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Psychology 1101 > Psychology Midterm (2) - Chapter 7 > Flashcards

Psychology Midterm (2) - Chapter 7 Flashcards

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1
Q

Learning

A

A permanent change in behaviours, thoughts, emotions as a result of experience

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2
Q

Learning: Forces

A

Can choose to use/teach good forces or evil forces

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3
Q

Learning and Adaptability

A

Because of our ability to learn we are adaptable, flexible and adjustable

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4
Q

Learning: Hope

A

There is hope because we learn

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5
Q

3 Major ways we Learn:

A

Classical conditioning
Operant conditioning
Observational learning

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6
Q

Conditioning

A

learn to form associations

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7
Q

Classical conditioning

A

Learn to associate to events and to stimulis

one event signals the arrival of another event

It allows us to prepare ahead of time
ex: fire alarms

one of the fundamental ways we can learn

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8
Q

Pavlov

A

One of the famous names in psychology

he was a philosophist

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9
Q

Psychic secretions in Pavlov’s experiment

A

Dogs salivated not at the food but at Pavlov presence

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10
Q

When we give the dog food..

What is the food?

What the salivation?

A

Dog salivates

Food is the unconditioned stimulus: no training is needed

Salivation is the unconditioned response: no response is needed (it is neutral and a reflex)

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11
Q

What type of stimulus is the Bell

What happens when the bell is introduced in Pavlov’s Experiment?

Bell + food

A

Bell is a neutral stimulus

Has nothing to do with salivation

Bell + food = dog salivates because of food

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12
Q

When Pavlov gets the dog used to the bell:

What type of stimulus is the bell in this case?

A

Sound of bell causes the dog to salivate

Bell is a conditioned stimulus because learning and training is required

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13
Q

Higher order conditioning

A

It is a conditioning procedure: conditioned signal is paired with a neutral stimulus

(ex: using a bell for the dog to salivate)

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14
Q

Acquisition

A

Doing something repeatedly

Ex: We make the dog salivate by doing bell then red triangle

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15
Q

Excitatory conditioning

A

Conditional stimulus indicates that an unconditional stimulus will occur

(there is a postive relationship)

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16
Q

Inhibitory conditioning

A

Condition stimulus indicates that no unconditionnel stimulus will occur

(negative relationship)

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17
Q

Factors which influence Pavlov’s experiment:

A

Frequency: the more frequent we do bell food, bell food, the better the learning

Timing: once bell is sounded, must immediately give the dog food, otherwise learning will not happen

Order of presentation: always sound bell (CS) first and then the food, one event signals the other

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18
Q

Exitinction procedure:

A

Stop the behaviour

extinction procedure: sound the bell and do not give him food, dog willl then stop salivating at the sound of bell

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19
Q

Spontaneous recovery:

A

The extinction procedure is done, and dog stops salivating

One day without further training, we sound the bell and the dog starts salivating

This shows that the dog did not forget what he learned

If there is no further training this fades away.

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20
Q

Stimulus generalization:

A

Ex: one dog bites you, you become afraid of all dogs

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21
Q

Adaptive Stimulus Generlization

A

Ex: teaching to cross roads, see red cars and can teach to avoid all cars

This is good stimulus generlization

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22
Q

Maladaptive Stimulus Generlization

A

Ex: women is assaulted by all black man, she gets scared of all black man (can seem racist)

This is bad stimulus generalization

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23
Q

Stimulus discrimination

A

Dog only salivates to only one type of bell and not other types of bells.

Discriminates against other stimulus

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24
Q

Cognitive processes in Pavlov Experiment

Pavlov VS Modern Research

A

Pavlov believed that if we were to study classical conditioning, we do not need to know what a dog is thinking

However, modern researchers thought that cognitive processes are important

Ex: Animals act like scientists, they look at how useful and reliable the information is, if the answer is yes they will learn it and if it is not they will not learn it

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25
Biological Constraints: Pavlov VS Modern Research
Pavlov say: as long as we follow the rules of classical conditioning we can train anything Modern researchers: we can teach a lot, but nature puts limits on what we can teach
26
Biological Constraints examples: Radiation Light + Radiation Light Sugared water + Radiation Sugared water
Nausea Nausea no nausea; ( because, in nature, light doesn’t cause nausea) Nausea Nausea/ aversion (learns because in nature food can sometimes lead to nausea)
27
Objective study
Take complex mental processes and study them objectively using the scientific method
28
John Watson and his goal
Pavlov influenced John Watson, founder of behaviourism Before: goal was to study the mind (consiousness) by using inspection - Absence of own mind/thoughts He would predict and control behaviour
29
Introspection
the method used to observe your own mind/thoughts and report on them
30
Watsons believe on psychology How did Pavlov help Watson?
Psychology should only be studied on what is observed directly Opposed introspection, supported direct observation and used prediction and controls His work helped Watson develop a methodology
31
Behaviourism
studied for 50 years (1920s -1960s)
32
Classical Conditioning in relation to stimulus
Behaviours are triggered by a stimulus in the environment, it responds to a stimulus
33
Observational Conditioning
Learn to associate the behaviour with its consequences Ex: eating to much sweets makes us fat
34
Operant behaviour:
Operate and initiate on the environment, Behaviours are controls by the consequences
35
The law of effect:
when behaviour produces a desirable consequence, its more likely to repeat when it produces undesirable consequence, its less likely to repeat
36
Thorndike:
Started the research and created the law of effect Came up with the term instrumental learning
37
Skinner:
took over the law of effect after Thorndike died
38
We learn our ABCs: through O.C
A: Antecedent (Dad’s mood) B: behaviour (Telling jokes) C: Consequence (Laughing)
39
Differential Consequences:
Picking up different items as instructed (ex: file or chip) and getting corresponding treats for it. Fasted way for learning Ex: When the file is picked up, the child gets a chip and when the clip is picked up, the child gets a cookie.
40
Non-Differential Consequences:
Picking up different items as instructed (ex: nail or socket) and getting the same treat Ex: When picking up nail, the child receives a raisin and when the pickles up the socket the child also receives a raisin
41
Reinforcer
Engage in behaviour and produces a consequence the consequence is such that we are more likely to repeat the behaviour in the future The 2 major types increase the probability that the behaviour will likely occur again
42
Positive Reinforcer: positive (means addition)
Engage in a behaviour and produces a desirable consequence which we are more likely to repeat the behaviour in the future It has the longest-lasting effect on behaviours
43
Negative Reinforcer: negative (means subtraction)
Engage in behaviour and produces a consequence which we are more likely to repeat the behaviour uncomfortable stimulus is stopeed due to the behaviour
44
2 Types of Negative Reinforcer
Escape: getting rid of something unpleasent Ex: having a bad headache and take an aspirin, after you take it the headaches gone Avoidance: avoiding something unpleasant Ex: do not have a bad headache but you know that after typing on the computer you get one, but you don't want it, so you take it to prevent the headache from happening.
45
Primary reinforcers:
reinforces which are naturally satisfying, no learning is required
46
Conditioned reinforcers (Secondary reinforcers):
Stimuli which is not naturally enforcing/ rewarding, through experience and learning we appreciate them
47
Generalized conditioned reinforcers:
Objects traded for several other reinforcements
48
Immediate reinforcers:
Do the behaviour and reinforce right after it
49
Delayed reinforcers:
do the behaviour and there is a delay in the reinforcement
50
Scheduling Consequences (Schedules of Reinforcement):
A description in words and numbers of how and when we'll earn reinforcers
51
Continuous reinforcement:
Every time the behaviour occurs it is reinforced
52
What type of teaching would continuous reinforcement be?
Teaching new behaviours should be continuous, once the behaviour is well learned: must switch to an intermittent schedule Why? Because continuous is not resistant to extinction, intermittent is resistant
53
Partial extinction effect:
Continuous is not resistant to extinction, intermittent is resistant
54
Intermittent (or Partial):
Sometimes the behaviour is reinforced or not reinforced, its on and off
55
Ratio:
The number of responses which determines when the behaviour will be reinforced produces a higher rate of reaction
56
2 Types of Ratios
Fixed Ratio: very specific number of responses must occur for the behaviour to be reinforced Ex: tend to work hard or fast, once we get reinforced we take a little break and then we go back to working hard and fast Variable ratio: number of responses that must occur for the behaviour to be reinforced varies. It produces a higher rate of responding with little to no break
57
Interval:
the passage of time which determines when the behaviour is reinforced
58
2 Types of Intervals
Fixed interval: very specific amount of time must be given for the behaviour to be reinforced - Least amount of repeating Variable interval: the amount of time that must occur for the behaviour to be reinforced - Slow and steady, produces the third-highest rate of responding
59
What is a break and run pattern of responding?
Run: quickly produce many responses until we earn a reward Break: Occurs after the delivery of a reinforcer Characteristic of Fixed ratio
60
Punishment:
produces a consequence in a way that the behaviour is less likely to be repeated in the future It stops an undesired behaviour faster
61
2 Types of Punishments
Positive punishment: receive something uncomfortable due to a bad behaviour Negative punishment: something we enjoy is removed due to a bad behaviour
62
What did Skinner advocate using?
Positive reinforcements, It has a longer lasting effect on behaviour
63
Reasons not to use punishment procedures
1. Punishment does not teach what to do to get reinforcements 2. Punishment involves strong stimuli, including some that cause pain 3. A person who uses punishment successfully once is more likely to use it again 4. The person whose behaviour is punished also learns to use punishment to control others behaviours 5. Punishment only decreases behaviour if the response is punished immediately, and with a large strong stimulus
64
Shaping Behaviours
Operant conditioning Reinforcing closer behaviour until the correct behaviour is shown
65
Operant Extinction
Must stop reinforcing the bad behaviour, It must be consistent and takes a while for it to work Ex: child behaves in a way which is unacceptable, and we want it to stop
66
Extinction burst
Turns up the volume of the bad behaviour During the process, the child becomes frustrated and more aggressive
67
Self-injurious behaviours
Combines the extinction procedure with interventions. It results in: less aggressive behaviour and fewer extinction bursts
68
Tolman
Father of psychology
69
Latent learning: Why did Tolman disagree with this?
For learning to take place there must be reinforcement Tolman disagreed, because reinforcement is occasional
70
Cognitive map:
Mental map
71
Study by Tolman and Honzik
Tolman and Honzik had a 14 unit T-maze in which rats could turn down 14 incorrect path
72
How many groups of rats were there?
2 groups Food Group Rats No Food Group Rats: did not have food for 10 days
73
What were the conditions for each group?
Food Group Rats: received food when they reached the end of the maze No Food Group Rats: received food only on the 11th day
74
What were the results for each group?
Food Group Rats: they made fewer errors compared to the No Food Group Rats No Food Group Rats: they made fewer errors and ran faster than they did on previous days and also ran faster than the rats who got food
75
Learned helplessness
example of how important cognitive processes are Learn to expose repeatedly to a stimulus that is uncomfortable We learn there is nothing we can do about it, we stop trying
76
Bandura's opinion on learning Learning by Observation is known as
Learning is a pioneered social learning research Vicarious learning & Social learning
77
Biologically predisposed
we are biologically predisposed to learn the observation
78
Evidence of Biologically predisposed
Babies and Monkey Babies: start imitating very early in life Mirror neurons: highly specialized neurons which are activated when we perform a behaviour and When we watch or assume someone else performing a behaviour
79
Bandura’s Model
Showed that children who observed an adult aggressively interacting with a Bobo doll were more aggressive. They engaged in new aggressive behaviours towards the doll more than (a) children who observed an adult gently playing with the doll or (b) the control children who were not exposed to an adult model interacting with a Bobo doll.
80
Cognitive processes:
Essential when learning
81
4 steps to imitate a behaviour
1. Attention: Pay attention to the behaviour 2. Memory: Commit to memory which we have observed 3. Action/motor skills: Must be able to reproduce the behaviour 4. Motivation: Must be motivated to do it
82
When are we more likely to imitate a behaviour
We are more likely to imitate a behaviour when we admire a person or are similar to them if we get similar rewards we are more likely to repeat the behaviour in the future

Psychology 1101 (6 decks)

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