Eppp - Volume 3, Learning And Behavior

Front 1

Thorndike's Laws

Back 1

Law of Effect
Law of Exercise
Law of Readiness

3 principles of stimulus-response learning

Front 2

Thorndike's Law of Effect

Back 2

responses accompanied or closely followed by satisfaction will tend to be repeated, while responses not accompanied/closely followed by discomfort will tend not to be repeated

precursor to Skinner's principle of reinforcement

Front 3

Thorndike's Law of Exercise

Back 3

response that is repeated often enough in the presence of a particular stimulus will become more closely bonded to that stimulus and will be more likely be repeated in the presence of that stimulus

while exercise strengthens the effect of satisfiers, by itself it is not sufficient to produce learning

Front 4

Thorndike's Law of Readiness

Back 4

behaving organism must be ready to perform an act before performing it could be satisfying

Front 5

Thorndike's Law of Spread of Effect

Back 5

when an act has satisfying consequences, this pleasure becomes associated w/ other acts that occur approx same time

Front 6

John B. Watson

Back 6

father of behaviorism, 1912

focus on observable, measurable behaviors

born w/ certain number of reflexes and all learning due to classical conditioning

I can shape a baby

Front 7

delayed conditioning

Back 7

CS precedes and overlaps with US

strongest type of conditioning

Front 8

trace conditioning

Back 8

CS terminates before US is presented

Front 9

simultaneous conditioning

Back 9

CS and US presented at same time

Front 10

backward conditioning

Back 10

CS precedes US

probably will be NO conditioning; likely would be pseudoconditioning

Front 11

extinction

Back 11

elimination of CR that occurs when the CS is presented repeatedly w/out US

Front 12

spontaneous recovery

Back 12

re-appearance of extinguished response when, after a period of time, the CS is re-administered

Front 13

higher-order conditioning

Back 13

pairing what had been a CS w/ another neutral stimulus until the latter elicits the CR

Front 14

blocking

Back 14

after a CS is paired w/ a US, a second CS is introduced. blocking occurs when the first CS inhibits the second CS

Front 15

pseudoconditioning

Back 15

what appears to be a CR is actually an artifact of the conditioning situation; repsonse does not occur outside the learning situation, even if the CS is present

Front 16

Pavlov

Back 16

classical conditioning paradigm

US --> UR (food - salivation)
CS + US --> UR (bell + food - salivation)
US -- CR (bell - salivation)

Front 17

experimental neurosis

Back 17

if discrimination task is too difficult and stimuli cannot be differentiated, the evoked response is confusion

Front 18

counterconditioning

Back 18

pairing an undesirable behavior w/ an incompatible adaptive behavior, so that the former is eliminated

e.g., systematic desensitization (stim paired w/ relaxation)

Front 19

extinction

Back 19

direct exposure (imaginal or in-vivo) to object that elicits maladaptive response until the response extinguishes

e.g., flooding

Front 20

aversive conditioning

Back 20

noxious stimulus paired w/ maladaptive behavior, until the behavior comes to elicit the same aversive response as the noxious stimiulus

noxious stimulus is the US and the target behavior is the CS

e.g., shock w/ exposure to fetish

Front 21

systematic desensitization

Back 21

Wolpe

1. relaxation training
2. hierarchy of anxiety-provoking stimuli
3. desensitized in imagination
4. in vivo exposure

reciprocal inhibition: anxiety is inhibited by a response (relaxation) that is the reciprocal of anxiety

involves underlying physiological mechanism unlike basic counterconditioning

Front 22

flooding

Back 22

extinction technique, Guthrie

deliberate exposure while preventing avoidance, no pairing w/ relaxation

graded exposure: gradual exposure to full anxiety stimulus

Front 23

implosive thearpy

Back 23

implosion, extinction technique, Stampfl

imaginal exposure to feared stimulus involving psychoanalytic as well as behavioral components

Front 24

covert sensitization

Back 24

imagining scenes that are unpleasant with the targeted behavior

e.g., imagine getting sick when using EtOH; lungs getting black when smoking cig

most effective w/ paraphilia vs. ovesity and addictions

best w/ actual aversive stimuli

Front 25

positive reinforcement

Back 25

applying stimulus that increases a behavior

best when:
reinforcement only w/ behavior, immediate, continuous used to establish and intermittent to maintain behavior, up to a point a high magnitude of reinforcement offered

Front 26

negative reinforcement

Back 26

removing stimulus that increases a behavior

Front 27

punishment

Back 27

any stimulus, when applied or removed following a behavior, decreases probability of a behavior

positive punishment: applying stim

negative punishment: removing a stim

works best:
intense, immediate, consistent, no reinforcement for the behavior, reinforcement for competing behavior

Front 28

operant extinction

Back 28

withdrawal of reinforcement from a previously reinforced behavior so that behavior is decreased or eliminated

Front 29

schedules of reinforcement

Back 29

continuous vs. intermittent

4 intermittent:
fixed ratio
variable ratio
fixed interval
variable interval

continuous --> faster learning
intermittent (esp variable ratio) more resistant to extinction

Front 30

escape conditioning

Back 30

conditioned to emit behavior in order to terminate an aversive stimulus

e.g., lever press to avoid shock

Front 31

avoidance conditioning

Back 31

emit a behavior in order to avoid exposure to aversive stimulus in the first place

e.g., press lever when see light to avoid shock

Front 32

operant conditioning

Back 32

Skinner, influenced by Thorndike

operant (voluntary) behaviors targeted in operant conditioning; respondent (reflexive) behaviors targeted in classical

operants occur as a result of environmental consequences

Front 33

reinforcer

Back 33

an event that increases behavior

e.g., giving food w/ lever press

Front 34

punisher

Back 34

an event that decreases behavior

e.g., pressing lever leads to electric shock --> decreased lever pressing eliminates shock; shock is punishment

Front 35

positive reinforcement/punishment

Back 35

stimulus is applied

e.g., positive punishment - spanking dog to stop getting into trash

Front 36

negative reinforcement/punishment

Back 36

stimulus is removed

e.g., neg reinforcement - ceasing shock when lever pressed in order to inc lever pressing

Front 37

operant strength

Back 37

measured in 2 ways:
1. rate of response during acquisition
2. total responses before extinction

Front 38

operant extinction

Back 38

withdrawal of reinforcement from a previously reinforced behavior so that the behavior is decreased/eliminated

e.g., baby cries until mom picks up, mom lets baby cry until crying stops, crying extinct

e.g., learned helplessness (outcomes are uncontrollable, stop trying)

Front 39

response burst

Back 39

initial and temporary increase in behavior

e.g., inc in crying when mom ignores at the start

Front 40

spontaneous recovery

Back 40

responsiveness increases w/out any reinforcement trials after extinction

Front 41

primary vs secondary reinforcer

Back 41

primary: inherently valuable (e.g., food, water, sex)

secondary: acquires value only w/ pairings to a primary reinforcer (e.g., press bar to get food, bar paired w/ light, light becomes reinforced)

Front 42

schedules of reinforcement

Back 42

continuous
intermittent (ratio, interval)

Front 43

continuous reinforcement

Back 43

rapid learning, fast extinction

good to establish a behavior; then switch to intermittent schedule, "thinning"

Front 44

fixed ratio schedule

Back 44

occurs after a fixed # of responses

Front 45

fixed interval schedule

Back 45

occurs after fixed period of time

scallop effect; response is slow immediately following reinforcement then gradually inc before another reinforcement (e.g., kid tries to be good before XMas)

lowest response rate, lowest resistance to extinction

Front 46

variable ratio schedule

Back 46

occurs after variable # of responses (e.g., reinforcement on average # of responses)

fairly high and consistent response; highly resistant to extinction

Front 47

variable interval schedule

Back 47

occurs after unpredictable amount of time

most resistant to extinction,

variable schedules have steadiest response

fixed produce scalloped effect

Front 48

Matching Law

Back 48

when there are two reinforcement schedules, rate of response will depend on schedule

Front 49

escape conditioning

Back 49

requires some action that allows escape from aversive stimulus (e.g., neg reinforcer)

e.g., pressing lever stops shock

Front 50

avoidance conditioning

Back 50

combination of classical conditioning and negative reinforcement

Mowrer's two-factor theory of learning from aversive consequences

1. classical cond: certain things (situations, objects) avoided since paired w/ aversive stimuli

2. avoidance response are negatively reinforced by termination of fear/anx through avoidance

e.g., phobias

Front 51

discriminative stimulus

Back 51

behavior only reinforced in the presence of particular stimulus

e.g., lever pressing only rewarded when green light is on

Front 52

S-delta stimulus

Back 52

stimulus serves as environmental cue that behavior will not be reinforced

e.g., lever pressing NOT reinforced if red light is on

Front 53

stimulus discrimination

Back 53

response in presence of one stimulus but not another

Front 54

stimulus generalization

Back 54

response to a different but similar stimulus

Front 55

response generalization

Back 55

reinforcement increase occurrence of similar responses via shaping

Front 56

shaping vs chaining

Back 56

both involve series of responses

chaining: series of related and simple behaviors are tied together to make a complex behavior; response is a secondary reinforcer for the preceding response and discriminative stim for next response

shaping: outcome is one simple response (e.g., learning to write the letter "g")

Front 57

Premack Principle

Back 57

using a high probability behavior to reinforce a low probability behavior

e.g., doing homework rewards in TV watching

Front 58

overcorrection

Back 58

designed to eliminate undesirable behaviors and promote alternate behavior

correction of negative and overpractice or alternate

Front 59

response cost

Back 59

form of negative punishment, removal of pre-specified reward when a behavior is performed

e.g., paying a parking ticket

Front 60

Gestalt Learning Theory

Back 60

Kohler

focuses on person's active role in organizing stimulus environment

learning can occur suddenly through an internal cognitive restructuring of the environment, "a-ha" moment

"insight learning"

Front 61

Tolman's Cognitive Theory

Back 61

learning that occurs w/out reinforcement

"latent learning"

evidence of learning not observable until reinforcement is available

learning is acquisition of a cognitive structure or a cognitive map

Front 62

Observational (Social) Learning

Back 62

Bandura

learning occurs merely through imitating a model

reinforcement not necessary, but does bolster the learned behavior

Front 63

Curiosity and Learning Sets

Back 63

Harlow

opportunity to engage in a task can itsel serve as reinforcement for doing the task

Front 64

Zeigarnik effect

Back 64

better memory for incomplete tasks than for complete tasks

Front 65

social learning theory

Back 65

Bandura

cognitive mediational processes; govern what is attended to

4 mechanisms:

1. attentional: who to imitate
2. retentional: processing behavior
3. performance: what concepts you decide to express as behavior
4. reinforcement: influence attention, rehearsal, expression

Front 66

drive reduction theory

Back 66

Hull

behavior is a function of both strength of learning and motivation

Front 67

Yerkes-Dodson Law

Back 67

inverted-U shape relationship between arousal and performance

higher peak for simpler tasks

Front 68

A-B-C model of behavioral assessment

Back 68

antecedent: situation where behavior likely to occur

behavior: what responses

consequences: how adaptive/maladaptive are responses

"functional analysis"

Front 69

proactive interference

Back 69

previously learned info causes forgetting of newly learned info

Front 70

retroactive interference

Back 70

newly learning info causes forgetting of recently learning info

Front 71

Miller and Dollard

Back 71

learned aggression

prior to manifestation of hostility, there was always frustration

related to drive reduction theory

Front 72

imprinting

Back 72

very rapid acquisition of species identification and affection for the first moving object seen during an early "sensitive period"

Front 73

Ebbinghaus

Back 73

first memory studies, 1885

Front 74

multi-store model of memory

Back 74

1. sensory memory, brief storage of sensory info after stim removed, 2-3 seconds, unlimited capacity
- echoic store: auditory
- iconic store: visual

2. ST memory, working memory, limited amount of info for a brief time, 7 +/- 2 capacity; chunking inc amount of info, 30 sec

3. LT memory, unlimited capacity; procedural (how to do things, CR), semantic (facts), episodic (events)

Front 75

flashbulb memory

Back 75

vivid, intense memories of emotionally-charged events

Front 76

anterograde vs retrograde amnesia

Back 76

anterograde: can't form new memories

retrograde: can't recall info prior to event

Front 77

eidetic memory

Back 77

photographic memory

more common in kids than adults

Front 78

retroactive inhibition

Back 78

forgetting

new experience interferes w/ recall of early one

Front 79

proactive inhibition

Back 79

previous learning interferes w/ more recent learning

Front 80

Loftus

Back 80

repression and later recall of sexual abuse

Front 81

attention

Back 81

selective: focus on one while filter another

sustained: focused attn over extended time

divided: focus on more than one event (driving, radio)