Psychology Ch. 8

Question 1

Learning

Answer 1

A relatively lasting change in behavior resulting from an experience

Question 2

Instinct

Answer 2

Innate, automatic, and unlearned behaviors or reactions that are characteristic of a species. They are often present from birth and are crucial for survival and adaptation to the environment. Instincts are hardwired into the genetic code of an organism, guiding various aspects of behavior.

Question 3

Behaviorist emphasis on experience (Nurture)

Answer 3

Everyone is a product of experience

Question 4

Nonassociative learning (frequency)

Answer 4

Refers to a change in behavior or response to a single stimulus, without the association of multiple stimuli or events. It involves adapting to repeated exposure or changes in the intensity of a single stimulus.

e.g., you move to a new apartment near a busy train track. Initially, the sound of the passing trains is quite noticeable and disrupts your sleep. However, as days go by, you start to pay less and less attention to the tr

Question 5

Associative learning

Answer 5

A connection is made between two stimuli or between a stimulus and a response. It involves forming associations or connections based on experiences and the relationships between events.

e.g., classical conditioning and operant conditioning

Question 6

Observational learning

Answer 6

Learning by watching others. You see someone do something, and then you try to do it yourself.

e.g., social learning theory

Question 7

Classical (or Pavlovian) conditioning

Answer 7

(Pavlov) Occurs when two different stimuli come to
be associated with one another. Does not
require any action on the part of the learner.

e.g., Imagine you have a dog, and every time you give it food, you ring a bell. After a while, the dog starts to associate the sound of the bell with getting food. Now, even if you just ring the bell without giving food, the dog still salivates, expecting a treat.

Question 8

Operant (or Instrumental) conditioning

Answer 8

learning from the outcomes of your actions. If an action leads to a good result (like a reward), you’re more likely to do it again. If it leads to a not-so-good result (like a punishment), you’re less likely to do it. It’s a basic principle of learning based on rewards and consequences.
(e.g., learning a trick to receive a treat).

Question 9

Unconditioned stimulus (US) [Dog and bell example]

Answer 9

The bowl of food (before conditioning)

Question 10

Unconditioned response (UR) [Dog and bell example]

Answer 10

(response to bowl of food) The dog salivating (before conditioning)

Question 11

Conditioned stimulus (CS) [Dog and bell example]

Answer 11

Bell + food (after conditioning)

Question 12

Conditioned Response (CS) [Dog and bell example]

Answer 12

Dog salivating everytime it hears the bell (after conditioning)

Question 13

Acquisition

Answer 13

The gradual formation of
an association between the conditioned
and unconditioned stimuli

Question 14

Extinction

Answer 14

A process in which the conditioned
response is weakened when the conditioned stimulus is
repeatedly presented without the unconditioned
stimulus

Question 15

Spontaneous recovery

Answer 15

A process in which a
previously extinguished response re-emerges following
presentation of the conditioned stimulus

Question 16

Habituation

Answer 16

An example of non associative learning

Question 17

Sensitization

Answer 17

Imagine you’re in a quiet room, and suddenly there’s a loud, unexpected noise. Your initial startle might make you more sensitive to other noises in the environment for a little while.

Question 18

Stimulus generalization:

Answer 18

Occurs when stimuli that are similar but not identical to the conditioned stimulus produce the conditioned response

specific bell/drooling – different bell/drooling

Question 19

Stimulus discrimination

Answer 19

A differentiation between
two similar stimuli when only one of them is
consistently associated with the unconditioned
stimulus

specific bell/food/drooling – different bell/no food/ discriminate (no drooling)

Question 20

Second-order conditioning

Answer 20

When something is consistently paired with
the conditioned stimulus, without the
unconditioned stimulus, and leads to a
conditioned response

e.g., bell/meat/drool – bell/drool — man/bell/drool – man/drool

Question 21

latent inhibition

Answer 21

you eat at Taco Bell everyday (and it’s never made you sick) On Saturday night, you convince a friend who’s never eaten at Taco Bell to go with you
On Sunday, you both feel sick Who is more likely to
associate the sickness with Taco Bell, you or
your friend?

your friend

Question 22

Taste aversion

Answer 22

Certain foods are associated with bad memories

e.g - the way you can’t eat olive bread of truffle

Question 23

Biological preparedness

Answer 23

Certain species are genetically programed to make some associations more easily than other

e.g., flavor w/ illness vs usual

Question 24

Why is a slight delay between the CS and US
optimal for learning?

Answer 24

prediction
* The CS must accurately predict the US

Question 25

Rescorla-Wagner model

Answer 25

learning process is stronger and more effective when the outcome (the Unconditioned Stimulus, US) is surprising or unexpected. The more surprising the outcome, the stronger the association we make with the signal or cue (the Conditioned Stimulus, CS) that predicts it.

Question 26

Biological Basis of Learning: Hebb’s Rule

Answer 26

“Neurons that fire together, wire together” Recall: Plasticity (London cab drivers, rats raised in different environments) Without such neuroplasticity, learning wouldn’t be possible  that rewiring IS learning

Question 27

Operant Conditioning

Answer 27

(Scanner) animals who are acting in their environment to produce certain effects. --learning process in which the consequence of an action determine the likelihood that it will be performed in the future.

Question 28

Thorndike’s law of effect

Answer 28

Any behaviour that leads to a “satisfying state of affairs” is more likely occur again, and any behaviour that leads to an “annoying state of affairs” is less likely recur.

Question 29

Reinforcer

Answer 29

A stimulus that occurs after a response and increases the likelihood that the response will be repeated

Question 30

Shaping

Answer 30

operant conditioning, a type of learning process. It involves gradually teaching a new behavior by reinforcing behaviors that are closer and closer to the desired one. This method is useful when you want to teach a complex behavior that the learner (like an animal) doesn't perform naturally. e.g dog rolling over

Question 31

Positive reinforcement

Answer 31

Increases the probability of a behaviour being repeated by the administration of a (positive, rewarding) stimulus

Question 32

Negative reinforcement

Answer 32

where the likelihood of a behavior is increased because it is followed by the removal or avoidance of an unpleasant stimulus. It's important to note that negative reinforcement is not the same as punishment. Instead, it involves taking something negative away to encourage a behavior.

Question 33

Positive punishment

Answer 33

decreasing the likelihood of a behavior by introducing a negative or unpleasant stimulus after the behavior occurs. The term "positive" in this context doesn't mean "good" but rather that something is added or introduced.

Question 34

Negative punishment

Answer 34

decrease the likelihood of a behavior being repeated by removing a positive or pleasurable stimulus immediately following that behavior. The term "negative" in this context means that something is taken away or removed.

Question 35

Premack principal

Answer 35

using something you like doing to motivate yourself to do something you're less excited about. It's like saying, "If I eat my vegetables (less liked activity), then I can have dessert (more liked activity)." * Token economies * Applied behavior analysis (ABA)

Question 36

Types of partial reinforcement:

Answer 36

Fixed: Reinforcement is consistent and predictable Variable: Reinforcement is variable and unpredictable (occurs after a varying number of behaviours, or a varying amount of time) Ratio: Based on number of times the behaviour occurs Interval: Based on the passage of time

Question 37

Fixed interval

Answer 37

E.g., Xin checks whether her son’s room is clean (and if so, rewards him) every Friday evening

Question 38

Variable-interval

Answer 38

E.g., Xin checks her son’s room to see if it is clean (and if so, rewards him), on average, every 5 days

Question 39

Fixed-ratio

Answer 39

E.g., Mario gets a tip after every 6 food deliveries he makes

Question 40

Variable-ratio

Answer 40

E.g., Mario gets a tip after every 6 food deliveries he makes, on average

Question 41

Biological Constraints

Answer 41

Animals have a difficult time learning behaviours that are incompatible with innate, adaptive behaviours it's generally easier to teach a pigeon to peck at something than to teach it to perform a behavior that is not natural to it, like walking backwards. This is because pecking is a behavior that pigeons naturally exhibit in their search for food, so it aligns with their innate behaviors

Question 42

Intracranial self-stimulation (ICSS) in rodents

Answer 42

developed after an accidental discovery by Olds & Milner (1954) Electrical stimulation > food, water, sex willing to walk across painful electrified grid will press lever until collapse from exhaustion

Question 43

Latent learning

Answer 43

Edward Tolman argued that reinforcement had more impact on performance than acquisition/learning rats still learned even without reinforcement (they just didn't reveal their learning until it was reinforced

Question 44

Albert Bandura & Social Learning Theory

Answer 44

we learn not just by rewards and punishments but also by watching others, remembering what they did, trying it ourselves, and wanting to do it again if it's enjoyable. It's like learning a new game by watching and playing with friends. e.g Bobo doll experiment