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From Flashcardlet > Learning Psy ch. 1,2,3 > Flashcards

Learning Psy ch. 1,2,3 Flashcards

0
Q

Behavior

A
  1. Behavior is the internally coordinated response responses (actions or inactions) of whole living organisms (individuals or groups) to internal and/or external stimuli
  2. Can be innate or learned
  3. Any action of an organism that changes its relationship to its environment
  4. Makes distinction between organ and organism
  5. An inaction is also a behavior
  6. Doesn’t have to be observed to be labeled a behavior
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1
Q

Learning defined

A
  1. (Domjan) An enduring change in the mechanisms of behavior involving specific stimuli and/or reseponses that results from prior experience with those or similar stimuli and responses
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2
Q

Loss of learning

A
  1. Assumed to be deficit in retrieval rather a loss of learning
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3
Q

Kitten study

A
  1. Isolated kittens, 9 killed 1 rat
  2. Rat killing group, 18 killed 1 rat
  3. Rat as friend group, 3 killed 1 rat
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4
Q

Unlearned changes in behavior

A
  1. NOT a result of experience

2. Resulting from fatigue, maturation, drug/physical or psychological disorders

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5
Q

Learning vs. performance distinction

A
  1. Learning- behavioral potential that occurs as a result of experience or practice (un observed neural change, intervening variable)
  2. Performance- what organism actually does (behaviors are measurable and observable)
  3. Learning is inferred from performance
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6
Q

Intervening variable

A
  1. Unobservable hypothetical internal states that are used to explain relationships between independent and dependent variables
  2. Interpretations of observed facts, not facts themselves
    Ex. Learning, memory, motivation, attitude, personality, traits, knowledge, understanding, thinking, expectation, intelligence, intention
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7
Q

Tolman’s Latent Learning Experiment

A

Rats: one maze trial per day

  1. One group found food every time (slow decline in daily mistakes)
  2. Second group never found food (about the same number of mistakes over time)
  3. Third group found food on day 11 (sudden dramatic drop in mistakes on day 12)
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8
Q

Response probability

A
  1. How likely is it that a response will occur in a given situation
    Ex. How probable is it that an elementary student will know the sum of 6 plus 7 after covering this sum once in class
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9
Q

Response latency

A
  1. How long does it take the response to occur to the stimulus situation
    Ex. How quickly can you remember the definition of learning given earlier
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10
Q

Response duration

A
  1. How long does the response keep going

Ex. How long does the rabbit keep his eye lid closed when being trained to blink his eye to a tone?

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11
Q

Response amplitude

A
  1. How strong is the response

Ex. How hard does the dog turn the wheel to avoid shock

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12
Q

Trials to extinction

A
  1. How many times does the response occur after the learning contingency has been removed
    Ex. How many times does a rat press a bar which it learned to press for food after pressing of the bar no longer yields food
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13
Q

EOB Model of Behavior

A
  1. 3 elements
  2. Environmental: external variables (antecedent and consequent)
  3. Organismic: internal (biological, cognitive, affective variables)
  4. Behavioral: involuntary, voluntary behavior
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14
Q

Ex. Of EOB

A
  1. Organismic: biology to behavior: voluntary/involuntary (low serotonin > depression)
  2. Behavior: voluntary to organismic: biology (carbohydrate binge > increased serotonin levels)
  3. Environment: consequent to behavior: voluntary (told good job > task performance increase)
  4. Organismic: cognitive to behavior: voluntary (despair > suicide)
  5. Behavior: voluntary to organismic: cognitive (cheating on test > guilt)
  6. Environment: antecedent to organismic: cognitive (see loved one > feel love)
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15
Q

Five principles to EOB

A
  1. Effect may be excitatory or inhibitory
    Ex. Low serotonin level increases binging, presence of social support decreases depression
  2. Effects can be metamorphic (change in form, structure, function of behavior)
    Ex. Enriched environment > permanent changes in brain development, repeatedly smoking crack > change in brain structure (permanent)
  3. Effects can be masked, altered, or enhanced by presence of other elements
    Ex. Hears French language (critical period) learns French incredibly rapidly
  4. Effects can be one way or two way
    Ex. Uni-directional (xx chromosome > female fetus)
    Bi-directional
  5. Passage of time is present in all possible effects and interactions
    Ex. Accumulation of experiences over time affects behavior, beliefs, expectations
    Ex. Change in biological processes as a person ages
    (Time can not be controlled or manipulated, presence of uncontrolled variance)
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16
Q

Moderator variables

A
  1. Moderator: affects direction and/or strength of the relation between IV and DV.
    Ex. Ratings of general anxiety in individuals with panic disorder before and after predicted and unpredicted panic attacks. Moderator variable is whether the attack was predicted to occur or not
    Ex. Negative social contacts associated with increased drinking at home for students who say they drink to cope. Negative social contacts unrelated to students who do not drink to cope.Moderator variable is the tendency to drink as a coping method.
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17
Q

Mediator variable

A
  1. A variable functions as a mediator to the extent that it accounts for the relation between the IV and DV. Mediators explain how external physical events take on internal psychological significance (how or why effects occur)
    Ex. Specific neural systems mediate many acute and chronic effects of psychoactive drugs
    Ex. Placebo effect is mediated by expectancy
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18
Q

Behaviorism

A
  1. System of psychology that admits only overt, observable and measurable behavior as its subject matter
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19
Q

Reductionism

A
  1. Behavior is reducible ultimately to physiochemical processes
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20
Q

Determinism

A
  1. There is strict cause and effect of behavior (S > R)
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21
Q

Logical Positivism

A
  1. Scientific knowledge is the only kind of factual knowledge. traditional metaphysical doctrines are to be rejected as meaningless. Ultimate basis of knowledge rests upon public experimental verification rather than upon personal experience
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22
Q

Environmentalism

A
  1. Explains human and animal behavior in terms of external physical stimuli, responses, learning histories and reinforcements
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23
Q

Empiricism

A
  1. Knowledge comes from only sensory experience. Emphasis on role of experience and evidence
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24
Q

Operationalism

A
  1. Mental terms or concepts can and should be translated into behavioral concepts
    Ex. A person who believes in capital punishment is characterized as in terms of what s/he might do in particular situations or environmental interactions
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25
Q

Contributions of behaviorism

A
  1. Credited with bringing PSY a scientific status by laying strict emphasis on observable and measurable behavior as the subject matter of PSY
  2. Increased ability to control and modify human behavior (heuristic value)
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26
Q

Criticisms of behaviorism

A
  1. Too many constraints on using mental concepts/theories in explanations for behavior
  2. Fails to account for purposive behavior
  3. A reductionist PSY that fails to take into account the whole picture
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27
Q

Additions to behaviorism

A
  1. Biological predispositions: fusion of biology and ethology (species specific defense reactions)
  2. Neuropsychological: organism changes occurring due to environment factors serve to mediate changes in behavior
  3. Appropriate use of intervening variables: viewed as legitimate (similar to analytic or logical behaviorism)
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28
Q

Circular reasoning

A
  1. Intervening variables can lead to errors in logic in which you explain something in terms of itself and so don’t get beyond the original facts
  2. To avoid: must have two or more operational definitions of same internal state and they must be correlated
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29
Q

Translational research:

A
  1. transforms currently available knowledge into useful measures for everyday clinical and public health practice
    Ex. Lab science > clinical trials > community applications
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30
Q

Types of elicited behavior

A
  1. Unlearned: reflexes: a stimulus elicited response (1. stimulus activates sense organ 2. Relay of sensory messages through interneurons to motor nerves 3. Neural impulses in motor nerves activate muscles that create observed response)
    Modal action patterns: (sign stimuli) species specific response pattern elicited by specific stimuli (feeding, mating, social behaviors, caring for young, facial expressions, orderly, evolutionarily important, elicitation can depend on motivation
    Supernormal stimulus: artificially enlarged or exaggerated sign stimulus that elicits an unusually vigorous response
  2. Learned: habituation, sensitization
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31
Q

Habituation

A
  1. Non-associative learning
  2. A decrease in the strength of a response after repeated stimulus presentations
    Ex.
  3. Function:
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32
Q

Measuring habituation

A
  1. GSR
  2. Heart rate changes
  3. Eye fixation
  4. Lever pressing
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33
Q

Spontaneous recovery

A
  1. Recovery of a response produced by a period of rest after habituation or extinction
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34
Q

Dishabituation

A
  1. Return of habituated response
  2. Conditions: present new stimulus together with the habituated stimulus, change the habituated stimulus, change the context of habituation
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35
Q

Sensory adaptation

A
  1. A temporary reduction in the sensitivity of sense organs caused by repeated or excessive stimulation
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36
Q

How is habituation different from fatigue and sensory adaption?

A
  1. Sometimes the habituated response will not recover after for a long time
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37
Q

Characteristics of habituation

A
  1. Stimulus generalization
  2. Generalization gradient
  3. Habituation will not occur if trials are very spaced
  4. Greater stimulus frequency, greater habituation
  5. Stronger the intensity, slower the habituation
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38
Q

Sensitization

A
  1. Opposite of habituation
  2. Increased response with repeated stimulation
  3. Intense and salient stimuli
    Ex. Pain response, annoying sounds, fear-potential startle
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39
Q

Dual Process Theory

A
  1. Groves and Thompson
  2. Both habituation and sensitization processes not mutually exclusive and both may be activated at the same time with the underlying outcome dependent on the strength of either process
  3. Habituation and sensitization occur in different parts of the nervous system
    A. Sensitization: occurs in the state system: part that determines general responsiveness (not reflex arc). Only arousing events activate state system
    B. Habituation: occurs in the S-R system: shortest neural pathway connecting the sensory receptors to the muscles involved in making the response (reflex arc)
  4. The observable behavior is the sum of these two processes (habituation observed when habituation process is greater than the sensitization process)
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40
Q

Habituation of a reflexive behavior

A
  1. Reflex is a three step behavior
    A. Stimulus activates sense organ
    B. Relay of sensory messages through interneurons to motor neurons
    C. Activation of motor neurons causing muscle to move
  2. Habituation occurs at second step (B)
41
Q

Opponent-Process Theory of Motivation

A
  1. Homeostatic theory
  2. A stimulus eliciting an emotion causes a disruption in stability of organism
  3. An opponent mechanism tries to re-instate that stability
42
Q

Reflex

A
  1. Involves two closely related events: an elicited stimulus and a corresponding response
  2. Consequence of the nervous system
  3. Environmental stimulus > sensory neuron > spinal cord > motor neuron > activation of muscles for the reflex
  4. Sensory and motor neurons do not communicate directly, impulses are relayed through an interneuron
43
Q

Afferent neuron

A
  1. Sensory neuron
44
Q

Efferent neuron

A
  1. Motor neuron
45
Q

Reflex Arc

A
  1. Afferent neuron, interneuron and efferent neuron constitute the reflex arc
46
Q

Modal Action Patterns

A
  1. Response sequence that are typical of a particular species
    Ex. Sexual behavior, infant feeding, territory aggression,
  2. Threshold for eliciting activities varies, specific sequence of events
    Ex. R1> R2 > R3 (response 2 and 3 occurs only if 1 was induced)
  3. Must have an eliciting stimulus (sign stimulus)
47
Q

Sign stimulus

A
  1. Essential features that elicit a MAP
48
Q

Supernormal stimulus

A
  1. An exaggerated sign stimulus that elicits an especially vigorous response
    Ex. Sweet foods, foods high in fat (well known in fast food industry, plays a major role in control of human behavior)
49
Q

Appetitive behavior

A
  1. Response that occurs early in a behavior sequence and serve to bring the organism into contact with the stimuli that will release the consummatory behavior
  2. More variable and more apt to be shaped by learning
50
Q

Consummatory behavior

A
  1. The idea of consummation or completion of a species’ typical response sequence, the end components
  2. Tend to be species-typical MAPS
51
Q

Animal foraging response sequence (3 parts)

A
  1. General search mode: when animal does not yet know where to look for food
  2. Focal search mode: once a food source has been identified (squirrel finds pecan tree), look for ripe nuts only in that tree
  3. Food handling and ingestion mode: found ripe pecan
52
Q

Habituation effect

A
  1. The decline in responding that occurs with repeated presentation of a stimulus
  2. Habituation is stimulus specific: habituation can be easily reversed by changing the stimulus
  3. Attention to taste stimulus can influence rate of habituation
53
Q

The startle response

A
  1. Part of an organisms defensive reaction to potential or actual attack
    Ex. Loud whistle behind back, likely to jump (sudden jump, tensing of upper body muscles, raising shoulders, blinking of the eyes
  2. Startle response quickly ceases when stimulus is presented consistently and quickly
54
Q

Spontaneous recovery

A
  1. When startle response recovers simply because the stimulus has not been presented for a long time (Ex. 24 hours)
  2. Illustrates two forms of habituation: A. If stimuli is presented widely spaced in time, a long term habituation effect occurs B. If stimuli is presented very closely in time together (3 sec.) a short term habituation effect occurs
  3. Short term habituation is identified by spontaneous recovery of responding following period without stimulation.
55
Q

The sensitization effect

A
  1. If you are already aroused, the same eliciting stimulus will trigger a much stronger reaction
  2. Reflex responses are sensitized when organism becomes aroused for some reason
56
Q

Sensory adaptation

A
  1. Decreases in sensitivity due to sense organ become disabled, temporarily blinded, or incapacitated by fatigue
  2. Impediment to responding that are produced outside the nervous system in sense organs and muscles
  3. Not habituation
57
Q

Dual Process Theory of habituation and sensitization

A
  1. Assumes different types of neural processes are responsible for increases and decreases in responses to stimulation
  2. The S-R system produces decreases in responsiveness; habituation process
  3. The State system produces increases in responsiveness; sensitization process
  4. The two process are not mutually exclusive, both can be activated at the same time
  5. Whether net result is an increase or decrease in behavior depends on which process is stronger in a particular situation.
58
Q

S-R system

A
  1. Consists of the shortest neural path that connects the sense organs activated by the eliciting stimulus and the muscles involved in making the elicited response
  2. Reflex arc
59
Q

State system

A
  1. System consists of parts of the nervous system that determine the organisms general level of responsiveness or readiness to respond
  2. Sensitization; only arousing events activate this system
60
Q

Emotion reactions and their after effects

A
  1. Intense emotional reactions are often biphasic, one emotion during elicited stimulus and the opposite emotion is observed when the stimulus is terminated
  2. Emotional reactions change with experience, primary reaction becomes weaker and after reaction becomes stronger
  3. The weakening of the primary reaction with repetition is accompanied by process theory of motivation
61
Q

Drug tolerance

A
  1. Habituation of a primary drug reaction

2. Drug tolerance refers to a decline in the effectiveness of a drug with repeated exposures

62
Q

The opponent process theory of motivation

A
  1. Assumes that neurophysiological mechanisms involved in emotional behavior serve to maintain emotional stability
  2. Homeostatic, functions to control emotions, keep them on an even keel and minimize highs and lows
63
Q

Primary process/ a process

A
  1. Presentation of an emotion arousing stimulus initially elicits a process, which is responsible for the quality of the emotional state that occurs in the presence of the stimulus
64
Q

Opponent process/ b process

A
  1. A process elicits an opponent process, b process, that generates the opposite emotional reaction
  2. Lags behind primary emotional disturbance
65
Q

Homeostatic theory

A
  1. Built on the premise that an important function of mechanisms that control emotions is to keep us on even keel and minimize the highs and the lows
66
Q

Object learning

A
  1. The association of one feature of an object with another (associative learning)
67
Q

Pavlov’s Classical Conditioning

A
  1. Procedure involves two stimuli
  2. One stimuli is a tone or light that does not elicit salivation at outset
  3. Other stimulus is food or the taste of a sour solution placed in mouth
  4. The food or sour taste elicits vigorous salivation even the first time
68
Q

Conditioned stimulus

A
  1. Tone or light is conditioned stimulus because the effectiveness of this stimulus in eliciting salivation depends on pairing it several times with the presentation of food.
69
Q

Unconditioned stimulus

A
  1. The food or sour taste is called unconditioned because its effectiveness in eliciting salivation did not depend on any prior training
70
Q

Conditioned response

A
  1. Salivation that eventually came to be elicited by the tone or light
71
Q

Unconditional response

A
  1. Salivation that was always elicited by food or sour water
72
Q

Conditioned suppression

A
  1. The suppression of ongoing behavior

Ex. Rats: freezing

73
Q

Lick suppression procedure

A
  1. If a fear CS (tone) is presented, water deprived rats will suppress their licking, and take longer to make a specified number of licks
74
Q

Sign tracking

A
  1. Movement toward and possibly contact with a stimulus that signals the availability of a positive reinforcer, such as food
  2. Also called autoshaping
75
Q

Goal tracking

A
  1. Conditioned behavior elicited by a CS that consists of approaching the location where the US is usually presented
76
Q

Taste aversion learning

A
  1. Aversion to taste and subsequent intake of that flavor can be learned with just one pairing of the flavor and illness
77
Q

Long -delay learning

A
  1. Probably evolved to enable human and other animals to avoid poisonous foods that have delayed ill effects
  2. Taste aversion learning can occur even if the illness dies not occur until several hours after exposure to the novel taste
    Ex. Rats, water deprivation, saccharin water, X-Ray radiation
78
Q

Evaluative conditioning

A
  1. Evaluation or liking of a stimulus is changed by having that stimulus associated with something we already like or dislike
79
Q

Excitatory conditioning

A
  1. Organisms learn a relation between a CS and US, resulting with CS activating behavioral and neural activity related to the US in the absence of the actual presentation of that US
80
Q

Conditioning trial

A
  1. A training episode involving presentation of a CS with or without a US
81
Q

Intertrial interval

A
  1. The time from the end of one conditioning trial to the start of the next trial
82
Q

Inter stimulus interval or CS-US interval

A
  1. The time from the start of the CS to the start of the US within a conditioning trial
83
Q

Short delayed conditioning

A
  1. Most frequently used procedure for Pavlovian conditioning
  2. Delaying the start of the US slightly after the start of the CS on each trial
  3. CS starts each trial, US presented after a brief delay
84
Q

Trace conditioning

A
  1. The CS is presented first and is followed by the US, but the US is not presented until some time after the CS has ended
  2. Leaves a gap between CS and US
  3. Gap is called the trace interval
85
Q

Long delayed conditioning

A
  1. The CS starts before the US, but the US is delayed much longer (510 minutes or more) than in the short delayed procedure
  2. Does not include a trace interval
  3. CS lasts until the US begins
86
Q

Simultaneous conditioning

A
  1. Presenting the CS and US at the same time, concurrently
87
Q

Backward conditioning

A
  1. The US occurs shortly before the CS
88
Q

Test trial

A
  1. To make comparisons among various procedures, a test trial measures conditioning that is equally applicable to all procedures
  2. Consists of presenting the CS by itself without the US. Responses elicited by the CS can then be observed without contamination from responses elicited by the US
89
Q

Magnitude of the CR

A
  1. How much of the behavior occurs

Ex. Number of drops of saliva elicited by CS

90
Q

Probability of responding

A
  1. The vigor of responding by measuring how often the CS elicits a CR
    Ex. Percentage of trials
91
Q

Latency

A
  1. How soon the CR occurs after the onset of the CS
92
Q

Pseudo conditioning

A
  1. If exposure to just the US produces increased responding to a previously ineffective stimulus, pseudo conditioning
93
Q

Random control procedure

A
  1. Presentation of the ?US an random times during both the CS and the intertrial interval as it is during the CS
  2. Does not prevent development of conditioned responding
94
Q

Explicitly unpaired control

A
  1. Procedure involving presentation of the CS and US on separate trials
  2. CS and US are presented far enough apart to prevent their association but the total number of CS and US presentations is the same as in the conditioned or paired group
95
Q

Temporal coding hypothesis

A
  1. The view that classical conditioning involves not only learning what to expect but when to expect it
96
Q

Inhibitory conditioning

A
  1. When you learn to predict the a sense of the US
  2. Benefits of predictability include periods of safety or times when you know nothing bad will happen
  3. A signal for the absence of the US
  4. For the absence of a US to be a significant event, the US has to occur periodically in the situation
    Ex. Signs such as ‘closed,’ ‘out of order,’ ‘no entry’
  5. Inhibitory control of behavior occur only if there is an excitatory context for the US in question
97
Q

Compound stimulus test

A
  1. Widely accepted procedure for the measurement of conditioned inhibition
  2. Conditioned inhibition counteracts or inhibits conditioned excitation
  3. To observe conditioned inhibition, one has to measure how the presentation of a CS - disrupts or suppresses responding that would normally be elicited by a CS+
98
Q

Acquisition phase

A
  1. Phase in conditioning where subjects first experience a series of CS-US pairings
  2. CR gradually appears in increases in strength
99
Q

Asymptote

A
  1. The stable maximum level of conditioning responding that is gradually approached (levels out)
  2. Measured in per cents CR’s
  3. Influenced by size intensity of US and or CS

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