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;
77 Cards in this Set
- Front
- Back
|
Criterion of learning |
- Based on experience - Produces changes in the organism - changes are relatively permanent |
|
|
habituation |
- a simple form of learning - repeated or prolonged exposure to a stimulus results in a gradual reduction in responding (people near airport getting used to the noise)
|
|
|
sensitization |
when presenting of a stimulus leads to an increased response to a later stimulus |
|
|
what animal was first studied for learning and memory |
alypsia |
|
|
Valence |
whether something is good or bad |
|
|
associative learning |
linking a stimulus from the environment with a valence (good or bad) |
|
|
classical conditioning |
when a neural stimulus produces a response after being paired with a stimulus that naturally produces a response |
|
|
unconditioned stimulus |
something that reliably produces a naturally occuring reaction in the organism (the presentation of the food) |
|
|
unconditioned response |
a reflexive action that is reliably produced by the unconditioned stimulus (salivation in response to food) |
|
|
Ivan Pavlov |
The classical conditioning experiment with dogs |
|
|
The condition reflex |
having the unconditioned reflex (salivating) in response to an unrelated stimulus (ticking noise) |
|
|
what is a neutral stimulus |
a stimulus that at first produces no response (ticking noise doesn't cause salivation at first) |
|
|
aquisition |
the learning of the associations between the conditioned stimulus and the unconditioned stimulus - the phase of classical conditioning where the CS and US are presented together |
|
|
Extinction |
when the conditioning stimulus (metronome) no longer gives food, dog will stop the response quickly, CR will diminish until it no longer returns, but a rest period is usually followed by spontaneous recovery |
|
|
What happens the day after extinction? |
will have the response (salivate) a little bit |
|
|
spontaneous recovery |
the tendency of a learned behaviour to recover from extinction after a rest period |
|
|
generalization |
- subjects will respond to stimuli that are similar to the stimuli they were originally responding to (CR observed even though CS is slightly different than the CS used during acquisition) |
|
|
Discrimination |
responding specifically to one stimulus and not to others |
|
|
Second-order conditioning |
conditioning where a CS is paired w/ a stimulus that became associated with the US in an earlier procedure (eg. associate a black square w/ the bell, eventually the dog salivates to just the black square alone) |
|
|
People often value money more than the things that they can buy with it, even though money isn't directly linked to desireable things. What is this an aexample of? |
second-order conditiong |
|
|
how does exposure therapy help phobias? |
by degrading the association between the stimulus and a negative reaction |
|
|
what were Watson and Pavlov? |
behaviourists |
|
|
What is John Watson famous for? |
The little Albert conditioning experiment |
|
|
what was watson's drastic belief? |
experience is EVERYTHING in terms of determining who someone is |
|
|
originally, how did little Albert respond to different stimuli (animals, fire, masks, etc.) |
curiosity or disinterest, no fear |
|
|
What did the little Albert study show? |
That fear could be learned just like any other behaviour |
|
|
What part of the brain is critical in fear |
the amygdala |
|
|
what part of the brain is important for motor conditioning |
the cerebellum |
|
|
Rescorla-Wagner model of classical conditioning |
- a conditioned stimulus sets up an expectation - the expectation in turn leads to the behaviours that are associated with the stimulus - the CS must be reliable and have a systematic pairing with the [food] |
|
|
biological preparedness |
a propensity for learning particular kinds of associations over others, so that some behaviours are relatively easy to condition in some species but not others |
|
|
Operant conditioning |
a type of learning in which the consequences of an organism's behaviour determine whether it will be repeated in the future - over time, effective behaviours will become more frequent, and ineffective behaviours less frequent |
|
|
Instrumental behaviours |
behaviour that required an organism to do something, solve a problem, or otherwise manipulate elements of its environment |
|
|
Thorndike's experiment |
- experimented with operant conditioning - put food outside a box where cat could see it w/ lots of levers to press and only one leading to exit. Eventually, started to press the right button more often |
|
|
the Law of Effect |
behaviours that are followed by a satisfying state of affairs tend to be repeated and those that produce bad stuff are less likely to be repeated |
|
|
who pointed out that learning takes place in contexts, not in free range of any plausible situation? |
Operational conditioning (Edward Thorndike) |
|
|
Who coined the term operant behaviour |
B.F. Skinner |
|
|
Operant behaviour |
behavior that an organism produces that has some impact on the environment, and the environment responds in a way that either reinforces or punishes the behaviour |
|
|
reinforcement |
trying to increase the likeliness of a behaviour |
|
|
punishment |
trying to decrease the likeliness of a behaviour |
|
|
Positive |
introducing a stimulus to change behaviour |
|
|
negative |
removing a stimulus to change behaviour |
|
|
positive reinforement |
adding a stimulus to reinforce the behaviour |
|
|
negative reinforcement |
taking something away to reinforce a behaviour |
|
|
Skinner box/operant conditioning chamber |
- specialized box w/ rat inside - rat pushes button --> food dispensed --> more likely to push again (positive reinforcement) - rat pushes button --> electric shock --> rat less likely to push it again (positive punishment) |
|
|
Schedules of reinforcement |
how often you reinforce th behaviour |
|
|
What is important about the schedule of classical conditioning |
sheer number of trials |
|
|
fixed ratio schedule |
reinforcement delivered after a specific # of responses |
|
|
Continuous response schedule |
subtype of fixed ratio schedule where a reinforcement is given for every response |
|
|
variable ratio |
reinforcement based on an average number of responses - extinction is much more difficult b/c reward could appear at any time, you never know! - produce higher rates of response |
|
|
what type of schedule does a casino use to their advantage |
variable ration |
|
|
fixed interval |
reinforcement given at fixed time intervals, provided that the appropriate response is recorded - show little response right after presentation, but a flurry of response right before the next presentation |
|
|
variable interval |
behaviour reinforced based on an average time that has lapsed since the last reinforcement - produces steady, consistent responding |
|
|
intermittent reinforcement |
- only some responses are followed by reinforcement - produce a behaviour that is much more resistant to extinction than a continuous reinforcement schedule b/c difficult for the organism to tell if the reinforcement has stopped or not |
|
|
primary reinforcers |
vital things that we will work very hard for that fill biological needs |
|
|
secondary reinforcers |
allows us to get primary reinforcers --> money |
|
|
overjustification effect |
- working for the reward, not the process - will revert back to not doing the behaviour after the reward stops |
|
|
a reinforcer is most effective when |
it is given as quickly as possible after the behaviour being reinforced |
|
|
Skinner: Shaping |
- the learning that results from the reinforcement of successive steps to a final desired behaviour |
|
|
how are superstitious behaviours created? |
accidentally reinforcing behaviours occuring at the same time of the actual behaviour being reinforced |
|
|
the intermittent reinforcement effect |
the fact that operant behaviours that are maintained under intermittent reinforcement schedules resist extinction better than those maintained under continuous reinforcement |
|
|
Who questioned Skinner's strictly behaviourist view of operant conditioning? What did he suggest? |
Tolman - conditioning experiences produced a knowledge or a belief that, in this situation, a specific reward will appear if a specific response is made - stimulus doesn't directly evoke a response, but estabilshes an internal cognitive state that produces the behaviour |
|
|
Latent learning |
- something is learned, but is not manifested in behavioural change until later in the future |
|
|
cognitive map |
- a mental representation of the physical features of the environemtn |
|
|
Where are the pleasure centres |
- Nucleus Acumbens (NA) - medial forebrain bundle - hypothalamus |
|
|
what is a feature of neurons along the pleasure centres |
- they are dopaminergic: secrete dopamine |
|
|
Olds and Milner experiment |
- put electrode in the NA (pleasure centre), put a button that hooked up to the NA, and the rat kept pushing it until it died, pushed it over eating sleeping etc. - proved that if you could control your pleasure centre, you would, at expense of your other needs |
|
|
what is dopamine essential for in the nucleus acumbens? |
reinforcement |
|
|
what do cocaine, amphetamine, and opiates do? |
activate pleasure centres |
|
|
why do parkinson's patients sometimes develop gambling & shopping addicitons? |
due to the meds used to stimulate dopamine receptors |
|
|
Breland's theory about the evolutionary elements of operant conditioning |
species are biologically predisposed to learn some things more readily than others and respond to stimuli in ways that are consistent with their evolutionary history |
|
|
Who pioneered observational learning |
Albert Bandura |
|
|
what is an ubiquitous type of learning? |
learning that we are always doing (observational learning) |
|
|
Diffusion chain |
individuals initially learn a behaviour by observing other individuals perform that behaviour, and then serve as a model from which others learn the behaviour |
|
|
Mirror neurons |
act equally when a monkey grasps something, and when it watches another monkey grasp the same thing - help you learn/encode the actions of others, which helps you do those actions yourelves |
|
|
where are the mirror neurons in the brain |
- frontal and parietal lobe |
|
|
implicit learning |
learning that takes place largely independent of awareness of both the process and the products of information acquisition ("sneaks under the wires") |
|
|
which type of learning varies less from person to person? which type varies more? |
- varies less: implicit - varies more: explicit |
