Learning Psychology Test 1

Front 1

Reinforcer

Back 1

conditioned- stimuli that become reinforcing because of experiences where they are assoicated with other reinforcers, it is learned or secondary
Unconditioned - Inherieted capacity to be reinforced by some stimuli, it is primary or unlearned

Front 2

Types of conditoned reinforcers

Back 2

Tokens- conditoned reincforcers that can be accumulated and allow delay of primary reinforcers
Marking- used with animals - mark desired behaviors that are often assoicted with delayed reinforcement

Front 3

Factors Influencing the Effectiveness of Conditoned reinforcement

Back 3

1. Strenght of back up reinforcer
2. variety of back up reinforcers
3. schedule of paring with back-up rienforcers
4. Extinction of the contioned rienforcers

Front 4

Factors Influencing the Effectiveness of Extinction

Back 4

1. reinforcers for the target behaivor
2. reinforcing an alternative behavior
3. Knowing the rienforcer
4. Insturction
5. behavrioal setting
6. Schedule of reinforcement

Front 5

Problems Associated with the use of Extinction

Back 5

1. Extinction burst
2. May produce aggression
3. Extinguished behaviors may reappear
spontaneous recovery
resurgence

Front 6

Factors Influencing the Effectiveness of Extinction

Back 6

1. reinforcers for the target behaivor
2. reinforcing an alternative behavior
3. Knowing the rienforcer
4. Insturction
6. Schedule of reinforcement

Front 7

What does science mean?

Back 7

skeptical,parsimonious,(Morgans Cannon), rigorous, replicable
-based on theory
-observe
-form theory
-test theory-
-revise theory
-seach for relationships between findings and theories

Front 8

Thomas Kuhn view of Science

Back 8

starts with observation
come to a consensus
buy into a paradigm
framework for reasearch
elaborate and verify the paradigm
normal science
new paradigm develops when old paradigms are consistently found to be lacking

Front 9

Karl Popler

Back 9

startw with recognition of problem
problems determin observation
propose a solution to a problem
attemp to refute proposed theories

Front 10

Instrumental

Back 10

Response is the instrument that produces the outcome
Response is the intrumental behavior
change the rate of behavior based on contingencies
there will be an increase or decrease in behavior
the outcome of the behavior is the "reinforcer"

Front 11

Ferberize

Back 11

Dr. Ferber
stop reinforcing childrens bad sleeping habits

Front 12

Thorndike's Law of effect

Back 12

If a response is followed by a satisfying event the associtaion between stimulus and response is strenghtened
If a response is followed by an annoying even the association between stimulus and response is weakened

Front 13

Edwared L. Thorndike

Back 13

Interested in animal intelligence
Put cats in puzzle boxes
recorded time it took cat to escape
Cats got faster over trials
Thought of this as S-R learning

Front 14

Methods for discrete trials

Back 14

each trial starts when animal enters apparatus
each trial ends when experimenter removes animal from apparatus
Measure speed or latency to begin behavior
Maze research

Front 15

Mazes

Back 15

Runway maze
t-maze
Morris water maze
Radial arm maze

Front 16

Free Operant Methods / Skinner

Back 16

can repat resonse at will (such as pressing a button)
developed by skinner
a response is defined in terms of its effect
whatever does the job

Front 17

Extinction

Back 17

you stop reinforcing a behavior that you previously reinforced

Front 18

Skinner/Operant
4

Back 18

1.the subject's response has consequences
2.It produces an outcome
3.Learns that a response has an associated consequence
4.increases responses that result in desirable consequences.
form of learning in which a specific action (an operant response) is made to occur either more frequently or
less frquently by manipulating its consequences in the enviornment
- response operates upon the enviornment
- manipulate the enviornment to get a reward

Front 19

Schedules of rienforcement

Back 19

Continuous-every response is assoiciated with a reinforcement
Intermittent(IRF)/Partial(PRF)-Not every response is associated with a reinforcement

Front 20

why is partial reinforcement better than continous reinforcement?

Back 20

1. Less reward satiation
2. longer to extinguish
3. More consistient behavior
4. Easier to switch to natural reinforcement
5. Easier to administer
6. cheaper

Front 21

Types of Schedules

Back 21

Ratio
Interval
Limited Hold
Duration

Front 22

Ratio Schedule

Back 22

this is used when a lot of responses are required and can be observed

Front 23

Vairety of Ratio schedule

Back 23

Fixed- number of responses required is constnat(FR10)
Variable-number of responses required varies around a mean number (VR10)

Front 24

Interval schedules

Back 24

reinforcement is dependent upon making a response after some amount of time has passed

Front 25

Fixed Interval schedule

Back 25

response is reinforced only if it occurs a set time after last reinforcement (FI10)

Front 26

Variable Interval Schedule

Back 26

elapsed time singce lat reinforcemt varies around a mean number (VI10)

Front 27

ratio versus Interval

Back 27

FR and FI have post rienforcement pause
FR amd FI have high rate of response before reward
VR and VI have high rate of resonse with no post reinforcemnt pause

Front 28

Differences between ratio versus interval

Back 28

Activate different neurochemical processes
when result is same frequency and distrivurion of rewards, VR respons at great rate than VI

Front 29

Limited hold scheduels

Back 29

Reinforcement is available for a limited time

Front 30

Fixed Limited Hold Schedules

Back 30

limited hold added to fixed interval schedule - this is common in real world behavioral modification

Front 31

Variable limited hold schedule

Back 31

limited hold added to varible interval schedule

Front 32

Duration schedules

Back 32

reinforcemnt is dependent upon making response continuously for some amount of time

Front 33

Fixed duration schedules

Back 33

respond continuously for a specified amount of time

Front 34

What is learning

Back 34

it is usefull
due to experience
lasts
helps us cope with enviornmental changes
it can manifest in an increase or decrease in behavior

Front 35

Why do we study behavior

Back 35

to infer learning
behavior is evidence of learning
learning theory attemps to account for how behavior has been shaped by the environment

Front 36

What are some problems with the definition of learning from the dictionary

Back 36

learning does not always involve a gain in behavior: such as psychological disorders, or abusive behavior
Learning is not allways intentional,Incidental learning occurs without intent or instruction to remember the behavior for later

Front 37

What are the two requirments that must be met to say that learning has taken place

Back 37

1. the behavior must be realively permanent to rule out behavioral change due to fatigue or motivational changes
2. Produced by experience to rule out maturation

Front 38

Behavioral potential

Back 38

the potiental for behavioral change when the conditons are right exp when there is an incentive to preform the behavior

Front 39

What is latent learning

Back 39

learning that is hidden in internally rather than shown in behavior

Front 40

What is behavior modification

Back 40

1. define problems as measurable behaviors
2. Use change in behavior to measure resolution of the problems
3. Alter enviornments to change the behavior
4. Very presice methods
5. and can be applied by individuals in every day life

Front 41

What is conditoning

Back 41

Procedures used to modify behavior
causes learning
two main types
classical/Pavlovian
operant
the subjects response has no consequence
it produces no change in the enviornment
learns assoication between two stimuli
Association results in a new response (CR) to a previously netral stimuli (CS)

Front 42

Classical Conditioning

Back 42

paire ucs with cs to learn cr
cr's occurence depends on the expectation that the ucs is/will be present
reinforcement isn't contingent on the response