Learning Week 7

Question 1

When a stimulus is repeated and the response to it weakens

Answer 1

Habituation

Question 2

Noticing the loud ticks of a clock and then eventually tuning it out is and example of

Answer 2

Habituation

Question 3

Classical conditioning is also known as —– conditioning

Answer 3

Pavlovian

Question 4

Operant conditioning is also known as —– conditioning

Answer 4

instrumental

Question 5

Both Classical and operant conditioning are forms of

Answer 5

Associative learning

Question 6

Russian Physiologist that studies digestion and came up with a basis of classic conditioning in psychology

Answer 6

Ivan Pavlov

Question 7

This elicits and involuntary unconditioned response:

Answer 7

Unconditioned stimulus

Question 8

An innate or involuntary or unlearned resposnse to a stilulus is known as a: (it may be a reflex or a response of the autonomic nervous system ANS)

Answer 8

Unconditioned response

Question 9

Simulus that does not elicit an UCR, but once paired with a unconditioned stimulus it can over time then become a conditioned a respomse.

Answer 9

Neutral Stimulus

Question 10

Stimulus that was once neutral but has now become conditioned

Answer 10

Conditioned Stimulus

Answer 11

Conditioned response

Question 12

Touching a hot stove and pulling your hand back after touching it is an example of an unconditioned response. In this scenario the stove is the —– ——-.

Answer 12

Unconditioned stimulus

Question 13

An unconditioned response to a stimulus is usually actioned by our ——– nervous system

Answer 13

Autonomic

Question 13

An unconditioned response is an innate or unlearned response to a stimulus and is called an

Answer 13

Unconditioned response (and most of the time is a reflex or involuntary)

Question 14

When a neutral stimulus becomes a conditioned stimulus it can elicit a

Answer 14

conditioned response

Question 15

An excessive fear of a object, place or situation

Answer 15

Phobia

Question 16

hearing a loud BANG and crying is a ——– response to a ——- stimulus

Answer 16

unconditioned response to an unconditioned response (its pretty natural to do it/reflex)

Question 17

UCS + NS =

Answer 17

UCR

Question 18

after conditioning the NS becomes the

Answer 18

CR

Question 19

An environmental stimulus leads to a learned response is called:

Answer 19

Classical conditioning

Question 20

The pairing in conditioning is done by pairing what:

Answer 20

Unconditioned (reflex) stimulus with a neutral stimulus

Question 21

When an organism learns to respond to stimuli that resemble the CS with a similar response

Answer 21

Stimulus generalisation

Question 22

(in Classical conditioniing) presentation of the CS without the UCS still elicits a CR is called:

Answer 22

extinction (pavlov could just ring the bell and the dog would salivate, the food dint need to be there)

Question 23

To operate on the environment and produce a consequence

Answer 23

Operant Conditioning

Question 24

Consequence that increases the probability a response will occur

Answer 24

Reinforcement

Question 25

Consequence that decreases the probability a response will occur

Answer 25

Punishment

Question 26

In Operant conditioning, when enough trials pass in which the operant is not followed by consequences previously associated with it

Answer 26

Extinction (operant conditioning)

Question 27

Operant conditioning is influenced by

Answer 27

cultural factors and the characteristics of the learner

Question 28

Theory that incorporates concepts of conditioning from behaviourism but adds cognition and social learning

Answer 28

Cognitive-Social Theory

Question 29

Cognitive-Social Theory surrounds cognition and social learning but also incoporates concepts of

Answer 29

conditioning from behaviourism

Question 30

Humans develop mental images of and expectations about, the environment and these influences their behaviour - is the basis poof what theory

Answer 30

Cognitive Social Theory

Question 31

What is learning through social interaction called

Answer 31

Social Learning

Question 32

Learning is essentially about

Answer 32

prediction - predicting the future from past experience and using these predictions to guide behaviour.

Question 33

something in the environment that elicits a response

Answer 33

Stimulus

Question 34

a behaviour that is elicited automatically by an environmental stimulus, such as the knee-jerk reflex elicited
by a doctor’s rubber hammer.

Answer 34

Reflex

Question 35

the more that same stimulus is presented, the weaker the
baby’s response to that stimulus becomes, is an example of

Answer 35

habituation

Question 36

a function that habituation seems to serve

Answer 36

helps us screen out information that does not predict anything useful to us

Question 37

The 3 assumptions of learning

Answer 37

1. experience shapes behaviour
2. Learning is adaptive (as in the darwinism sense)
   3.experimentation uncovers laws of learning

Question 38

Aristotle proposed a set of laws of association— which are

Answer 38

1. the law of contiguity, ( proposes that two events will become connected in the
   mind if they are experienced close together in time ) And
2. the law of similarity, which states that objects that resemble each other are likely to become associated.

Question 39

Learning refers to any enduring change in the way an organism responds based on its experience:

Answer 39

Learning

Question 40

Pavlovian or respondent conditioning is also known as

Answer 40

Classical conditioning

Question 41

A response that has been learned

Answer 41

conditioned response

Question 42

a stimulus that, through learning, has
come to evoke a conditioned response

Answer 42

Conditioned stimulus

Question 43

This initial stage of learning, in which the conditioned response becomes associated with the conditioned stimulus (during “conditioning”

Answer 43

Acquisition

Question 44

initially neutral stimulus comes to elicit a
conditioned response is a process called

Answer 44

Classical conditioning

Question 45

a field that studies how our thoughts and feelings can affect our body’s immune system,

Answer 45

Psychoneuroimmunology (PNI)

Question 46

An environmental stimulus leads to a learned response, through pairing of an unconditioned stimulus with a previously neutral conditioned stimulus. This is called:

Answer 46

In classical conditioning,

Question 47

Once an organism has learned to associate a CS with a UCS, it may respond to stimuli that resemble the
CS with a similar response. This phenomenon, called

Answer 47

stimulus generalisation

Question 48

a person who has been frequently criticised by a parent responds negatively to all authority figures is an example of

Answer 48

Generalisation

Question 49

the learned tendency to respond to a restricted range of stimuli or only to the stimulus used during training

Answer 49

Stimulus discrimination

Question 50

Pavlov’s dogs did not salivate in response to just any sound, and people do not get hungry when the clock reads four o’clock even though it is not far from six o’clock. This is an example of stimulus —–

Answer 50

Discrimination. being able to discriminate between two similar stimuli when these stimuli are not consistently associated with the same UCS. The clock is the same but the hour is different, a ding may sound different between a bell and a saucepan

Question 51

in classical conditioning refers to the process by which a CR is weakened by the presentation of the CS without the UCS

Answer 51

Extinction

Question 52

If a dog has come to associate the sounding of a bell with
food, it will eventually stop salivating at the bell tone if the bell rings enough times without the presentation
of food. The association is weakened — but not obliterated. If days later the dog once more hears
the bell, it is likely to salivate again. This is known as

Answer 52

spontaneous recovery

Question 53

the re-emergence of a
previously extinguished conditioned response.

Answer 53

spontaneous recovery

Question 54

the time between presentation of the CS and the UCS is called the

Answer 54

The interstimulus interval

Question 55

The order the subject expriences the USC and CS matters. Like CS then UCS or UCS then CS - True or false

Answer 55

True. ie when teaching something new, the order of things matters. Imagine training a dog. If you give them a treat after they’ve done something good, they learn better. It’s like saying, “Great job!” and then giving the treat

Question 56

refers to the failure of a stimulus to elicit a CR when it is combined with another stimulus that already elicits the
response. If a bell is already associated with food, a flashing light is of
little consequence unless it provides additional, non-redundant information

Answer 56

Blocking

Question 57

Forward, simultaneous and backward conditioning. as the UCS.

Question 58

Forward conditioning is most likely to lead to —–

Answer 58

learning

Question 59

In forward conditioning, the type studied most
extensively by Pavlov, the onset of the —- occurs before the ——.

Answer 59

the CS occurs before the UCS.

Question 60

In simultaneous conditioning, the
CS is presented

Answer 60

at the same time

Question 61

In backward conditioning, the —–is presented after
the onset of the —–.

Answer 61

In backward conditioning, the CS is presented after
the onset of the UCS.

Question 62

When something seems ordinary at first, it can slow down how quickly we learn a new connection or change our thoughts about it later on. It’s like our brains need a little extra time to figure things out when they’re unexpected. This is called

Answer 62

“latent inhibition.”

Question 63

“latent inhibition is:

Answer 63

Latent inhibition is when our brains take longer to learn something new if we’ve been exposed to a neutral thing (like a sound) many times before without any special meaning. It’s like our brain needs extra time to catch on when the new thing becomes important.

Question 64

A third influence on classical conditioning is the organism’s

Answer 64

readiness to learn certain associations

Question 65

research has shown that some responses can be conditioned much more

Answer 65

readily to certain stimuli than to others.

Question 66

An experiment showed that animals learn differently based on what kind of bad experience they have, and discovered the —– effect

Answer 66

Garcia Effect

Question 67

the biologically wired readiness to learn some associations more easily than others:

Answer 67

Prepared learning

Question 68

Contiguity

Answer 68

how close or near two events or stimuli are in time or space. It’s about how closely things happen together. In psychology, it’s important for learning because when two things occur closely in time, our brains tend to link them together.

Question 69

Rescorla and Wagner (1972) proposed the law of ——
to replace the law of contiguity.

Answer 69

prediction

Question 70

the CR is
actually the body’s attempt to counteract the effects of a stimulus that is about to occur is known as

Answer 70

Paradoxical conditioning

Question 71

the tendency of a group of neurons to fire more readily after consistent stimulation from other neurons is called

Answer 71

Long Term Potentiation

Question 72

Its name refers to a heightened potential
for neural firing (‘potentiation’) that lasts much longer than the initial stimulus. —– ——- ——-

Answer 72

Long Term Petentiation

Question 73

even after the CS
is no longer present, cellular changes at the synapse are is called:

Answer 73

Long term potentiation

Question 74

animals often learn not only the simple association between
a CS and a US, such as the association between a tone and shock, but also that being in the experimental
chamber (rather than their own cage) predicts shock. This additional learning is called
(

Answer 74

contextual learning

Question 75

Several factors influence classical conditioning,

Answer 75

1. Interstimulus interval between presenting CS and the UCS
2. Degree to which the presence of the CS is predictive of the
   US, the individual’s learning history (such as prior associations between the stimulus and other stimuli or
   responses) and
3. prepared learning (the evolved tendency of some associations to be learned more readily
   than others).

Question 76

A key factor in determining whether or not extinction will occur is:

Select one:

a.
the passage of time

b.
whether punishment has been used during the learning trials or not

c.
the repeated presentation of the CS without the UCS

Answer 76

c. the repeated presentation of the CS without the UCS

Question 77

A mother has been continually nagging her daughter about how messy her room is. Finally, the daughter gets so tired of her mother’s complaints that she cleans her room, thus stopping the nagging. Given that the withdrawal of the nagging strengthened the room cleaning behaviour, the nagging would be considered a(n):

Select one:

a.
Negative reinforcer

b.
Positive reinforcer

c.
Aversive Punishment

d.
Responsive cost punishment

Answer 77

a.
Negative reinforcer

Question 78

n advantage of using operational definitions is that

Select one:

a.
Other researchers will usually agree with these definitions

b.
They let other researchers know exactly how variables have been manipulated or measured

c.
They automatically generate the relevant dependent and independent variables

d.
They are consistent with the law of parsimony

Answer 78

b.
They let other researchers know exactly how variables have been manipulated or measured

Question 79

A(n) __________ defines a variable in terms of the specific procedures used to measure it

Select one:

a.
dependent variable

b.
independent variable

c.
operational definition

d.
archival measure

Answer 79

c.
operational definition

Question 80

A(n) _______ is a formal set of statements that explains why and how certain events are related to one another

Select one:

a.
hypothesis

b.
specific prediction

c.
theory

d.
operational definition

Answer 80

c.
theory

Question 81

—– ——- allows us to learn to associate consequences of behaviour. We learn to repeat behaviours that reward us and we learn to avoid behaviours with negative consequences.

Answer 81

Operant conditioning

Question 82

The main difference between classical conditioning and operant conditioning

Answer 82

Classical Conditioning pairs with the INVOLUNTARY reflexes, where as operant conditioning focuses on the voluntary or non relfexive resposnses

Question 83

Reinforcers or punishers are ——– of the behaviour

Answer 83

consequences. They come after the behaviour

Question 84

The Term “behaviourism” was coined by

Answer 84

John Watson

Question 85

Behviourism was bourne out of john watsons desire to

Answer 85

make psychology a hard science

Question 86

an animal’s tendency to reproduce a behaviour depends on that behaviour’s effect on the environment
and the consequent effect on the animal is known as

Answer 86

The law of effect

Question 87

that behaviour is controlled by its consequences is the essence of the laW of:

Answer 87

EFFECT

Question 88

Thorndike’s cat (PUZZLE BOX) exemplifies a second form of conditioning, known as

Answer 88

instrumental or operant conditioning. (because the behaviour is instrumental to achieving a more satisfying state of affairs.)

Question 89

Operant condition is known by two names

Answer 89

Thorndike called it Instrumental conditioning and BF Skinner named it operant conditioning

Question 90

means learning to operate on the environment to produce a consequence.

Answer 90

operant conditioning,

Question 91

In ——– conditioning, an outside stimulus causes a reaction. In ——— conditioning, the organism’s behavior leads to a response from the environment.

Answer 91

In classical conditioning, an outside stimulus causes a reaction. In operant conditioning, the organism’s behavior leads to a response from the environment.

Question 92

In operant conditioning the behaviour —— the environmental event that conditions ——– ———

Answer 92

precedes, future behaviour.

Question 93

Operant vs. Classical Conditioning, whats the difference

Answer 93

Explanation: In operant conditioning, the behavior comes before the event that influences future behavior. In classical conditioning, it’s the other way around: an event triggers a response.

Back:
Details: In operant conditioning, actions lead to outcomes that affect future actions. In classical conditioning, a stimulus comes first and leads to a reaction.

Question 94

The basic idea behind operant conditioning, then, is that

Answer 94

behaviour is controlled by its consequences.

Question 95

There are two types of environmental consequence that produce operant conditioning:

Answer 95

reinforcement increases probability a response will occur,
and
punishment, which diminishes its likelihood.

Question 96

refers to something in the environment that strengthens a behavior. It’s like a reward that comes after an action and makes the action more likely to happen again. There are two types: positive and negative.

Answer 96

Reinforcement

Question 97

the process whereby presentation of a stimulus (a reward or pay-off) after
a behaviour makes the behaviour more likely to occur again.

Answer 97

Positive reinforcement

Question 98

an environmental consequence that, when presented, strengthens the probability that a response will recur

Answer 98

positive reinforcer —

Question 99

erroneously associate an operant and an environmental event, a phenomenon Skinner labelled

Answer 99

superstitious behaviour

Question 100

environmental consequence can reinforce a behaviour,
eliminating an aversive consequence. This is known as

Answer 100

negative reinforcement

Question 101

——– reinforcers are aversive or unpleasant stimuli that strengthen a behaviour by their removal.

Answer 101

Negative

Question 102

Hitting the
snooze button on an alarm clock or cleaning the kitchen
to remove unpleasant sights, smells and whining by housemates are botje examples of

Answer 102

Negative reinforcement (aversive or unpleasant stimuli that strengthen a behaviour by their removal)

Question 103

Negative reinforcement occurs in both —– learning and ——- learning

Answer 103

Escape and avoidance

Question 104

Putting on aloe vera to treat a sunburn is an example of —— learning

Answer 104

escape

Question 105

Putting on sunscreen so you dont get sunburnt is an example of —— learning

Answer 105

avoidance

Question 106

——- decreases the probability that a behaviour will recur.

Answer 106

punishment

Question 107

learner may have difficulty distinguishing. What is the problem with - People who yell at their dog for coming after it has been called several times already.

Answer 107

which operant is being punished? They are actually punishing good behaviour — coming when called. The dog is more likely to associate
the punishment with its action than its inaction — and is likely to adjust its behaviour accordingly, by
becoming even less likely to come when called!

Question 108

Punishing one behavior, like stealing, can accidentally

Answer 108

reinforce lying

Question 109

A problem associated with punishment is that the learner may come to fear the person meting out the punishment (via ——- conditioning) rather than the action (via ——conditioning).

Answer 109

Classical, operant
i.e. A child who is harshly punished by his father may become afraid of his father instead of
changing his behaviour.

Question 110

aggression that is used to punish behaviour often leads to

Answer 110

further aggression

Question 111

Study of other species in order to make informed inferances about the human species

Answer 111

Comparative research

Question 112

if enough
conditioning trials pass in which the operant is not followed by the consequence previously associated
with it —— can occur

Answer 112

extinction

Question 113

previously learned behaviour recurs
without renewed reinforcement

Answer 113

spontaneous recovery

Question 114

behaviours that are emitted rather than elicited by the environment.

Answer 114

Operants

Question 115

means learning to operate on the environment to produce a consequence.

Answer 115

Operant conditioning

Question 116

the consequence is the same each time the animal emits a behaviour, is called

Answer 116

continuous reinforcement schedule

Question 117

More typically, an action sometimes leads to reinforcement but other times does not. Such reinforcement
schedules are known as.

Answer 117

partial or intermittent schedules of reinforcement (because the behaviour is reinforced only part of the time, or intermittently)

Question 118

continuous schedules would be more effective during the

Answer 118

the acquisition (initial learning) of a response

Question 119

partial reinforcement is usually superior for maintaining ————- behaviour

Answer 119

learned behaviour

Question 120

behaviours maintained under partial schedules are usually more resistant to ——

Answer 120

extinction

Question 121

Intermittent reinforcement schedules may be either ——–schedules or ——- schedules

Answer 121

ratio, interval

Question 122

pay-offs are tied to the number of responses emitted; only a
fraction of ‘correct’ behaviours receive reinforcement, such as one out of every five.

Answer 122

In ratio schedules of reinforcement,

Question 123

rewards (or punishments) are delivered only after some interval
of time, no matter how many responses the organism emits.

Answer 123

interval schedules of reinforcement

Question 124

n organism receives reinforcement for a fixed proportion of the responses
it emits.

Answer 124

fixed-ratio (FR) schedule

Question 126

an animal receives a reward for some percentage of responses, but
the number of responses required before reinforcement is unpredictable

Answer 126

variable-ratio (VR) schedules,

Question 127

an animal receives reinforcement for its responses only after a fixed amount of time.

Answer 127

fixed-interval (FI) schedule

Question 128

an animal receives a reward for some percentage of responses, but the number of responses required before reinforcement is unpredictable

Answer 128

variable-ratio (VR) schedules

Question 129

The way in which reinforcement is delivered is really important because it can actually

Answer 129

vary the behaviour response

Question 130

Which reinforcement schedule means a behaviour has to be performed

Answer 130

Ratio

Question 131

Which reinforcement schedule means a certain period of time must have elapsed

Answer 131

Interval

Question 132

A fixed interval (FI) or fixed ratio (FR) means we know the

Answer 132

exact amount of time required

Question 133

A variable reinforcement schedule means the reinforcement or reward is

Answer 133

unpredictable

Question 134

this reinforcement schedule is the most common in daily life

Answer 134

Variable-ratio (VR) schedules
(For example, when fishing, you are not likely to be rewarded each time you cast your line into the water. However, on some occasions you will be)

Question 135

———– schedules generally produce rapid, constant responding

Answer 135

Variable Ratio (VR)

Question 136

which reinforcement schedule means the subject receives reinforcement for its responses only after a fixed
amount of time.

Answer 136

fixed-interval (FI) schedule

Question 137

An animal on an FI schedule of reinforcement will ultimately learn to

Answer 137

stop responding except towards
the end of each interval (For example, workers whose boss comes by only at two o’clock are likely to relax the rest of the day)

Question 138

this type of schedule ties reinforcement to an interval of time, but unlike a fixed-interval schedule, the subject cannot predict how long that time interval will be.

Answer 138

A variable-interval (VI) reinforcement schedule
(In the classroom, unexpected tests make similar use of VI schedules.)

Question 139

—— ——– schedules are more effective than fixed-interval schedules in maintaining consistent performance.

Answer 139

Variable interval
i.e. pop quiz

Question 140

Random, unannounced governmental inspections of working conditions in a factory are much
more effective in getting management to maintain safety standards - This is an example of

Answer 140

Variable Interval Ratios (VI)

much more effective than inspections at fixed intervals..

Question 141

Professors receive a paycheque for lecturing to their classes, but if they lecture new acquaintances at a
cocktail party, the environmental consequences are not the same. a connection might exist between a behaviour and a consequence - This is an example of:

Answer 141

response contingency,
because the consequence is dependent, or contingent, on the behaviour

Question 142

response contingencies (Circumstances under which different contingencies apply) might be different. A stimulus that signals the presence of particular contingencies of reinforcement is called a

Answer 142

discriminative stimulus (SD).

Question 143

—— ———- is one of the keys to the complexity and flexibility of human and animal behaviour.

Answer 143

Stimulus discrimination

Question 144

A discriminative stimulus signals that
particular contingencies of reinforcement are in effect, so that the organism only produces the behaviour:

Answer 144

in the presence of the discriminative stimulus.

Question 145

Agression that is acceptable on the football feild compared to aggression that is acceptable in public is subject to

Answer 145

discriminative stimulus.

Question 146

reinforcement is not infinite, and attaining one reinforcer may affect both its future availability
and the

Answer 146

availability of other reinforcers.
(Obtaining one reinforcer may also adversely affect the chances of obtaining another.)

Question 147

The cost–benefit analysis involved in operant behaviour has led to an approach called ——- ——–, which weds aspects of behavioural theory with economics (

Answer 147

behavioural
economics

Question 148

A prey animal going down to the waterhole at the same time as a lion, because they know the lion is well fed and will not feed or hunt again soon is an example of

Answer 148

behavioural economics
The risk is lower, so the reward is economical

Question 149

existing behaviours often serve as the raw material for novel ones. This occurs as the environment
subtly refines them or links them together into sequences. This is called

Answer 149

shaping

Question 150

———, produces novel behaviour by reinforcing closer
and closer approximations to the desired response.

Answer 150

shaping (The key is to begin by reinforcing a response the
animal can readily produce.)

Question 151

——- ——— is the process of
rewarding those behaviours that resemble the desired behaviour to gradually move the subject progressively closer to the desired behaviour

Answer 151

successive approximations ( to produce the required shaping procedure.)

Question 152

With humans, shaping occurs in all kinds of teaching. Psychologists have used shaping with considerable
success in helping autistic children with

Answer 152

speech and language

Question 153

——— involves putting together a sequence of existing responses in a novel order

Answer 153

chaining

Question 154

Many individuals with antisocial personality
disorder, who show a striking disregard for society’s standards, are relatively unresponsive to ————-.

Answer 154

to punishment.
(Their lack of anxiety when confronted with potential punishment renders them less likely to learn to control
behaviours that other people learn to inhibit )

Question 155

Species-specific behaviour and preparedness happens because animals often do:

Answer 155

animals often do what comes naturally to them, even if we’re trying to teach them something else.