Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
36 Cards in this Set
- Front
- Back
|
What is Learning to Behaviorist?
|
A relatively change in behavior that arises from practice or experience, they only measure behavior
|
|
|
what is learning to Cognitive Psychologist?
|
Learning = a mental change that may or may not be associated with changes in behavior
|
|
|
Unconditional Stimulus
|
(UCS), unlearned and it elicits an unconditioned response (UCR)
|
|
|
Neutral Stimulus (NS):
|
elicits only an orienting reflex
automatically turning toward a novel stimulus |
|
|
Conditioned Stimulus
|
(CS), learned after pairing with (UCS)
previously neutral stimulus, Elicits a conditioned response (CR) |
|
|
Taste Aversion: Different than classical conditioning because?
|
it can be formed after only one association, The unconditioned stimulus and the conditioned stimulus don't have to be together..the association is formed after one pairing
|
|
|
Extinction:
|
Process by which a conditioned stimulus loses the ability to elicit conditioned responses
|
|
|
Why does extinction happen?
|
Happen because the conditioned stimulus is no longer paired with the unconditioned stimulus
|
|
|
Spontaneous Recovery
|
The recovery of a Conditioned Response after extinction
|
|
|
Generalization
|
The tendency for a Conditioned response to be evoked by stimuli similar to the original Conditioned Stimulus
|
|
|
Discrimination
|
Organisms must: learn that many stimuli perceived as being similar are functionally different, Respond adaptively to each
|
|
|
High-Order Conditioning
|
A previous neutral stimulus becomes a conditioned stimulus after being paired repeatedly with another conditioned stimulus
|
|
|
Counter Conditioning
|
Used to reduce fears and it introduces pleasant experiences instead of negative in the pairing, until the initial response is extinguished, used as way to get rid of phobias
|
|
|
Flooding
|
No positive feelings are involved, exposes the client with the feared object until the fear response is extinguished
|
|
|
Systemic Desensitization
|
GRADUALLY exposes the client to the feared object under circumstances where they remain relaxed
|
|
|
Operant conditioning
|
Learning based on consequences of that particular behavior, introduced by Skinner
|
|
|
Concepts of Reinforcement:
Focus is on operant behavior |
behavior that operates on or manipulates the environment, VOLUNTARY, get a stimulus then you do some voluntary behavior
|
|
|
Types of Reinforcers:
Reinforcer |
any stimulus that increases the probability that responses preceding it will be repeated
|
|
|
Types of Reinforcers:
Positive Reinforcers |
increasing the probability that the behavior will occur when they're applied
|
|
|
Types of Reinforcers:
Negative Reinforcers |
Increases the probability that the behavior will occur when they're moved, TAKING AWAY
|
|
|
Primary Reinforcers
|
Similar to the Unconditioned Stimulus
Example. food, water, warmth, |
|
|
Secondary Reinforcers
|
Similar to the Conditioned Stimulus,
Sometimes called conditioned reinforcers Example grades, awards, honors |
|
|
Operant Extinction
|
occurs as as result of repeated performance of operant behavior without reinforcement, Boyfriend and Girl friend example
|
|
|
Spontaneous Recovery:
|
The reinforcer returns and the behavior increases, Boy friend and girl friend feelings come back
|
|
|
Schedules of Reinforcement:
Continuous Reinforcement |
Reinforcement after every response, new behaviors acquired more rapidly
EVERY TIME |
|
|
Schedules of Reinforcement:
Partial Reinforcement |
also maintain behavior, reinforce behavior part of the time, behavior is more resistant to extinction - if you raise your hand you may get called on here and there, but not everytime
|
|
|
Fixed Interval:
|
a fixed amount of time between the times when reinforcement occurs, every single time
|
|
|
Variable Interval:
|
A variable amount of time occurs between reinforcements, every 2 or 3 times, or every 3 or 4 times something might happen
|
|
|
Shaping
|
Reinforces Progressive steps toward the behavioral goal, successive approximation of the goal, GRADUAL
|
|
|
who is the creator of forming Cognitive maps?
|
Tolman
|
|
|
Cognitive Maps
|
Tolman, rats learn about their environment in the absence of reinforcement, this knowledge can be used later, learning might retain hidden until they were motivated to behave, Distinguish between learning and performance
|
|
|
who is the creator of the Contigency theory?
|
Rescorla
|
|
|
Contigency theory
|
Rescorla, co appearance of two events cannot in itself explain classical conditioning, Learning occurs only when the Conditioned stimulus provides info about the unconditioned stimulus, Learning occurs because a Conditioned stimulus indicates that the UCS is likely to follow
|
|
|
The Creator of observational learning?
|
Bandura
|
|
|
Observation Learning
|
we can acquire skills by observing the behavior of a model, a person who engages in a response to be imitated, observers said to be vicariously reinforced, we don't have to actually experience the event ourselves
|
|
|
Bandura, Ross and Ross (1963)
|
conducted a study using a bobo doll, children who observed aggressive model showed significantly more aggressive behavior toward the doll themselve
|
