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56 Cards in this Set
- Front
- Back
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What theoretical framework emerged around WWII for conceptualizing human problem solving? |
Information Processing Any process can be abstractly represented and manipulated. |
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Broadbent's Filter Model of Attention |
Inspired by digital computers Flow model Serial process |
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The Slow Cognitive Revolution |
- Computation, human factors research in WWII - Cryptography/ breaking German codes - Helping Air Ministry improve human performance in radar detection/ATC. - Digital computers emerged as model - (Information processing) |
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Fixed-action pattern |
Innate Species-specific Adaptive, aids in organism's survival Initiated by a releaser Automatic; once begun, must be completed. |
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Releaser |
Stimulus that triggers a fixed-action pattern. Greylag goose and egg rolling. |
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Supernormal Stimuli |
Stimuli that share important traits with releasers for a fixed-action pattern. Will dominate (hijack) response.
Ex: something egglike that an oystercatcher will preferentially roost on. Ex: dimpled beer bottles attract attention of Australian jewel beetle. |
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Respiratory Occlusion Reflex |
Pull head back, wipe face, and cry. Fixed-action pattern in babies. Triggered by low air flow.
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Fixed-action patterns in humans (3 examples) |
1. Babies grasp when something touches hands 2. Head-turning / sucking reflexes 3. Respiratory occlusion reflex 4. Yawning? |
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Critical Period (Sensitive Period) |
Specific time in development marked by rapid learning of specific skill or capacity Higher plasticity Example: Imprinting |
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Constraints on Learning (3) |
1. Specifies-specific preferences (modality) 2. Critical periods (high plasticity) 3. Innate fixed-action pattern |
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Imprinting |
Fast attachment made shortly after birth During a critical period |
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Birdsong |
Species-specific learning Must be heard during critical period (10-50 days) Produces own song later (150-200 days) Internal template is activated strongly, provides feedback for its own song later. Can hear recording, must be same species |
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Phonemic Discrimination |
Ability to differentiate between two phonemes Exists up to 8months; Diminishes without exposure to language sounds |
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"Less is more" Hypothesis |
Simple associations at a young age; Learning limited to simple mappings at first Fewer myelinated neural connections availble (?) Limit possible connections Prevents overwhelming by computational complexity
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Word Explosion |
Children experience a rapid growth of vocabulary after a sensitive period of exposure to language.
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Non-Associative Learning (3 types) |
1. Habituation 2. Sensitization 3. Perceptual Learning |
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Associative Learning (2 types) |
"What goes with what" 1. Classical conditioning 2. Operant conditioning |
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Habituation |
Reduction (halting) of response after repetitive, predictable stimuli Innocuous stimuli Stimulus-specific Short-term (can be made long term w/ repetition) Return: dishabituation, spontaneous recovery |
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Dishabituation |
Novel stimulus interrupts habituated stimulus, causing original behavioral response. |
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Spontaneous Recovery |
After a long delay in stimulus presentation, a response may return to full strength. |
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Sensitization |
Increase in behavioral response due to an arousing or noxious stimulus. Generalizes to other stimuli One presentation is enough; more is stronger |
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Dual-Process Theory |
- Habituation/sensitization are activation of two related systems 1. Low threshold reflex path weakens with repeated mild stim. 2. High threshold state system increases global response when activated by noxious stimulus (emotional) influences motor |
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Synaptic Depression Eric Kandel |
Reduction of synaptic transmission (less NT, lower signal) btwn sensory and motor neurons. Sea hares - 20k neurons Simple reflexes (gill withdrawal) Sensitization: high activity from modulatory interneurons |
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Classical (Pavlovian) Conditioning |
Neutral stimulus becomes predictive of an US. US, UR, CS, CR |
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Unconditioned stimulus (US) |
Something that triggers a natural reflex or response (A releaser) Eg, food --> salivation |
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Unconditioned response (UR) |
Natural response to the US Salivation in response to food |
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Conditioned stimulus (CS) |
Neutral, doesn't trigger an automatic response. Bell or tone that is paired. |
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Conditioned Response (CR) |
The learned response; CS predicts the US |
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Appetitive Conditioning |
Learning to predict something that satisfies a desire or appetite. Food produces salivation (training not needed) |
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Aversive Conditioning |
Learn to avoid/minimize the effect of an expected, unpleasant event |
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Eyeblink Conditioning |
Paradigm for aversive conditioning Air puff = US Eyeblink reflex = UR Tone = CS After training, tone (CS) triggers eyeblink (CR) |
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Extinction |
Fading of the CR if the CS is presented without the US, after successful training. |
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Blocking |
If a second CS (light) is presented simultaneously with the first CS (tone), only the 1st CS will produce a CR. 2nd CS adds no informational value. |
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Informative Cue |
CS is informative if it reliably predicts the US Good for successful conditioning. In blocking, 2nd cue doesn't add predictive value |
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Substitution Model |
Simplistic assumption that CS replaces the US. 1. CS never attains strength of the US 2. CR doesn't always match the US 3. Dinitrophenol & Oxygen study: the CR appears to be the opposite of UR and is adaptive. Replaced by compensatory response model |
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Compensatory Response Model |
Drug tolerance Heroin OD often occur in unusual settings - Heroin is US - No CS (drug paraphernalia, settings) - No CR (preparatory body tolerance) Extinguish CR to overcome addictions (avoid CS - people, etc.). |
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Where is the CS / US association occur? |
Cerebellum Lesions prevent new classical conditioning responses; eliminate old. Interpositus nucleus : activity increase b4 US Purkinje cells : inhibited after CS, before US |
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Operant Conditioning (Instrumental Conditioning) |
Trial-and-Error Learning Voluntary behavior (operation on environment) Outcome is contingent upon behavior 1. S - discriminative stimulus 2. R - behavioral response 3. O - outcome (punishment/reward) |
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Law of Effect |
Animals learn that a behavior (or class of similar behaviors) predicts a particular outcome. Good = increase; bad = decrease. Ex: Cats open puzzle box, receive food reward. |
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Discrete Trial Paradigm |
Cat puzzle box is an example. |
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Free-Operant Conditioning BF Skinner |
Animal controls the rate of responding. Repeated responses OK Behavior automatically recorded by Skinner Box
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Skinner Box |
Automatically recorded repeated, voluntary behaviors/outcomes in a free-operant paradigm. |
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Discriminative stimulus (S) |
In operant conditioning, prompts animal to select appropriate behavior (eg, rat sees lever). |
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Reinforcer |
Outcome which increases behavior inoperant conditioning 1. Primary (innate need) food, sex 2. Secondary (no intrinsic value) money, gold stars |
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Punisher |
Outcome that decreases behavior in operant conditioning 1. Primary (innately aversive) pain, loss of freedom 2. Secondary demerits, monetary fines, bad grades |
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Positive (+) Conditioning |
When an outcome / consequence is added. Reinforcement: eat veggies --> get dessert. Punishment: tease your sibling --> get scolded. |
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Negative (-) Conditioning |
When an outcome / consequence is removed. Reinforcement: take ibuprofen --> reduce a headache. Punishment: commit a robbery --> lose your freedom. |
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Continuous Reinforcement Schedule |
Reward is given after every behavior. |
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Partial Reinforcement Schedule |
Outcome follows less than 100% of the time. One type: variable-ratio schedule (unpredictable timing). |
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Variable-Ratio Schedule |
Exact timing of the outcome cannot be predicted and follows less than 100% of the time. |
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Fixed-Ratio Schedule |
Outcome follows behavior at a regular interval, even if it is less than 100% of the time. |
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What has the highest learning curve? (Most effective, addicting?) |
Variable-ratio reward Gambling |
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Problems with using Punishers (5) |
1. Encourage cheating / circumvention 2. Concurrent reinforcement undermines punishment (punished for talking in class; approval from students) 3. Variable behavior (what replaces bad behavior?) 4. Initial intensity must be high (otherwise, habituation) 5. Stress and anxiety. (may lead to other undesirable behaviors) |
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Chaining |
Create a series of reinforced behaviors (when behavior not accidental) - squirrel jet ski.
Begin with simple behaviors Reinforce complex behaviors |
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Classical vs. Operant Conditioning |
Classical: (1) Passive; (2) US evokes a response; (3) animal learns CS predicts US; (4) simple.
Operant: (1) Active; (2) Response predicts an outcome; (3) Animal learns that response predicts an outcome; (4) more flexible, powerful, allows for more complex learning. |
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What area of the brain is associated with reward, reward evaluation? |
Basal Ganglia (dopamine) Many brain areas are involved though |
