Learning & Behavior Final

Front 1

Continuous Reinforcement

Back 1

Behavior that is reinforced after every time it occurs.
Actual continuous reinforcement occurs infrequently.

Front 2

Speed of Extinction for Continuous Reinforcement.

Back 2

Quick

Front 3

Partial reinforcement

Back 3

behavior that is reinforced some but not all of the time. (not after every single occurence)

Front 4

Speed of Extinction for Partial reinforcement

Back 4

takes longer than continuous reinforcement

Front 5

Types of partial reinforcement

Back 5

fixed-interval, variable-interval, fixed-ratio, variable-ratio

Front 6

Fixed-interval

Back 6

a fixed amount of time goes by between reinforcements

Front 7

Example of fixed-interval

Back 7

tests recorded on schedule, so fixed.

Front 8

length of post-reinforcement pauses for fixed interval

Back 8

long

Front 9

variable-interval

Back 9

a randomly changing amount of time goes by between reinforcements

Front 10

examples of variable-interval

Back 10

an animal waiting for its prey, fishing.
Snake waits for frog, misses, waits again, eventually he'll eat, doesn't know when.
Pop quiz - don't know when, study more.

Front 11

Difference between fixed-interval and fixed-time

Back 11

fixed-interval involves reinforcing behavior, fixed time does not require certain behavior before reinforcement, only depends on certain time passing.

Front 12

fixed-ratio

Back 12

reinforcement occurs after a fixed number of correct responses

Front 13

example of fixed-ratio

Back 13

factory worker gets paid $10.00 for every 20 widgets.

Front 14

length of post-reinforcement pauses for fixed-ratio

Back 14

present; once you finish the job, you get reinforced, then take small break

Front 15

variable-ratio

Back 15

reinforcement occurs after a changing number of correct responses. VR5 = # of responses on average that occur before reinforcement.

Front 16

example of variable-ratio

Back 16

slot machines
might be VR 2000, don't know when you'll be reinforced, so keep going.

Front 17

length of reinforcement pauses for variable-ratio

Back 17

very few, very brief

Front 18

Simple schedules

Back 18

fixed duration, variable duration, differential reinforcement high, differential reinforcement low, fixed time, variable time

Front 19

fixed duration

Back 19

continuous performance for some period of time

Front 20

example of fixed duration

Back 20

exercise for 30 minutes straight

Front 21

variable duration

Back 21

required period of performance varies around an average

Front 22

example of variable duration

Back 22

performance has to occur after a period of time, rewared for practicing instrument while mom making dinner.

Front 23

differential reinforcement high

Back 23

a behavior must be performed a minimum number of times in a given period

Front 24

example of differential reinforcement high

Back 24

read at least 5 times this week for homework

Front 25

differential reinforcement low

Back 25

a behavior must occur no more than maximum amount of times in a given period

Front 26

example of differential reinforcement low

Back 26

must not bite nails more than 5 times today.

Front 27

fixed time

Back 27

reinforcer is given after a given period of time has passed, regardless of behavior

Front 28

example of fixed time

Back 28

children get recess regardless of work done in class

Front 29

variable time

Back 29

reinforcer is given at irregular intervals, regardless of behavior

Front 30

example of variable time

Back 30

receive candy from baby sitter sometimes

Front 31

Simple schedules that can lead to superstition

Back 31

fixed time and variable time; because the reinforcer may be believed to be for the current behavior even though it is not for any behavior

Front 32

Partial reinforcement effect

Back 32

the tendency for a behavior that has been maintained on an intermittent schedule to be more resistant to extinction than a behavior that has been on continuous reinforcement.

Front 33

Explanations for PRE (partial reinforcement effect)

Back 33

Discrimination hypothesis, frustration hypothesis, sequential hypothesis, or response unit hypothesis

Front 34

Discrimination hypothesis

Back 34

extinction takes longer after intermittent reinforcement because it is harder to discriminate between extinction and an intermittent schedule than between extinction and continuous reinforcement.
FR30 harder to discriminate than FR1.

Front 35

Frustration Hypothesis

Back 35

nonreinforcement of previously reinforced behavior is frustrating (aversive emotional state), so anything that reduces frustration will be reinforcing. No frustration in continuous reinforcement because no nonreinforcement. The thinner the reinforcement schedule, the higher the level of frustration.

Front 36

Sequential Hypothesis

Back 36

differences in the sequence of cues during training. some nonreinforcement is to be expected, the thinner the reinforcement schedule, the more resistant the rat will be to extinction, since it is used to a long period of nonreinforcement.

Front 37

The frustration and sequential hypotheses are variations of the _____ hypothesis

Back 37

discrimination

Front 38

response unit hypothesis

Back 38

to understand the PRE, we must think differently about the behavior on intermittent reinforcement. The behavior is defined by the number of times it must occur to produce reinforcement. The total number of responses declines as the reinforcement schedule gets thinner. THE PRE IS AN ILLUSION, BEHAVIOR ON INTERMITTENT REINFORCEMENT ONLY SEEMS TO BE MORE RESISTANT TO EXTINCTION BECAUSE WE HAVE FAILED TO TAKE INTO ACCOUNT THE RESPONSE UNITS REQUIRED FOR REINFORCEMENT.

Front 39

complex schedules

Back 39

multiple schedule, mixed schedule, chain schedule, tandem schedule, cooperative schedule, concurrent schedule,

Front 40

multiple schedule

Back 40

a behavior is under the influence of two or more simple schedules, each associated with a particular stimulus

Front 41

mixed schedule

Back 41

a behavior is under the influence of two or more simple schedules, without stimulus

Front 42

chain schedule

Back 42

reinforcement is delivered only on completion of the last in a series of schedules.

Front 43

tandem schedule

Back 43

reinforcement is delivered only on completion of the last in a series of schedules, with no distinction between the end of one schedule and the beginning of another schedule.

Front 44

cooperative schedule

Back 44

schedules that make reinforcement dependent on the behavior of two or more individuals.

Front 45

concurrent schedules

Back 45

two or more schedules are available at once, involves choice.

Front 46

matching law

Back 46

involved in choice, the distribution of behaviors matches the availability of reinforcement.

Front 47

applications of schedules

Back 47

compulsive gambling, experimental economics, malingering

Front 48

compulsive gambling as application of schedules

Back 48

variations in the schedule: effects of early wins,
near misses make a substantial difference

Front 49

experimental economics as application of schedules

Back 49

when the price of a luxury item rises, the consumption of that item declines. when the price of an essential item rises, little change in consumption.

Front 50

malingering as application of schedules

Back 50

pretending to be in pain in order to avoid unpleasant duties.
operant behavior association with chronic pain may be maintained by reinforcement after the pain has ceased. People will malinger longer if others are willing to press the lever.

Front 51

schedules of reinforcement

Back 51

the rule describing the delivery of reinforcement

Front 52

schedule effects

Back 52

a particular kind of reinforcement schedule tends to produce a particular pattern and rate of performance

Front 53

post-reinforcement pauses

Back 53

the pause that follows reinforcement

Front 54

run rate

Back 54

the rate at which the organism performs once it has resument work after reinforcement.

Front 55

stretching the ratio

Back 55

successive approximations of the desired behavior are reinforced. FR5, then FR8, then FR12, etc.

Front 56

forgetting

Back 56

deterioration in learned behavior following a period without practice

Front 57

measuring forgetting

Back 57

free recall, prompted/cued recall, relearning method, savings method, delayed matching to sample

Front 58

retention interval

Back 58

a period during which the learned behavior is not performed, before measurement occurs

Front 59

free recall

Back 59

the organism is given the opportunity to perform a previously learned behavior following a retention interval

Front 60

prompted/cued recall

Back 60

presented hints, to increase the likelihood that behavior will be produced

Front 61

relearning method

Back 61

assumes that the less training required to reach the previous level of performance, the less forgetting has occurred.

Front 62

savings method

Back 62

a savings of information compared to the original training program

Front 63

recognition

Back 63

the participant has only to identify the material previously learned.

Front 64

delayed matching to sample

Back 64

the animal is prevented from performing following presentation of the sample.

Front 65

extinction method

Back 65

immediate extinction training vs. training following removal from the chamber. if extinction proceeds more rapidly after the retention interval, fogetting has occurred

Front 66

gradient degradation

Back 66

forgetting may be measured as a flattening of a generalization gradient. a generalization gradient indicates forgetting.

Front 67

variables in forgetting

Back 67

passage of time: the longer the interval between training, the greated the deterioration;
time is not an event, so can't cause other events.
DEGREES OF LEARNING, overlearning, PRIOR LEARNING, proactive interference, paired associate learning, SUBSEQUENT LEARNING, retroactive interference, CONTEXT, cue-dependent forgetting, reminiscence, dependent learning

Front 68

Overlearning

Back 68

practicing even beyond mastery

Front 69

fluency

Back 69

number of correct responses per minute while learning

Front 70

proactive interference

Back 70

old learning can interfere with recall

Front 71

paired associate learning

Back 71

used to study proactive interference; the person learns a list of word pairs, so that when given the first word, can recall the second.

Front 72

retroactive interference

Back 72

when what we learn interferes with our ability to recall earlier learning.

Front 73

cue-dependent forgetting

Back 73

learning occured with presence of a particular stimuli and that stimuli is now absent.

Front 74

reminiscence

Back 74

when performance improves with the passage of time

Front 75

state-dependent learning

Back 75

behavior that is learning during a particular physiological state is lost when that state passes.

Front 76

foraging

Back 76

the forgetting curve may be less steep when what is learned is important to survival.

Front 77

eyewitness testimony

Back 77

dependent on way questions are phrased

Front 78

ways of overlearning

Back 78

mnemonics, method of loci, peg word system,

Front 79

mnemonic

Back 79

any device for aiding recall, ex: rhyme, acronym

Front 80

mnemonic systems

Back 80

method of loci, peg word system

Front 81

method of loci

Back 81

apply grocery list to an imaginary walk through a place you frequently visit.

Front 82

peg word system

Back 82

one is a bun, two is a shoe
use concret objects as pegs.

Front 83

context clues

Back 83

study in the classroom

Front 84

prompts

Back 84

note on calendar

Front 85

synesthesia

Back 85

a synthesis of different senses; sound produces light, color, taste, odor, touch

Front 86

limits on learning

Back 86

physical structure: incapable of speaking; learned behavior is not inheritable, dies with the learner

Front 87

Lamarck

Back 87

theorized that physical characteristics were acquired adaptations that were passed on from generation to generation.

Front 88

heredity

Back 88

plays important role in human learning abilities within and between species.

Front 89

environment

Back 89

enriched environments may create intelligence

Front 90

neurological damage

Back 90

prenatal exposure to alcohol results in limited learning abilities;
neurotoxin damage nerve tissues;
head injury, blow to head or shaking of child;
disease and malnutrition: prevent normal neurological development

Front 91

critical periods

Back 91

stages that are optimum for learning. certain opportunities may occur once in a lifetime.

Front 92

imprinting

Back 92

Lorenz (1952) the youngster will become attached to any moving object that happens to pass by, whether another animal of the same species, a mechanical object, or a human being

Front 93

Breland (1961)

Back 93

innate tendencies interfere with learning
raccoon not letting go of coin

Front 94

Garcia and Koelling (1966)

Back 94

taste aversion

Front 95

continuum of preparedness

Back 95

an organism comes to a learning situation genetically prepared to learn(quick), unprepared(steady but slow), or contraprepared(slow and irregular)

Front 96

Seligman (1970)

Back 96

continuum of preparedness