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Learning Gpt Flashcards

(75 cards)

1
Q

What key idea did Bandura’s Social Learning Theory challenge regarding the origins of human social behavior?

A

That human social behavior is not innate but learned through experience.

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2
Q

What are the two types of experience emphasized in Bandura’s theory of learning?

A

Direct experience and vicarious experience.

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3
Q

How does direct experience contribute to learning according to Social Learning Theory?

A

By reinforcing behavior through personal rewards or punishments.

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4
Q

What does vicarious experience involve in the context of social learning?

A

Observing others being rewarded or punished and imitating their behavior.

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5
Q

What classic experiment is associated with modelling aggressive behavior in children?

A

The Bobo Doll experiment by Bandura, Ross & Ross (1963).

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6
Q

What were the three variations in Bandura’s Bobo Doll experiment involving the model?

A

Live model, recorded video, and a model in a cat costume (cartoon-like).

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7
Q

What did the Bobo Doll results indicate about the medium of aggression modeling?

A

Live models led to highest imitation, but video and cartoons still promoted aggression.
Strong evidence for social learning theory. If the children were rewarded they would imitate more, but also at a high rate if nothing happened.

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8
Q

What role does reinforcement play in how much a child imitates a model?

A

Children imitate more when they see the model being rewarded.

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9
Q

What did Bandura’s 1965 study show about the impact of punishment on imitation?

A

Punishment significantly reduced children’s imitation of aggressive behavior.

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10
Q

What did Bandura conclude about the effect of no consequence versus reinforcement?

A

There was no significant difference; vicarious reinforcement alone was not highly effective.

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11
Q

Which group showed the least aggression in Bandura’s 1965 follow-up study?

A

The group that observed the model being punished.

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12
Q

How can vicarious reinforcement promote prosocial behavior, according to Hornstein et al. (1970)?

A

Observing a model being positively reinforced for helping increased prosocial imitation.

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13
Q

What happened when participants saw a model return a wallet with a pleased reaction?

A

They were most likely to return a wallet themselves—demonstrating vicarious reinforcement of prosocial behavior.

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14
Q

What behavior did Group 2 show in Hornstein et al.’s wallet study?

A

Least likely to return the wallet when the model appeared annoyed—demonstrating vicarious punishment.

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15
Q

What do the terms “modelling” and “imitation” refer to in social learning?

A

Modelling is observing behavior; imitation is reproducing it.

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16
Q

Why did Bandura still acknowledge biological factors in aggression despite his learning theory?

A

He recognized biology’s role but emphasized experience as the primary influence.

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17
Q

What differentiates Social Learning Theory from simple behaviorism?

A

It includes internal cognitive processes like beliefs and motives in explaining behavior.

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18
Q

What theoretical perspective opposes the idea that learning is only stimulus-response based?

A

Social Learning Theory, which includes cognitive mediators and observational learning.

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19
Q

What does the term “vicarious” imply in psychological learning theories?

A

Learning occurs through observation rather than direct experience.

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20
Q

How did the children’s behavior in Bandura’s experiment support the idea of observational learning?

A

They mimicked aggressive acts despite having no direct reinforcement themselves.

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21
Q

How does Social Learning Theory explain the impact of media violence?

A

Exposure to aggressive models in media can lead to imitation of that aggression.

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22
Q

What does Social Learning Theory suggest about the potential to learn prosocial behavior?

A

That prosocial behavior, like aggression, can be learned by observing others being rewarded.

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23
Q

What cognitive factor is necessary for vicarious learning to take place?

A

The observer must mentally process and evaluate the consequences experienced by the model.

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24
Q

What concept explains why vicarious punishment reduces imitation?

A

Observing negative consequences discourages repetition of the modeled behavior.

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25
Why is there concern over children’s exposure to aggressive models in cartoons?
Even fantastical or humorous portrayals of aggression can increase aggressive behavior.
26
What concept explains why behavior learned in one context may not appear in another, such as during holidays?
Contextual stimuli differ, preventing generalization of the learned behavior—highlighting the importance of context in instrumental conditioning.
27
In Reynolds’ (1961) study, what did differential responding between two pigeons demonstrate?
Stimulus discrimination—each pigeon responded more to a different element of a compound stimulus (red background vs. white triangle).
28
What is stimulus generalization and how does it relate to Pavlov’s early work?
The tendency to respond similarly to similar stimuli; Pavlov observed dogs responding to tones similar to the original CS.
29
What does a generalization gradient indicate in stimulus generalization studies?
It shows how response strength decreases as test stimuli become less similar to the training stimulus.
30
Why can some stimuli control behavior better than others even when sensory capacity is present?
Because of overshadowing—stronger stimuli dominate learning, reducing conditioning to weaker ones.
31
How did Foree & LoLordo (1973) show that type of reinforcement affects stimulus control?
Food reinforcement led pigeons to respond more to visual cues; shock avoidance led them to respond more to auditory cues.
32
What does the stimulus-element approach propose?
Compound stimuli are seen as separate elements, each potentially influencing behavior differently.
33
What’s the configural-cue approach to compound stimuli?
Organisms respond to the whole configuration, not individual elements (e.g., hearing an orchestra instead of each instrument).
34
What procedure is used to bring behavior under the control of a stimulus using reinforcement?
Stimulus discrimination training.
35
What was the finding of Jenkins & Harrison (1962) on auditory discrimination in pigeons?
More precise S- discrimination led to steeper generalization gradients, showing greater stimulus control.
36
How is extinction defined in classical and instrumental conditioning?
Classical: CS no longer followed by US; Instrumental: response no longer followed by reinforcement.
37
Why is extinction not considered forgetting?
It is an active learning process—subjects learn that expected outcomes no longer follow certain behaviors.
38
What are the two behavioral effects of extinction?
Reduced responding and increased response variability.
39
What did Neuringer et al. (2001) show about response variability during extinction?
Both trained and untrained variability groups showed increased variability and decreased responding during extinction.
40
What emotional effect can extinction cause, as shown by Azrin et al. (1966)?
Frustration leading to aggression, e.g., pigeons attacking another pigeon during extinction.
41
What is spontaneous recovery in extinction?
The return of a conditioned response after a delay without additional training.
42
What does the renewal effect demonstrate?
That extinction is context-specific; conditioned responses return when the context changes.
43
How does reinstatement differ from spontaneous recovery and renewal?
Reinstatement occurs when the US is presented again after extinction, restoring the CR.
44
What did the sugar water and food pellet study show about reinforcer memory during extinction?
S-O associations remain intact; specific reinforcers still activate related responses even after extinction.
45
What strategies can enhance extinction and prevent recovery?
More trials, closer spacing, repeating extinction, and using multiple contexts.
46
What distinguishes avoidance from punishment procedures?
Avoidance prevents an aversive event; punishment introduces an aversive event after a response.
47
What happens early in avoidance training versus later on?
Early: escape behavior dominates; later: avoidance responses increase and dominate.
48
What does the Escape from Fear (EFF) paradigm demonstrate?
Animals will perform instrumental responses to turn off fear-inducing CS, reducing fear.
49
Why is avoidance behavior hard to extinguish even when fear decreases?
Because avoidance becomes habitual, and the reduction in fear does not stop the behavior.
50
What is flooding in behavioral therapy, and how does it relate to extinction?
Blocking avoidance responses and exposing subjects to CS without US until fear extinguishes.
51
What distinguishes instrumental conditioning from classical conditioning in terms of response control?
In instrumental conditioning, the behavior causes the stimulus (outcome), whereas in classical conditioning, the stimulus occurs regardless of the organism’s actions.
52
What principle did Thorndike propose to explain learning from consequences?
The Law of Effect: behaviors followed by positive outcomes are more likely to be repeated, while those followed by negative outcomes are less likely.
53
What type of procedure allows continuous behavior and repeated responses in instrumental conditioning?
Free-operant procedure, developed by B.F. Skinner.
54
What is 'response shaping' in operant conditioning?
Gradual reinforcement of successive approximations to a desired behavior until the full behavior is learned.
55
What are the four types of outcomes in instrumental conditioning?
Positive reinforcement, negative reinforcement, positive punishment, and negative punishment.
56
What is necessary for a behavior to be reinforced in instrumental conditioning?
The behavior must be naturally linked to the reinforcer (e.g., cats cannot be trained to yawn to escape a box).
57
What is the behavioral contrast effect?
The value of a reinforcer changes depending on previous reinforcement history—large rewards feel better after small ones, and small ones feel worse after large ones.
58
What is 'credit assignment' and how does it affect learning?
The process of attributing a reinforcer to the correct behavior; delayed reinforcement confuses credit assignment and weakens learning.
59
What did Skinner’s superstition experiment demonstrate?
That contiguity (timing) can be more important than contingency—random behaviors became associated with reinforcement due to timing.
60
What is learned helplessness and how is it induced in experiments?
A condition where organisms fail to learn escape behaviors due to prior exposure to uncontrollable aversive stimuli (e.g., yoked group in shock studies).
61
How does the quality and magnitude of a reinforcer affect responding?
Stronger and higher-quality reinforcers lead to more persistent and intense instrumental behavior.
62
What are ratio schedules in reinforcement, and how do they affect behavior?
Reinforcement is based on the number of responses; higher ratios can increase responding but risk ratio strain.
63
What is ratio strain?
When response requirements are too high, the subject stops responding entirely due to excessive effort.
64
How do variable-ratio schedules affect behavior compared to fixed-ratio?
They produce steadier and more persistent responding, with fewer post-reinforcement pauses.
65
What distinguishes fixed-interval schedules from variable-interval schedules?
Fixed-interval has predictable timing between reinforcers, while variable-interval is unpredictable, leading to more steady but moderate response rates.
66
What is the matching law in concurrent schedules?
Organisms match their response rates to the rates of reinforcement from each alternative.
67
In the matching law, what does a relative rate of responding of 0.75 mean?
75% of responses are allocated to one alternative, likely because it provides 75% of the reinforcers.
68
What are the three components of the associative structure in instrumental conditioning?
Stimulus (S), response (R), and outcome (O).
69
What does the two-process theory of Rescorla & Solomon propose?
Instrumental behavior is motivated by emotional states elicited through Pavlovian associations (S-O), which then influence the R.
70
What is the Premack Principle?
A high-probability behavior can reinforce a low-probability behavior if access to the high-probability behavior is made contingent on the low one.
71
How does the response-deprivation hypothesis differ from the Premack principle?
Reinforcement depends on restricting access to a behavior below baseline levels, not its natural frequency.
72
What is the behavioral bliss point?
The optimal distribution of activities that an organism prefers if unconstrained by contingencies.
73
In behavioral economics, what does elasticity of demand mean?
The degree to which consumption of a reinforcer changes as its 'price' (response requirement) increases.
74
What factor reduces the effect of high response cost on instrumental behavior?
More time or effort resources (income level or session duration) buffer the impact of high-cost reinforcers.
75
How do variable reinforcement and intermittent reinforcement differ?
Variable reinforcement is a type of intermittent reinforcement with unpredictable timing, while intermittent includes both predictable and unpredictable patterns.