Learning Psych Exam 2

Question 1

Classical Conditioning

Answer 1

Pairing an NS with a US and causing the US to elicit a CR making it a CS

Question 2

Unconditioned Stimulus

Answer 2

Elicits UR;In classical conditioning the stimulus that is paired with a CS and then elicits a desired response or CR

Question 3

Unconditioned Response

Answer 3

automatic reaction to US prior to classical conditioning

Question 4

Conditioned Stimulus

Answer 4

Elicits CR; in classical conditioning is paired with an US in order to derive the desired response or CR

Question 5

Conditioned Response

Answer 5

The response elicited by a CS

Question 6

Excitatory Conditioning

Answer 6

a CS predicts the presence of the US or predicts that something WILL occur

Question 7

Inhibitory Conditioning

Answer 7

(also known as latent inhibition) CS predicts the ABSENCE of the US or that something WILL NOT occur

Question 8

Truly Random Control

Answer 8

CS is random in regards to US

Question 9

Appetitive US

Answer 9

“good”–generally beneficial for survival

Question 10

Aversive Stimuli

Answer 10

“Bad”–generally detrimental to survival

Question 11

What are the four ways of pairing the CS and US?

Answer 11

Trace ConditioningDelayed ConditioningSimultaneous ConditioningBackwards Conditioning

Question 12

Trace Conditioning

Answer 12

CS begins and ends before the US is presented

Question 13

Delayed Conditioning

Answer 13

CS starts before and overlaps with the US

Question 14

Simultaneous Conditioning

Answer 14

The CS and US occur together

Question 15

Backwards Conditioning

Answer 15

the US precedes the CS

Question 16

What are the three types of CR?

Answer 16

ConsummatoryPrepatoryCompensatory

Question 17

Consummatory Conditioned Response

Answer 17

The CR is similar to the UR, and sometimes identical

Question 18

Prepatory Conditioned Response

Answer 18

The CR prepares the organism for the occurrence of the US

Question 19

Compensatory Conditioned Response

Answer 19

CR prepares for the presence of the US by having an opposite physiological response

Question 20

Contingency

Answer 20

US occurs IF and ONLY IF the CS occurs. The more often they’re exclusively paired together the faster learning will be, so if contingency is less than 100% the strength and rate of learning decreases

Question 21

Contiguity

Answer 21

How closely in time and space (temporal and spacial) two stimuli are; the closer together the stimuli are the stronger/faster learning will occur

Question 22

Higher Order Conditioning

Answer 22

Association of two CS’s or NS’s.1. S1–>US (S1 becomes CS1)2. S2–>CS13. Test S2 (became CS)

Question 23

What is the difference between Sensory preconditioning and Higher order Conditioning?

Answer 23

The order in which we pair S2, S1, and the US, but they both result in CS2–>CS1–>US

Question 24

Sensory Preconditioning

Answer 24

Pairing of two NS’s before being associated with a US.S2+S1–>S1(becomes CR) + US=CR (&THEN) S2+US=CR

Question 25

Blocking

Answer 25

Failure of a stimulus to become a CS when it is part of a compound stimulus due to the effective CS "blocking" the formation of a new CS.1. CS1-->US (est. US)2. NS2+CS1-->US 3. Test S2 (previous learning about CS1 blocks learning about S2)

Question 26

Why does blocking occur?

Answer 26

we don't need extra, redundant information and our learning systems evolved to be efficient

Question 27

Overshadowing

Answer 27

Failure of a stimulus that is part of a compound stimulus to become a CS; the stimulus is overshadowed by the stimulus that does become a CS

Question 28

Extinction

Answer 28

Decrease in CR after repeated presentation of the CS by itself

Question 29

Spontaneous Recovery

Answer 29

Sudden reappearance of a behavior following it's extinction

Question 30

Give an example of Excitatory Conditioning

Answer 30

a tone predicts that shock WILL occur

Question 31

Give an Example of Inhibitory Conditioning

Answer 31

"the dirty look" predicts the absence of "good marital relations" for 24 hours.

Question 32

Give an example of an Appetitive US

Answer 32

food, water, sexual contact

Question 33

Give an example of an Aversive Stimuli

Answer 33

Pain/illness

Question 34

Give an example of Consummatory Conditioned Response.

Answer 34

US=food; UR= Salivation; CS=tone; CR= Salivation

Question 35

Give an example of Prepatory Conditioned Response.

Answer 35

US=food; UR= Salivation; CS= Whistle; CR=running to food bowl

Question 36

Give an example of Compensatory Conditioned response.

Answer 36

US=Drug; UR= Increased blood pressure; CS=tone; CR= decreased blood pressure

Question 37

Give an example of Extinction.

Answer 37

Red party balloon and cake

Question 38

Rapid Reacquisition

Answer 38

If we re-train a CS-->US association after it's been extinguished learning happens faster. This is evolutionarily adaptive because the CS-->US relationship was once meaningful and could be meaningful again in the future.

Question 39

Disinhibition

Answer 39

After the extinguishing of a CR and time passes, if the CS is presented alone it will elicit a CR

Question 40

What factors prove that during Extinction learned behaviors aren't forgotten but overshadowed by a new rule?

Answer 40

Rapid Reacquistion, Disinhibition, and Spontaneous recovery

Question 41

How does intensity of stimuli effect learning?

Answer 41

The more intense a stimulus is, the faster learning will occur.

Question 42

How is salience related to intensity?

Answer 42

Salience is related to intensity, but also includes other factors.

Question 43

When does the most learning occur?

Answer 43

During the early trials of conditioning as opposed to the later trials.

Question 44

Why is higher order conditioning and sensory preconditioning considered second order conditioning?

Answer 44

It includes the association of two stimuli with a CR, instead of one stimulus.

Question 45

What were the results of the Garcia and Koelling study?

Answer 45

This study concluded that classical conditioning is a genearlized learning mechanism with some biological predispositions for certain combinations.

Question 46

What were the results of the Mineka & Cook study?

Answer 46

This study concluded that there are generalized learning mechanisms with a biological predisposition for evolutionarily-related factors.