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psych 282 > topic 2 & 3 > Flashcards

topic 2 & 3 Flashcards

(60 cards)

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1
Q

learning

A

an endured or durable change in behavior or mental processes due to experience. relatively permanent, causes change in behavior, occurs due to interactions with the environment

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2
Q

innate

A

something naturally occurring/ you are born with

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3
Q

reflex

A

stimulus response relationship which is either learned or innate and indicates that behavior happens automatically

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4
Q

elicited behavior

A

occurs in response to environmental stimulus. ex. pupils constrict when exposed to bright light. has adaptive value

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5
Q

adaptive value

A

can contribute to survival and well being

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6
Q

modal action patterns (MAP)

A

species typical response patterns or instincts. genetically programmed. Rather than single actions, a sequence of behaviors. often associated with fitness related tasks/ events

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7
Q

eliciting stimuli

A

the stimuli that initiates the modal action patterns

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8
Q

sign stimulus

A

aka releasing stimulus. features necessary to elicit the response

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9
Q

supernatural stimulus

A

exaggerated sign stimulus that elicits more vigorous response.

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10
Q

event alone learning

A

type of learned behavior. includes habituation and sensitization

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11
Q

event-event learning

A

type of learned behavior. classical (Pavlovian) conditioning.

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12
Q

behavior-event learning

A

type of learned behavior. instrumental (operant) conditioning

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13
Q

social learning

A

type of learned behavior. observational learning

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14
Q

habituation

A

process by which we respond less strongly over time to repeated stimuli. Highly specific to the stimulus producing it.

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15
Q

sensory adaptation

A

reduction in sensitivity of the sense organs caused by repeated stimulation

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16
Q

fatigue

A

decrease in behavior due to repeated or excessive use of muscles

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17
Q

sensitization

A

increase in the strength of a response to a repeated stimulus. not specific to one stimulus. can result from repeated presentations of a stimulus or by arousal from extraneous stimuli.

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18
Q

classical conditioning

A

aka Pavlovian or respondent conditioning. form of learning in which a natural stimulus comes to signal the occurrence of a 2nd stimulus. behaviors are elicited by antecedent stimuli. conditioning process involves manipulation of antecedent stimuli

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19
Q

acquisition

A

time while an association is being learned

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20
Q

unconditioned stimulus (US)

A

biologically significant stimulus that already has a response associated with it. ex. food, pain

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21
Q

unconditioned response (UR)

A

response naturally associated with the unconditioned stimulus. ex. salivation, startle.

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22
Q

neutral stimulus (NS)

A

a stimulus that does not naturally elicit a response. ex. bell.

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23
Q

conditioned stimulus (CS)

A

previously neutral stimulus that comes to elicit a conditioned response.

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24
Q

conditioned response (CR)

A

learned response to an environmental stimulus (CS).

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25
Operant conditioning
learning that is controlled by the consequences of a behavior.
26
antecedent
something detectable in the environment that set the association to respond
27
reinforcement
consequence that increases the likelihood of a behavior to occur again in the future
28
punishment
consequence that decreases the likelihood of a behavior occurring again in the future
29
positive reinforcement
add something wanted/ good to increase likelihood of behavior in the future
30
negative reinforcement
take away something unwanted/bad to increase likelihood of behavior in the future
31
positive punishment
add something unwanted/ bad to decrease likelihood of behavior in the future
32
negative punishment
take away something wanted/ good to decrease likelihood of behavior occurring in the future
33
operant behaviors
controlled by their consequences
34
classical behaviors
controlled (elicited) by antecedent stimuli
35
vicarious conditioning
occurs by an organism watching another organism (a model) be conditioned
36
appetitive
a stimulus an animal finds pleasant
37
aversive
a stimulus the animal find unpleasant
38
characteristic of a good unconditioned stimulus
to be effective, should evoke a strong bodily response. the more intense it is, the easier to produce a conditioned response. (though there is a limit)
39
latency of conditioned response
the interval of time between presentation of the Conditioned stimulus and conditioned response.
40
intensity of the conditioned response
condition responses tend to get stronger as conditioning proceeds
41
test or probe trials
present the conditioned stimulus alone (with no US). and see if response still occurs to determine if learning has occurred
42
higher order conditioning
(also known as second-order conditioning) occurs when a neutral stimulus becomes a conditioned stimulus (CS) by being paired with an already established conditioned stimulus, rather than with an unconditioned stimulus (US). In other words, a stimulus that has already been conditioned to trigger a response is used to condition a new stimulus.
43
factors influencing conditioning
nature of NS and US, contingency between NS and US, previous exposure to NS, temporal relationship of NS and US, number of pairings
44
nature of unconditioned stimulus and neutral stimulus
the more intense the US, the easier to produce a CR. intensity of the NS is also important. Higher intensity= more salient. NS and US relevance/ belongingness is also important- do they usually go together
45
stimulus features
physical characteristics effect pace of conditioning
46
overshadowing
when a compound stimulus is used as a CS, but only a particular element of that compound (typically the more intense stimulus) is able to elicit a CR. ex. a bell and a light are presented together as a CS, but only the bell actually elicits the CR.
47
short delay conditioning
conditioned stimulus is presented alone, but unconditioned stimulus overlaps shortly after onset. usually most effective conditioning procedure
48
long delay conditioning
Conditioned stimulus and Unconditioned stimulus overlap, but CS is on for longer time. CS becomes an imprecise predictor of US.
49
trace conditioning
no overlap between conditioned stimulus and unconditioned stimulus. effectiveness depends on time between CS and US
50
simultaneous conditioning
CS and US onset is at the same time. less common in real world. less effective that delayed and trace conditioning.
51
backward conditioning
US occurs before CS. results are inconsistent
52
intertrial interval
interval between 1 CS-US exposure (a trial) and another CS-US exposure (a different trial)
53
contingency between NS and US
NS and US co-occur reliably- NS does not occur without US following it and US does not occur without the NS happening before it
54
contiguity
events are close together in time and space
55
number of pairings
more pairings of the NS and US usually forms a stronger association . although 1st pairing produces the strongest learning effect
56
Rescorla Wagner Model
a model of classical conditioning, in which learning is conceptualized in terms of associations between conditioned (CS) and unconditioned (US) stimuli. ∆V=k(λ - V). ~∆V- trial by trial change in associative learning strength of unconditioned response ~k- constant related to salience of Unconditioned stimulus ~λ- maximum possible associative strength of unconditioned stimulus ~V - current associative strength of unconditioned stimulus
57
latent inhibition
pre-exposure of a stimulus in the absence of US interferes with the ability of that stimulus to become a CS
58
blocking
failure of a stimulus to become a CS when it is part of a compound stimulus that includes an already effective CS
59
sensory preconditioning
1). neutral stimuli (A & B) occur together 2.) 1 of those stimuli (B) is conditioned to become a CS 3.) when A is presented alone, it too will elicit the same CR as B
60
sensory emotional responses (CERs)
an emotional response to a stimulus that is acquired through respondent conditioning. can be positive or negative. ex. little albert.

psych 282 (11 decks)

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