behavior | seal given fish
28
Negative Reinforcement
an unpleasant condition is removed when a desired behavior is completed study to stay on the team aspirin avoid pain
29
positive punishment
an undesirable behavior is followed by an unpleasant consequence pull on leash an F
30
Omission Training (negative punishment)
discourages a behavior by taking away something desirable | stay out, lose car
31
Primary reinforcers
``` never needed to learn it was a reinforcer food water affection a smile shelter ```
32
Secondary reinforcer
``` learn it is good a reward that needed to be learned sticker gold star grades money clothing ```
33
chimp-o-mat experiment
primary reinforcers(food/grapes) work on chimps, do secondary(gold tokens)? got them to do laundry with grapes then moved to tokens stole tokens and fought for them prostitution
34
Premack Principle
CHimps 1960s Explain how and why reinforcers work 1) a more liked stimulus can be used to reinforce a less liked one 2) personal preference matters (sam and Pat, Sam hates chocolate, needs crackers and cheese)
35
Overjustification
=giving reinforcers for behaviors people already do or reinforcing them can lead to problems criticism of conditioning criticism of using reinforcers to get people to do things they already like ALFIE KOHN can't be sure behavior will continue/ lose love of the activity ducks in the park reading with pizza parties/reading logs
36
Agonists
Enhance neurotransmitters
37
Antagonists
Inhibit meurotransmitters
38
Tolerance
Need more drug for same effect
39
Physical dependence
Cravings and need for drug
40
Withdrawal
The painful side effects of stopping drug use
41
Depressants
Slow nervous system activity
42
Opiates
Suppress pain, induce sleep and [euphoria?] | Generally agonists for endorphins
43
Hallucinogens
Alter perceptions | Dramatic hallucinations
44
Stimulants
Stimulate or activate the nervous system and speed up arousal and activity and suppress appetite
45
Hypnosis
Relaxed state vs. truly altered or dissociated state of consciousness
46
Ernst Hilgard
Altered state Hidden observer One part can dissociate from pain but part of consciousness remembers pain
47
Posthypnotic suggestion
Instruction to be carried out after the session [often addiction] Helps obesity NOT age regression
48
Stage 1
``` part of nonREM sleep fairly rapid brain wave activity transitional stage hypnagogic hallucinations feeling that one is falling or floating light sleep ```
49
Stage 2
Largest percentage of time in stage 2 Sleep spindles occur alpha waves
50
Sleep spindles
Small jumbles of rapid electrical activity | alpha waves
51
Stages 3 and 4
Deep Sleep delta sleep slow wave sleep characterized by the presence of delta waves, which are longer and slower breathing rate, temperate, and heart rate decrease hard to wake someone in these stages
52
REM sleep
``` paradoxical sleep brain is active, high heart rate and blood pressure muscles paralyzed rapid eye movement sympathetic nervous system activation dreaming ```
53
REM Rebound
when people have REM deprication, they will make up REM cycles by staying in it for longer periods of time when they sleep next
54
Microsleep
teeny tiny seconds long periods of sleep that are not really satisfying enough but keep people going
55
Circadian rhythms
circa=about dies=day | Sleep cycle is a circadian rhythm
56
Suprachiasmatic Nucleus (SCN)
controls 24 clock | influences pineal gland
57
Pineal Gland
secretes melatonin
58
melatonin
hormone that leads to drowsiness and is controlled by light cycles not done in the morning
59
serotonin
major neurotransmitter involved in sleep | no one really knows like how
60
Premack Principle (the grandmother clause)
1) a more liked stimulus can be used to reinforce a less liked one 2) personal preference matters ex Sam Pat and cookie vs. cheese and cracker for cleaning room grandmother promises kid that he can play in sandbox if he eats veggies, but WHATI F HE HATES HIS SANDBOX, less likely to eat veggies
61
B.F. Skinner
Had Skinner boxes (operant chambers) operant conditioning used reinforcements
62
Ed Thorndike
earliest instumental (operant) conditioning researcher puzzle-boxes- figure out how to get out catssss learning curve Law of Effect
63
Ernest Hilgard
Hypnosis Altered State version of hypnosis Hidden observer
64
restorative theory
sleep to rest and recuperate
65
memory consolidation theory
information-processing theory | sleep and dream in order to file and process the day's events
66
adaptive or evolutionary theory
why we sleep at night | because it is like safe and stuff
67
Insomnia
an inability to fall asleep or stay asleep or subjective sense of this most common
68
Hypersomnia
getting or needing too much sleep, perhaps to the point of impairing day to day function
69
Narcolepsy
A sudden, involuntary drop to sleep many cases REM
70
Apnea
Don't breathe during the night and have to restart themselves, awakening to a degree but usually not completely
71
Night terrors
``` common in children high physiological arousal little or no recall of the event non-REM stage 4 ```
72
Somnabulism
walking in one's sleep | happens during stage 4
73
Somniloquy
talking in one's sleep with no subsequent recollection of doing so
74
REM sleep behavior disorder
This happens when a sleeper is not paralyzed during REM sleep, so they act out their dreams
75
dream theory aspect of memory consolidation theory
dreams are a kind of information processing mechanism
76
activation-synthesis theory
random neuron firing takes place, we then try to make sense of it
77
Unconscious Wish Fulfillment
desires/fears/aggressive feelings come up in dreams
78
Manifest content
actual dream itself
79
Latent Content
the meaning/interpretation symbolism behind the dream
80
lucid dreaming
aware you are dreaming (some can control their dreams)
81
relaxed state interpretation of hypnosis
relaxed state where a person is highly suggestible | play good subject
82
altered or dissociated state of consciousness
truly separate state for hypnosis HIlgard and hidden observer pain management
83
hidden observer
part of consciousness that is aware of the hypnosis session
84
Clark Hull
if they volunteer for hypnosis, more susceptible
85
Second or higher order conditioning
use the original CS as the new UCS THE ORIGINAL UCS IS NOT PART OF IT weaker bell + square to get dogs to salivate to square
86
fixed ratio schedule
reinforcement will be delivered after desired number of responses. Ex. frequent flyer miles rewards factory, reward for every 100 shoes
87
variable ratio schedule
Reinforcement delievered after some number of responses that the learner is not aware of Ex. Playing the lottery selling magazines door to door don't know how many times behavior is required for a pay off
88
Fixed Interval schedule
Reinforcement is delivered based on specific passage of time first desired response after passage of time is reinforced mail coming on Friday, check when carrier will arrive but not before
89
Variable interval schedule
Reinforcement is delivered after some established period of time, which changes from one trial to the next Wait for mail on friday, but you don't know exactly when it will get there, more likely to check all of the time
90
instinctual drift
animals revert to natural tendencies
91
Insight learning
part of cognitive learning ruminates on a problem and then suddenly a solution comes to mind BRAIN BLAST Chimps try to reach bananas
92
Wolfgang Kohler
insight learning and monkeys | Cognitive learning
93
Latent Learning
learning acquired but not demonstrated until the subject is reinforced (rewarded for doing so) Maze experiment with 3 groups: A continuously rewarded for solving B left to wander C wander for 10 days and then rewarded for solving C performed just as well or better as A COgnitive learning
94
Cognitive Map
a mental representation of something ex. maze or your room or Sharon Cognitive Learning
95
Tolman
Latent learning and cognitive maps | Cognitive Learning
96
Learned Helplessness
try to do something, fail, repeat a lot, quit altogether belief that no matter what you do, you can not affect the outcome anagrams Cognitive Learning
97
Martin Seligman
Learned Helplessness | Cognitive Learning
98
Albert Bandura
Social Learning/Observational Learning
99
Social Learning/Observational Learning
learn by watching and then imitating someone else ex. power rangers aggression experiments by Bandura with Bobo doll Bandura
100
Steps to make social learning work
1. Attention- a model is needed [must be compelling and someone likable] 2. Retention- need to remember behavior and consequences [and often enough] 3. Motivation- need to have some reason to duplicate behavior [looks cool or whatever] 4. (potential) reproduction- self-efficacy [have to believe you can do something]
101
Mirror Neurons
Someone else does something, out neurons fire the same way
102
Positive Transfer of Learning
knowing something helps you learn other things | knowing French helps you learn Spanish
103
Negative Transfer of Learning
Knowing something impedes your ability to learn something else can't teach an educated dog new tricks

AP Psych (9 decks)

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