Ch. 10

Front 1

CHAPTER 10

Front 2

Whatis the basic assumption of the learning perspective?

Back 2

Personality results fromlearning. It consists of all the tendencies a person has acquired over theexperience of their life. The processes include classical conditioning andinstrumental conditioning.

Front 3

Whatis classical conditioning?

Back 3

Responses can be learned byassociating one stimulus with another. The pairing of a neutral stimulus withan unconditioned stimulus a number of times until it is capable of bringingabout a previously unconditioned response (example: Pavlov’s dogs; rat andnoise). This is passive process.

Front 4

Whatare the 2 requirements of classical conditioning?

Back 4

1) The organism must alreadyrespond to a stimuli (response must occur reliability and automatically whenstimulus occurs).

2) Stimulus in reflex mustbecome associated in time and place with another stimulus (second stimulus isneutral at first—causes no particular response).

Front 5

Whatare the 4 stages of classical conditioning? Explain.

Back 5

See multiple answers on following cards.

Front 6

1) SITUATION BEFORECONDITIONING

Back 6

Only reflex exists—a stimulus leads reliably to a particularresponse. Unconditional: no special condition is required for the response tooccur—it is automatic.

Front 7

2) PAIRING OF STIMULUS

Back 7

A neutral stimulus (conditioned stimulus) is paired with the unconditionedstimulus (at the same time or slightly before). This pairing is done repeatedlyand frequently.

Front 8

3) DEVELOPMENT OF THECONDITIONED RESPONSE

Back 8

As the unconditioned stimulus and the conditionedstimulus are paired frequently, a change gradually occurs: the conditionedstimulus acquires the ability to produce a response of its own (conditionedresponse).

Front 9

4) COMPLETED CONDITIONING

Back 9

This has occurred, if, after conditioned, the conditioned stimulus can producethe conditioned response without the unconditioned stimulus.

Front 10

Whatis the role of discrimination and generalization?

Back 10

GENERALIZATION: respondingsimilarly to similar (but not identical) stimuli.

DISCRIMINATION: respondingdifferently to different stimuli.

Front 11

Whatis extinction?

Back 11

The conditioned response growsweaker when a conditioned stimuli comes repeatedly without the unconditionedstimulus. The effect can be muted, but not erased.

Front 12

Whatis emotional conditioning?

Back 12

When conditioned responses areemotional reactions (i.e. rat, noise, and fear).

Front 13

Howdoes this implicate personality?

Back 13

This might explain thedevelopment of individual differences in preferences and attitudes. People’spreferences and attitudes develop through emotional conditioning and thesepreferences are used to define our personality.

Front 14

Whatis instrumental (operant) conditioning?

Back 14

This is active. It links anaction, an outcome, and a change in the likelihood of future action. The effectof a behaviour determines future behaviour and provides a way to account forregularities of behaviour.

Front 15

Whatare the roles of reinforcers and punishers?

Back 15

REINFORCER: an event thatmakes the behaviour that came before it more likely to occur again (positivereinforcement àadd something good or negative reinforcement à take awaysomething bad).

PUNISHER: an undesired eventthat makes the behaviour that came before it less likely to occur (adding painor removing good).

Front 16

Howdo discrimination and generalization influence operant conditioning?

Back 16

DISCRIMINATIVE STIMULUS: a cuethat controls the occurrence of behaviour: it turns the behaviour on and off.

GENERALIZATION: behaviourpersists in new settings be cause of similarities with previous discriminativestimuli.

Front 17

Howdoes this implicate personality?

Back 17

Can account for consistency inbehaviour across time and circumstances.

Front 18

Whatare some conditioning-based approaches to personality assessment?

Back 18

PHYSIOLOGICAL ASSESSMENT:emotional responses are partly physiological. When emotions are experienced,changes occur in the body (i.e. muscle tension).

BEHAVIOURAL ASSESSMENT:observing overt behaviours in specific situations. Emotions are assessed bybehavioural indicators (i.e. avoidance).

Front 19

Whatis behaviour modification therapy?

Back 19

A therapeutic approach inwhich conditioning processes are used to change behaviour.

Front 20

Whatare some social-cognitive learning theories? Explain.

Back 20

See multiple answers on following cards.

Front 21

SOCIAL REINFORCEMENT

Back 21

Peopleare most affected by social reinforcement. Self-reinforcement (self-reward ofdesired things and reacting to one’s own behaviour with approval or disapproval)also plays a role.

Front 22

VICARIOUS EMOTIONAL LEARNING

Back 22

People can experience events through someone else (i.e. if you see someone dosomething that involves a positive reinforcement you are more likely to do ityourself and vice versa with negative).

Front 23

OBSERVATIONAL LEARNING

Back 23

Acquisition of ability by watching the behaviour of another (model). It enablespeople to learn a lot of potential behaviours quickly; they only need to noticeand understand what is going on.

Front 24

Whatare some social-cognitive personality assessments?

Back 24

SELF-REPORT: with focus onsubjective feelings, thoughts, and expectancies.