Midterm Flashcards
1
Q
Abilities and tendencies are largely present at birth
A
Nativism, nature, Plato
2
Q
Abilities and tendencies are learned
A
Empiricism, nurture, Aristotle
3
Q
Name Aristotle’s four laws of association
A
Similarity, contrast, contiguity, frequency
4
Q
Things with common appearance or function.
A
Similarity
5
Q
Things that are opposite of each other
A
Contrast
6
Q
Things that are close together in time or space
A
Contiguity
7
Q
The more frequent two events things are experienced together, the stronger the association.
A
Frequency
8
Q
Some human behaviours are reflexives, others are controlled by the mind
A
Mind-body dualism (Descartes)
9
Q
Method of introspection to identify the basic elements which determine structure of the mind
A
Structuralism
10
Q
A
11
Q
Who is associated with structuralism?
A
Edward Titchener
11
Q
The mind evolved to help us adapt to the world around us
A
Functionalism
12
Q
Who is associated with functionalism?
A
William James
12
Q
Organisms capable of adapting to environmental pressures are more likely to reproduce and pass along those characteristics
A
Natural selection
12
Q
Who is associated with natural selection?
A
Charles Darwin
13
Q
Focuses on the study of environmental influences on observable measurable behaviour
A
Behaviourism
14
Q
What are the 5 schools of behaviourism?
A
Methodological
Neobehaviourism
Cognitive
Social learning theory
Radical
15
Q
Internal events are excluded from analyses of behaviour, study of direct relationship between environmental stimuli and observable behaviour, belief in a simple connection between the two
A
Methodological behaviourism
16
Q
Describe the SR theory according to methodological behaviourism
A
Environmental stimulus directly leads to observable behaviour
17
Q
Who is associated with methodological behaviourism?
A
John Watson
18
Q
Internal events might mediate/form a connection between environment and behaviour (intervening variables), concerned with how internal events could be measured
A
Neobehaviourism
19
Q
Describe SR theory according to neobehaviourism
A
Environmental events lead to internal events (physiological) which lead to observable behaviour
20
Q
Who is associated with neobehaviourism?
A
Clark Hull
21
Q
Utilizes intervening variables, usually hypothetical cognitive processes, to explain behaviour, behaviour is more than just discrete stimuli and responses
A
Cognitive behaviourism
22
Explain SR theory according to cognitive behaviourism
Environmental events lead to internal cognitive processes lead to observable behaviour
23
Who is associated with cognitive behaviourism?
Edward Tolman
24
Emphasizes importance of observational learning and cognitive variables explain human behaviour
Social learning theory
25
Assumes environmental events, observable behaviour, thoughts, and feelings mutually influence one another
Reciprocal determinism (SLT)
26
Who is associated with social learning theory?
Albert Bandura
27
Emphasizes influence of environment on observable behaviour, rejects use of internal events to explain behaviour, but includes them in analysis where useful
Radical behaviourism
28
Who is associated with radical behaviourism
Burrhus Skinner
29
The empirical and experimental study of the basic principles of behaviour
Experimental behaviour analysis
30
Basic principles of behaviours are applied to improve socially significant real-world problems
Applied behaviour analysis
31
A specific procedure/plan for investigating a research question/hypothesis
Research method
32
Person, place, or thing that can change over time or from one situation to another
Variable
33
Variable that is made to systematically vary across different conditions via manipulation
IV
34
Variable that cannot be manipulated, but may vary across individuals
Quasi-IV
35
Variable that is measured; allowed to vary freely to see if it is affected by changes in the IV
DV
36
Relationship where changes in the IV result in corresponding changes in the DV.
Functional relationship
36
Any event that can potentially influence behaviour.
Stimulus
37
Event that an organism will seek out
Appetitive
38
Event that an organism will avoid
Aversive
39
Particular instance or unit of a behaviour.
Response
40
Behaviour that can be observed by another individual
Overt behaviour
41
Behaviour that can only be observed by the person performing the behaviour
Covert behaviour
42
Procedure that effects the appetitiveness or aversiveness of a stimulus
Motivations operations (MO)
43
Increases how effective an event is at reinforcing or punishing a behaviour
Establishing operations
44
Decreases how effective an event is at reinforcing or punishing a behaviour
Abolishing
45
The extent to which events occur close together in time
Temporal contiguity
46
The extent to which events are close together in space
Spatial contiguity
47
Dependent relationship between two events
Contingency
48
An organism’s response to external or internal stimuli.
Behaviour
49
Describes what the behaviour of interest looks like in a way that is observable, measurable, and repeatable
Operational definitions
50
Behaviour of concern
Target behaviour
51
Behaviour that can replace an unwanted problem behaviour
Replacement behaviour
52
How many times the behaviour occurs in a given period of time
Rate/frequency
53
Strength of the behaviour
Intensity/magnitude
54
Length of time it takes for a continuous behaviour to occur from start to finish
Speed
55
Measurement of whether a behaviour occurs during each interval within a series of continuous intervals
Interval recording
56
Whether a behaviour occurs during each interval within a series of discontinuous intervals
Time-sample recording
57
Time required for a behaviour to begin
Latency
58
How long the behaviour occurred
Duration
59
Observing physical form of the behaviour
Topography
60
For behaviours that can be categorized as right and wrong
Number of errors
61
Whether research methods can reproduce the same results multiple times
Reliability
62
The degree to which two or more researchers agree on what they are recording
Interobserver reliability
63
Studies behaviour and circumstances within which it occurs.
Descriptive research
64
Application of research methods to study behaviour.
Experimental research
65
One or more IVs (or levels of IVs) are manipulated across groups
Group design
66
Different species constitute one of the independent variables
Comparative design
67
Individuals randomly assigned to either experimental or control group, where 1 group is exposed to a treatment, and the other a placebo
Simple control group design
68
2+ independent variables across different groups
Factorial design
69
What is a benefit of group designs?
Functional relationships can be identified through statistical tests
70
What are three cons of group designs?
Requires large number of subjects or participants
Results are technically not representative of any one individual
Often analyzed and interpreted only at the end of the experiment
71
Baseline and treatment phase are repeated multiple times
Reversal design (ABAB)
72
AB design
Simple comparison design
73
Baseline and treatment phase are repeated multiple times with more than 1 treatment
Two-treatment reversal design
74
2+ subjects, settings or behaviours, with treatment(s) implemented at different successive points throughout experiment
Multiple-baseline designs
75
Standard is set for a behaviour that changes over time
Changing criterion design
76
What are four advantages to animal research?
Researchers can control for genetic influences on behaviour
Researchers can control their learning history
Researchers can more strictly control experimental environment for animals
Some research cannot ethically be conducted with human
77
What are two disadvantages to animal research?
Animals rights and welfare
Findings may have limited application to humans
78
A relatively enduring change in behaviour that results from some type of experience
Learning
79
What are the three main type of learning?
Classical conditioning, operant conditioning, observational learning
80
Learning occurs in response to a single stimulus, without reinforcement
Non-associative learning
81
Learning occurs through the association of two previously unrelated stimuli, and includes reinforcement
Associative learning
82
A behavior that is automatically drawn out by a preceding stimulus
Elicited (respondent) behaviour
83
Biologically based, involuntary response to stimuli
Reflexes
84
What are the three common types of reflexes?
Startle response, orienting response, flexion reflex
85
Rapid defensive reaction to a sudden, unexpected stimulus
Startle response
86
Startle response in infants
Moro reflex
87
Automatic positioning of oneself to facilitate attending to a stimulus
Orienting response
88
Automatic response of jerking away hand or foot from a hot or sharp object
Flexion reflex
89
Neural structure underlying some reflexes
Reflex arc
90
Fixed sequence of responses elicited by a specific stimulus
Fixed action patterns
91
Decrease in the strength of an elicited behaviour following repeated presentations of the stimulus
Habituation
92
Reappearance of a habituated response to a stimulus following the presentation of another, seemingly irrelevant novel stimulus
Dishabituation
93
Increase in strength of elicited behavior following repeated presentations of eliciting stimulus
Sensitization
94
What are four factors that influence whether sensitization or habituation will occur?
Intensity of eliciting stimulus
How biologically relevant the stimulus is
Individual differences
Perception of the environment
95
A type of learning that occurs when a stimulus elicits a response because it has been paired/associated with another stimulus
classical conditioning
96
Stimulus that initially does not evoke a response (until paired with an unconditioned stimulus)
Neutral stimulus (NS)
97
Initially neutral stimulus that elicits response because it has been paired with unconditioned stimulus
Unconditioned stimulus (CS)
98
Stimulus that naturally elicits an unlearned response
Unconditioned stimulus (US)
99
Unlearned response that is naturally elicited by a US
Unconditioned response (UR)
100
Often similar to the UR, elicited by CS
Conditioned response (CR)
101
A type of associative learning where an organism learns to associate a neutral stimulus with an aversive stimulus
Fear conditioning
102
Used to measure the level of fear in fear conditioning involving animals = degree to which a behaviour is
suppressed by a CS
Conditioned suppression (conditioned emotional response) paradigm
103
Degree to which the animal stops pressing the lever for food in the presence of the CS
Fear conditioning (suppression ratio)
104
When a stimulus is associated with the presentation of a US and elicits a response
Excitatory conditioning
105
When a stimulus is associated with the absence/removal of a US and inhibits a response
Inhibitory
106
Onset of the NS precedes the onset of the US, and the two
stimuli overlap
Delayed conditioning
107
Onset and offset of the NS precede the onset of the US
Trace conditioning
108
Onset of the NS and the onset of the US are simultaneous
Simultaneous conditioning
109
US presented first then the NS
Backward conditioning
110
A form of classical conditioning in which the CS is the passage of time
Temporal conditioning
111
When an elicited response appears to occur as a result of conditioning, but is actually the result of sensitization to other stimuli
Pseudoconditioning
112
Process of developing and strengthening a conditioned response (CR)
Acquisition
113
The maximum amount of conditioning that can take place in a particular situation
Asymptote of conditioning
114
When the conditioned response is weakened and eventually eliminated
Extinction
115
Reappearance of a conditioned response to a CS following a rest period after extinction
Spontaneous recovery
116
The sudden recovery of a CR during extinction when a novel stimulus is presented
Disinhibition
117
Tendency for CR to occur in presence of stimulus similar to the CS
Stimulus generalization
118
Generalization of a conditioned response to verbal stimuli that are similar in meaning to the CS
Semantic generalization
119
A disorder produced during experiments with animals exposed to unpredictable events characterized by neurotic-like symptoms
Experimental neurosis
120
When a stimulus that is associated with the CS also becomes the CS through association with the NS
Higher Order Classical Conditioning
121
Learning that occurs despite the absence of any observable demonstration of learning that becomes apparent at a later time
latent learning
122
When one stimulus is conditioned as a CS, and another stimulus that was previously paired with it also becomes a CS
Sensory preconditioning
123
The presentation of the US after conditioning at different levels of intensity, altering the strength of the response to the CS
US Revaluation
124
Conditioning that occurs to specific stimuli/circumstances only
Specificity
125
The US is a combination of 2+ different stimuli presented simultaneously
Compound stimulus
126
The more salient member of a compound stimulus is more readily conditioned, interfering with the conditioning of less salient stimuli
Overshadowing
127
When the presence of an established CS interferes with the conditioning of a new CS
Blocking
128
A procedure in which a stimulus (known as an occasion setter) signals whether that stimulus will act as a CS that elicits a CR.
Occasion setting
129
Familiar stimuli are harder to condition than unfamiliar stimuli
Latent inhibition
130
Purpose of the CR is to prepare the organism for presentation of US
Preparatory response theory
131
The compensatory after-effects to a US are what come to be elicited by the CS
Occurs in situations where the CR and UR are different
Compensatory response model
132
an innate predisposition to learn certain kinds of associations more easily than others
Preparedness
133
An extreme irrational fear reaction to events or stimuli that are not at all dangerous or only minimally dangerous
phobias
134
Strengthening of an already established conditioned fear response to an aversive CS as a result of brief exposures to the CS by itself
Incubation
135
Exposure to the US at different intensities can alter the strength of a response
US Revaluation
136
An increase in one’s reactivity to a potentially fearful stimulus following exposure to an unrelated stressful event
Selective sensitization
137
How are phobias treated
Systematic desensitization
138
a CS that elicits one type of response is associated with an event that elicits an incompatible response
Counter conditioning
139
Occurrence of one response can be inhibited by the simultaneous occurrence of an incompatible response
Reciprocal inhibition
140
Prolonged exposure at some level to a feared stimulus providing maximal opportunity for conditioned fear response to be extinguished
Flooding therapy
141
Treatment procedure that reduces the attractiveness of desired event by associating it with aversive stimulus
Aversion therapy
142
Aversion therapy carried out with imaginal stimuli rather than real stimuli
Covert sensitization
143
An inert substance that appears to be a drug but has no pharmacological effect
Placebo
144
Result of pairing appearance of drug (originally NS) with active ingredients of the drug (the US)
Placebo effect
