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47 Cards in this Set
- Front
- Back
Define Learning |
Process where experience produces a relatively enduring change in an organisms behaviours or capabilities (the knowing how) |
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Define Habituation |
Responding less strongly to a repeated stimuli over time |
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What are the effects of habituation? |
You ignore irrelevant information to non harmful stimuli to reserve energy. It is the most simple and earliest form of learning |
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Define sensitization |
Responding more strongly to a repeated stimulus. (Occurs for noxious and strong stimuli like an electric shock) |
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Define Classical Conditioning |
Learning to associate 2 stimuli so 1 stimulus produces a response that was originally produced by the other. |
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What is an example of associative learning? |
Classical conditioning |
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Define acquisition & the process |
The period a response is gradually being learned (learning the association) Process: start with a stimulus and natural response and pair the response with another stimulus. |
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what are the 3 phases of classical conditioning |
1. Acquisition 2. Extinction 3. Spontaneous recovery |
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4 timings between CS and UCS |
1. Forward short delay: CS is still present when you introduce UCS (optimal learning) 2. Forward trace: CS appears, then UCS appears after 2-3 seconds 3. Simultaneous: both at same time 4. Backwards pairing: UCS present then CS presented (little to no learning) |
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Define UCS, UCR, CS, CR |
UCS: innately triggers a response UCR: natural and reflexive unlearned response CS: stimulus which gains value through association , CR: learned response elicited by a stimulus that requires past learning |
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Define Extinction |
Eliminating a Conditioned Response when the Conditioned Stimulus is repeatedly presented. (Note: you can maintain association with occasional pairings) |
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What is Spontaneous Recovery? |
Reappearance if a previously extinguished CR after a period of time. It is evidence that the CR was not forgotten, only suppressed. |
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Define Stimulus Generalization |
Stimuli similar (generally the same) to the initial CS also elicits a CR (eg: a sound similar to the tone causes salivation) |
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Define Stimulus Discrimination |
Less condition Response to a conditioned stimulus that are very similar. (Adaptive because you discriminate stimuli that share features but differ in important ways) |
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Define High Order Conditioning |
Pairing a neutral item with a CS until it becomes a CS too. (Pairing a black square with the tone leads to the black square being a Stimulus too) |
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What are the drawbacks of higher-order conditioning? |
CS-2 will be weaker and have a quicker extinction. Has a role in drug addiction. |
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Can humans acquire fear via classical conditioning? |
Yes. Eg: little Alberta was not afraid of rats until it was paired with a scary loud sound. |
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Define Exposure Therapy |
Exposing patients to a feared stimulus (CS) without any UCS to allow extinction to occur. Uses virtual reality to treat phobias. |
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Define aversion therapy and give an example |
Dissociating attractive stimuli from good feelings (alcohol & drugs, arousal & boyfriends cologne) |
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Define Operant Conditioning |
Learning controlled by consequences of voluntary behaviour. |
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What shapes behaviour according to operant conditioning? |
Operants (punishments or rewards). You operate your environment to get what you want. (Instrumental Conditioning- Response Serves a fundamental function) |
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Define Thorndikes Law of Effect and Instrumental Learning. |
Satisfying consequences lead to a likely reoccurrence of that behaviour. Organisms behaviours are instrumental in bringing about certain outcomes. |
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What was Skinner’s box /Operant Chamber? |
A box that fully recorded animals activity of animal pushing lever and food coming out. |
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Define the 2 types of consequences. |
Reinforcement - increases probability of response Punishment - weakens likelihood of response |
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Define + and - reinforcements and give examples |
+ R: adding something pleasant (food, sex, attention) - R: removing something unpleasant (wear jacket to escape cold, chores) |
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Define -/+ punishments and give examples |
+P: adding something unpleasant/noxious (yelling, spanking) -P: removing something pleasant (taking away toys or food) |
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Which type of punishment is favoured? |
Negative Punishment |
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What are 4 disadvantages to punishments? |
1. Doesn’t replace behaviour with positive ones 2. Creates anxiety 3. Encourages subversive sneaky behaviour 4. Provides model for aggressive behaviour |
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What do Punishments and Reinforcements add and remove? |
- R: remove aversive stimulus +R: add pleasant stimulus -P: remove positive stimulus +P: add aversive stimulus |
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Define primary and secondary reinforcers and punishments |
Primary: Punishments: spraying cat when it eats dead bird Reinforcer: natural reinforcing stimuli (biological importance) Secondary: Punishments: saying “no” while spraying cat Reinforced: neutral objects associated with primary reinforcers (stickers or ice-cream as a treat for good behaviour) |
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Define Delay of Gratification |
Ability to forgo immediate small rewards for a delayed and more satisfied outcome. Eg: marshmallow test |
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Defining Shaping |
Reinforcing successive approximations towards a final response. (Gradually succeeding forward: sound-word-sentences-paragraphs) |
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Define Chaining |
Sequences of events that link interrelated behaviours to form longer series (rat hitting a bell to turn of a light to get food) Typically works backwards. |
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Define continuous reinforcement schedules |
Reinforce every time the behaviour occurs. Helps to acquire new behaviours faster |
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Define Partial Reinforcement Schedules |
(Intermittent) reinforce behaviours only sometimes. Had a greater resistance to extinction. |
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Define fixed and variable ratios and intervals. Give examples. |
FR: constant # of times (free coffee after 10) FI: constant length of time (hourly wage) VR: changing # of times (slot machine) VI: changing length of time (emails) |
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Explain the 2 factor theory of avoidance learning |
Learning responses to avoid aversive stimuli. Classical conditioning uses amygdala Operant conditioning uses DA rich rewards areas. |
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Why do most people not get over phobias and anxiety? |
We are CC to get a phobia and it is maintained by negative reinforcements. We avoid the CS and never extinguish the association of CS with the UCS. |
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Define Preparedness: |
Through evolution animals become biologically presided to learn pairings of fearful stimuli related to their own survival. (Spiders are poisonous) |
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Define cognitive model of learning |
S O R - the organism interprets the stimulus and decides what it means. (Mental representation; uses the mind) |
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Define insight learning |
Perception of a useful relationship that helps solve a problem “Aha” moments |
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Describe cognitive maps |
Mental representation of spatial layouts - rats learn a simple map then choose the 4th pathway to lead to goal. |
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Define latent learning |
Learning that occurs but is not used until there is an incentive to display that knowledge (rats day 1-10 vs 11 when food was introduced) |
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Define observational learning |
Learning by watching others (modelling) Can be with reinforcement or watching other get reinforced. |
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Describe Banduras Social Cognitive theory |
People learn by observing the behaviour of models and acquiring the belief they can produce behaviours. 1. Attention 2. Retention 3. Reproduction 4. Motivation |
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3 correlations of violent media and behaviour |
1. Decreases our concern for suffering victims 2. Habituated is to violence 3. Provides aggressive models |
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Can prosocial media increase our tendency to help others? |
Yes |