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Psychology > Unit 3: Learning is Fun > Flashcards

Unit 3: Learning is Fun Flashcards

1
Q

What is learning? How does nature vs. nurture play a role in learning?

A

Learning is a relatively permanent change in behavior brought about by experience. nature vs. nurture plays a role in learning bc of how we are raised vs. who we are biologically.

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2
Q

Classical Conditioning (Behavioral)

A

Ivan Pavlov: Russian scientist who experimented w dogs.
Learning procedure thats automatic in which a biologically stimulus (food) is paired w a previously neutral stimulus (bell)

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3
Q

CC:

1) NS/UCS/UCR/CS/CR

A 
Neutral S= does not mean anything, pairs with conditioned stimulus
Unconditioned stimulus= trigger
Unconditioned response becomes a conditioned response
the stimulus (CS) will continuously cause the response
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4
Q

CC

2) emotional conditioning

A

Applying conditioning principals to human behavior (spiders=fear)
John Watson and Little Albert

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5
Q

CC

3) how does sequencing and timing work?

A
  • important for conditioning to take place

- the stimulus must always be before the response ur trying to create

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6
Q

CC

4-5) psychologists

A 
ivan Pavlov (dogs and the bell)
 and john Watson (little Albert-emotional conditioning)
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7
Q

Explain what operant conditioning is; how it works and the major psychologists associated with it

A

OC is learning in which voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences
*behavior is shaped through positive and negative reinforcements and punishments and rewards.
Psychologists: Edward Thorndike and B.F. Skinner

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8
Q

OC

1. What is the Stimulus?

A

any object or event that elicits a sensory or behavioral response in an organism.

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9
Q

OC

2. What is the consequence?

A

result

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10
Q

OC

3. Is the consequence positive or negative?

A

A consequence that is positive means that the stimulus lead to a positive result
A consequence that is negative means that the stimulus lead to a negative result

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11
Q

OC

4. an example of + reinforcement, - reinforcement, + punishment, or - punishment? how do u know?

A

+ reinforcement: ADD something you LIKE to CREATE a behavior.
- reinforcement: TAKE AWAY something you HATE to CREATE a behavior
+ punishment: ADD something you HATE to STOP aa behavior
- punishment: TAKE AWAY something you LIKE to STOP a behavior.

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12
Q

OC

5. Is this behavior more likely to increase or decrease? why?

A

based on the reinforcement or punishment, you should be able to see if the behavior will increase or decrease.

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13
Q

OC

6. whats continuous reinforcement?

A

Behavior is reinforced every time (learning takes place more quickly)

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14
Q

OC

7. what is partial reinforcement?

A

Behavior is not reinforced every time but can be used successfully to make behaviors resistant to extinction

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15
Q

OC

Fixed Ratio Schedule

A

Reinforcement is given only after a fixed (set) NUMBER of responses (ex: do this 5 times/get a reward)

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16
Q

OC

Variable Ratio Schedule

A

Reinforcement is given after a varying NUMBER of responses are given. (ex: sometimes you get the reinforcement after doing it 5 times/ sometimes 3 times/ sometimes 10 times)

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17
Q

OC
Fixed Interval Schedule
Fixed: Set
Interval: length of time

A

Reinforcement is given after a specific amount of TIME (makes responses slow) (ex: after 1 hour)

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18
Q

OC
Variable interval schedule
variable: random (not consistent)
interval: length of time

A

Reinforcement is given after varying lengths of TIME (ex: sometimes after 1 hour or sometimes 2 hours)

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19
Q

OC

8) Edward Thorndike

A

Conducted experiments using a cat in a puzzle box
Cat starved and locked in a cage next to food (attempt to get out and get food)
Shorter route = Get food faster

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20
Q

OC

9) B.F Skinner

A

Reinforcement: defined by its consequences; makes a behavior more likely to occur.
Skinner Box was used to deliver food to an animal.

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21
Q

OC

10) Law of Effect

A

Consequence (punishment or reward ) will decrease or strengthen the likelihood of a behavior.

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22
Q

OC

11) Escape Learning

A

allows one to terminate an aversive stimulus.

ex: figure out a way to get kicked out of class

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23
Q

OC

12) Avoidance Learning

A 
enables one to avoid the unpleasant stimulus all together. 
ex: ditches class altogether
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24
Q

Explain what social learning is; how it works and the major psychologists associated with it.

A

learning from the behavior of others- learning in all social situations
Albert Bandura

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25
SL | Observational learning
we watch others and see the consequences of their actions | We learn patterns of behavior by watching others and decide what to imitate.
26
SL | Modeling
Showing a person how to behave.
27
SL | Intrinsic Reinforcement
a form of internal reward, such as pride, satisfaction, and a sense of accomplishment.
28
SL | Bobo doll experiment
Kids watched adults beat up the dolls, so given the opportunity they too beat up the dolls. Children did NOT need specific reinforcement to learn. Learning occurred through exposure & imitation alone.
29
SL | social psychology
Social Psychology: Study devoted to studying the way people relate to each other.
30
SL | social cognition
Social Cognition: Memory and bias to help explain how people think about themselves and others
31
SL | Attitude
Attitude: Set of belief & feelings.
32
SL | How are attitudes formed?
Mere Exposure Effect, Central Route, and Periphrial Route
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SL attitudes formed by 1) Mere Exposure Effect:
Mere Exposure Effect: The more someone is exposed to something, the more you will come to like it. (Ex: More of an Ad you see, the more you will like the product)
34
SL attitudes formed by 2) Central Route
Central Route: How do you process the content of the message? (Ex: What about the chips make you like it?)
35
SL attitudes formed by 3) Peripheral Route
Peripheral Route: What other aspects of the message push you like like/dislike something (Ex: Did you like how the message was communicated/presented to you?)
36
SL | 
The Relationship between Attitudes and Behavior

If you can change a person’s behavior, you might be able to change their minds Attitudes do not always predict behavior- what people say they do and what they actually do may differ
37
SL | Cognitive Dissonance Theory
Cognitive Dissonance Theory: Idea that people are motivated to have consistent attitudes and behavior. Ex: Sarah thinks studying is for “losers”. She spends 10 hours studying. So, based on her prior beliefs, she should be a “loser”. To get rid of her dissonance/confusion she changes her attitude and decides studying doesn’t make someone a “loser”.
38
SL | Foot in the door
Foot in the Door: If you get someone to do a small request, it is easier to get them to do a larger request later. (Ex: “Can I borrow a dollar?” 2 weeks later, “Can I borrow 5 dollars?”
39
SL | Door in the Face
Door in the Face: After a person denies a large request, they will be more favorable to do smaller requests in the future (Ex: “Can I borrow $100?” Person says No. “Well, can I at least borrow $10?”)
40
SL | Norms of Reciprocity
Norms of Reciprocity: If someone does something nice for you, you should return the favor. When you feel compelled to do something in return.
41
SL | Attribution theory
Attribution Theory : How people determine the cause of what they saw- how to explain causes of behavior or events
42
SL | Decisions of Attributions are made based on? (3)
Consistency: How similarly a person acts in the same situation over time Distinctiveness: How similar this situation is to other situations Consensus: Comparison to others in same situation
43
SL | Self Fulfilling Prophecy
Self Fulfilling Prophecy: Idea that expectations we have about others can influence the way others behave. (Ex: Everyone tells you Mrs. B is crazy, so you place her in situations that elicit the behaviors you are expecting) Expectations can cause a person to act differently/in accordance to how they are thought to act/behave.
44
SL | Attribution Biases
``` Fundamental Attribution Error Collectivist Culture Individualist Cultures False-Consensus Self-Serving Bias Just World Bias ```
45
SL | Fundamental Attribution Error
Fundamental Attribution Error: When looking at the behaviors of others people tend to overestimate the importance of dispositional factors and underestimate the role of situational factors (Ex: What other factor could make a person act a certain way?)
46
SL | Collectivist Culture
Collectivist Culture: a person’s link to various groups like family or company is stressed. These people will be less likely to commit fundamental attribution error because they are more attuned to the ways different situations influence their own behavior
47
SL | Individualist Cultures:
Individualist Cultures: importance of uniqueness of the individual is stressed
48
SL | False-Consensus
False-Consensus: Tendency for people to overestimate the number of people who agree with them
49
SL | Self Serving Bias
Self-Serving Bias: Tendency to take more credit for good outcomes than for bad ones.
50
SL | *Just World Bias*
Just World Bias: Bias towards thinking that bad things happen to bad people, misfortunes befall people who deserve them- tendency to blame the victims
51
SL | Stereotypes
Stereotypes: Ideas about what members of different groups are like. These expectations influence the way we interact with members of these groups. Can be negative or positive.
52
SL | Prejudice
Prejudice: Underserved, usually negative attitude toward a group of people. Can lead to prejudice when a negative stereotype is applied uncritically to all members of a group and negative attitude results.
53
SL | Ethnocentrism:
Ethnocentrism: Belief that one’s culture is superior to others. Is a specific type of prejudice. People become so used to their own culture & see their culture as the norm. Use their culture as the standard by which to judge people/cultures.
54
SL | discrimination
Discrimination: Involves an action- an act on ones prejudice.
55
SL | In Group
In Group: People of their own group
56
SL | Out Group
Out Group: The “others”
57
SL | In Group Bias
In Group Bias: See yourself as a good person, therefore people who share your group membership are good as well
58
SL | Contract Theory
Contract Theory: Contact between hostile groups reduce animosity but only if groups are made to work toward a goal that benefits all and necessitates the participation of.
59
SL | Instrumental Aggression
Instrumental Aggression: Aggression is when the aggressive act is intended to secure a particular end
60
SL | Hostile Aggression
Hostile Aggression: No clear purpose. What causes this? Frustration-Aggression Hypothesis: holds that the feeling of frustration makes aggression more likely Modeling
61
SL | Pro-Social Behavior
What makes people want to or more likely to help others
62
SL | Bystander Effect
Bystander effect: Lots of people in a situation- less likely to help because it diffuses the responsibility. "someone else" will take action
63
SL | Pluralistic Ignorance
Pluralistic ignorance: People decide what is appropriate by looking to others.
64
SL | Attraction
We like people who are similar to us, with whom we are in frequent contact and who return positive feelings
65
SL | Factors that increase attraction
similarity, proximity, reciprocal liking, physically attractive, self-disclosure
66
SL | Social Facilitation
Social Facilitation: People perform better in front of an audience, instead of alone
67
SL | Social Impairment
Social Impairment: When a task is more difficult and being watched, performance can be hurt
68
SL | Conformity
Conformity: Go along with the views or actions of others
69
SL | Obedience studies
Obedience studies: Willingness to do what others ask them to do
70
SL | Social Loafing
Social Loafing: taking advantage of being part of a group. Individuals do not put in as much effort when acting as part of a group as they do when acting alone.
71
SL | Group Polarization
Group Polarization: Tendency to make more extreme decisions than the group members would make individually
72
SL | Groupthink
Groupthink: Tendency for some groups to make bad decisions. Occurs when group members suppress their reservations about the ideas supported by the group
73
SL | Deindividuation
Deindividuation: Get swept up by a group and do things they would never do on their own. A loss of self restraint when group members feel anonymous and aroused
74
SL | Albert Bandura
a psychologist who is perhaps best-known for his social learning theory, the concept of self-efficacy, and his famous Bobo doll experiments.
75
Cognitive Learning (conditioning)
Learning through mental processing
76
CC | Latent Learning
learning that is not obvious but goes under the surface | ex: bob saw his friend unclog a drain but he didnt do it himself until he had to
77
CC | cognitive map
a mental image of where one is located in space
78
CC | Abstract learning
A type of learning that involves understanding concepts rather than simply learning to exhibit a behavior in order to secure a reward.
79
CC | Insight learning
A type of learning that occurs when one suddenly realizes how to solve a problem.
80
Extinction
The process of unlearning a behavior.
81
Discrimination
A type of learning in which subjects learn to respond only under certain conditions.
82
Primary Reinforcement
process by which presentation of a stimulus following a response will increase the probability of a like response in the future. Examples include money, grades in schools, and tokens.
83
Token Economy
A learning environment in which every time subjects perform a desired behavior, they are given a token. Periodically, they are allowed to trade their tokens for any one of a variety of reinforcers. Used in prisons, mental institutions, and even schools.
84
Spontaneous Recovery
The reappearance of an extinguished conditioned response for a brief period of time.
85
Systematic Desensitization
a treatment for phobias in which the patient is exposed to progressively more anxiety-provoking stimuli and taught relaxation techniques.
86
Secondary reinforcement
association with primary reinforcers or other secondary reinforcers. For example, if I told you that dollars were no longer going to be used as money, then dollars would lose their power as a secondary reinforcer.
87
Generalization
The tendency to respond to similar conditioned stimuli.
88
Acquisition
The process in classical conditioning in which the neutral stimulus becomes associated with the unconditioned response, creating the conditioned stimulus and conditioned response.
89
Generalized Reinforcer
A type of specialized secondary reinforcer so named because it can be traded for virtually anything, such as money.

Psychology (5 decks)

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