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80 Cards in this Set
- Front
- Back
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What is learning?
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Learning is a relatively permanent change in behavior due to experience.
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In reference to learning what does it not include?
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Does not include both temporary changes and more permanent changes caused by motivation, fatigue, maturation, disease, injury, or drugs. Each of these can alter behavior, but none qualifies as learning.
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What are the types of learning.
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There are two types of learning, Associative learning, and Cognitive learning.
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What is Cognitive Learning.
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Cognitive learning, which refers to understanding, knowing, anticipating, or otherwise making use of information-rich higher mental processes.
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What is Associative learning?
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Associative learning occurs whenever a person or an animal forms a simple association among various stimuli and/or responses.
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What are the types of associative learning.
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There are two types of Associative Learning, Classical Conditioning, and Operant Conditioning.
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What is the key to Associative learning?
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Reinforcement is the key to Associative Learning. For example To teach a dog a trick, we could reinforce correct responses by giving the dog some food each time it sits up. Similarly, you could teach a child to be neat by praising him for picking up his toys.
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What is reinforcement.
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Reinforcement refers to any event that increases the probability that a response will occur again. (A response is any identifiable behavior. Responses may be observable actions, such as blinking, eating a piece of candy, or turning a doorknob. They can also be internal, such as having a faster heartbeat).
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Associative learning begins with what
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Associative Learning begins with noting what happens before and after a response.
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What are antecedents and consequences.
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Events that precede a response are antecedents.
Effects that follow a response are consequences. |
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How does Classical conditioning work.
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It works when an antecedent stimulus that doesn’t produce a response is linked with one that does (a horn is associated with a puff of air to the eye, for example).
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In classical conditioning when can we say learning has occured.
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We can say that learning has occurred when the new stimulus will also elicit (bring forth) responses
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When is classical conditioning reinforced.
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Classical conditioning is reinforced when the CS is followed by, or paired with, an unconditioned stimulus. This process is called respondent reinforcement because the US brings forth a response, which becomes associated with the CS.
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In classical conditioning when a response is learned it can bring about what type of conditioning.
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It can bring about Higher Order Conditioning. (In this case, a well-learned CS is used to reinforce further learning. That is, the CS has become strong enough to be used like an unconditioned stimulus.)
For example once the CS (lemon juice) becomes strong enough to make the kid salivate by himself, the CS (lemon juice) can become a US(lemon juice) to teach the kid to salivate once you clap (CS) |
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Who discoverd classical conditioning.
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Ian Pavlov with his dog, secrete, bell, meat powder experiment.
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Does classical conditioning involve any higher mental processes.
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Pavlov believed that it did not involve higher mental processes. Today, many psychologists think that classical conditioning does have mental origins because it is related to information that might aid survival. According to this informational view, we look for associations among events. Doing so creates new mental expectancies, or thoughts about how events are interconnected.
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Why does classical conditioning alter expectancies.
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Classical Conditioning alters expectancies because the conditioned stimulus reliably precedes the unconditioned stimulus. Because it does, the CS predicts the US. During conditioning, the brain learns to expect that the US will follow the CS. As a result, the brain prepares the body to respond to the US. Here’s an example: When you are about to get a shot with a hypodermic needle, your muscles tighten and there is a catch in your breathing. Why? Because your body is preparing for pain. You have learned to expect that getting poked with a needle will hurt. This expectancy, which was acquired during classical conditioning, changes your behavior.
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Once an association has been classically conditioned will it ever go away?
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If the US never again follows the CS, conditioning will extinguish, or fade away.
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What is extinction?
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Extinction The weakening of a conditioned response through removal of reinforcement.
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Does extinction automatically fade the conditioning.
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No, it may take several extinction sessions to completely reverse conditioning. Let’s say that we ring the bell until Johnny quits responding. It might seem that extinction is complete. However, Johnny will probably respond to the bell again on the following day, at least at first.
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What is spontaneous recovery.
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The return of a learned response after apparent extinction.
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After conditioning, other stimuli similar to the CS may also trigger a response. This is called?
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Stimulus generalization. For example, we might find that Johnny salivates to the sound of a ringing telephone or doorbell, even though they were never used as conditioning stimuli.
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The ability to respond differently to various stimuli is called.
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Stimulus discrimination. For example, you might remember the feelings of anxiety or fear you had as a child when your mother’s or father’s voice changed to the dreaded give-me-that-Wii-controller tone. Most children quickly learn to discriminate voice tones associated with punishment from those associated with praise or affection.
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What are emotional conditiong responses.
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More complex emotional, or “gut,” responses associated with new stimuli. For instance, if your face reddened when you were punished as a child, you may blush now when you are embarrassed or ashamed.
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Many involuntary, autonomic nervous system, responses (“fightor-flight” reflexes) are linked with new stimuli and situations by
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Classical conditioning. For example, learned reactions worsen many cases of hypertension (high blood pressure). Traffic jams, arguments with a spouse, and similar situations can become conditioned stimuli that trigger a dangerous rise in blood pressure
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What is a fear that persists even when no realistic danger exists. Fears of animals, water, heights, thunder, fire, bugs, elevators, and the like, are common.
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A phobia
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Some phobias are based on what.
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Some phobias are also based on emotional conditioning.
Psychologists believe that many phobias begin as conditioned emotional responses (CERs), or learned emotional reactions to a previously neutral stimulus. People who have phobias can often trace their fears to a time when they were frightened, injured, or upset by a particular stimulus, especially in childhood |
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During Conditioned Emotional Response (CER) what area of the brain becomes more active.
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amygdala becomes more active and produces feelings of fear. The amygdala is part of the limbic system, which is responsible for other emotions, as well Cognitive learning has little effect on these lower brain area. Perhaps that’s why fears and phobias cannot be readily eased by merely reading about how to control fears.
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Conditioned fears do respond to what type of therapy.
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desensitization. This is done by gradually exposing the phobic person to feared stimuli while she or he remains calm and relaxed. For example, people who fear heights can be slowly taken to ever-higher elevations until their fears extinguish. This therapy even works when computer graphics are used to simulate the experience of heights
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Can conditioning occur indirectly.
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Yes it can, Let’s say, for example, that you watch another person get an electric shock. Each time, a signal light comes on before the shock is delivered. Even if you don’t receive a shock yourself, you will soon develop a CER to the light.
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What type of classical conditioning has occured when we learn to respond emotionally to a stimulus by observing another persons emotional reaction.
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Vicarious classical conditioning occurs when we learn to respond emotionally to a stimulus by observing another person’s emotional reactions. Such “secondhand” learning affects feelings in many situations. Being told that “snakes are dangerous” may not explain the child’s emotional response. More likely, the child has observed others reacting fearfully to the word snake or to snake images on television
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Operant conditioning is based on the consequences of.
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Operant conditioning, learning is based on the consequences of responding. A response may be followed by a reinforcer (such as food). Or by punishment. Or by nothing. These results determine whether a response is likely to be made again. For example, if you wear a particular hat and get lots of compliments (reinforcement), you are likely to wear it more often. If people snicker, insult you, call the police, or scream (punishment), you will probably wear it less often.
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What is the law of effect
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Pioneer learning theorist Edward L. Thorndike called this the law of effect: The probability of a response is altered by the effect it has.
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Operant conditioning refers mainly to what type of responses.
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• In operant conditioning, the learner actively “operates on” the environment. Thus, operant conditioning refers mainly to learning voluntary responses.
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Any event that follows a response and increases its probability of occurring again is called.
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Operant reinforcer
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In operant conditioning we learn we learn to expect what.
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In operant conditioning, we learn to expect that a certain response will have a certain effect at certain times. That is, learn that a particular response is associated with reinforcement
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Operant reinforcement works best when it is.
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response contingent: it must be given only after a desired response has occurred. From this point of view, a reinforcer tells a person or an animal that a response was “right” and worth repeating. For example, one severely disturbed 9-year-old child was taught to say “Please,” “Thank you,” and “You’re welcome.” During the initial, baseline period, the child rarely used the word “please.” Typically, he just grabbed objects and became angry if he couldn’t have them. However, when he was consistently reinforced for saying “Please,” he soon learned to use the word nearly every time he wanted something. When the child said “Please” he was reinforced in three ways: He received the object he asked for (a crayon, for example); he was given a small food treat, such as a piece of candy, popcorn, or a grape; and he was praised for his good behavior
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Question
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Answer
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What is learning?
|
Learning is a relatively permanent change in behavior due to experience.
|
|
|
In reference to learning what does it not include?
|
Does not include both temporary changes and more permanent changes caused by motivation, fatigue, maturation, disease, injury, or drugs. Each of these can alter behavior, but none qualifies as learning.
|
|
|
What are the types of learning.
|
There are two types of learning, Associative learning, and Cognitive learning.
|
|
|
What is Cognitive Learning.
|
Cognitive learning, which refers to understanding, knowing, anticipating, or otherwise making use of information-rich higher mental processes.
|
|
|
What is Associative learning?
|
Associative learning occurs whenever a person or an animal forms a simple association among various stimuli and/or responses.
|
|
|
What are the types of associative learning.
|
There are two types of Associative Learning, Classical Conditioning, and Operant Conditioning.
|
|
|
What is the key to Associative learning?
|
Reinforcement is the key to Associative Learning. For example To teach a dog a trick, we could reinforce correct responses by giving the dog some food each time it sits up. Similarly, you could teach a child to be neat by praising him for picking up his toys.
|
|
|
What is reinforcement.
|
Reinforcement refers to any event that increases the probability that a response will occur again. (A response is any identifiable behavior. Responses may be observable actions, such as blinking, eating a piece of candy, or turning a doorknob. They can also be internal, such as having a faster heartbeat).
|
|
|
Associative learning begins with what
|
Associative Learning begins with noting what happens before and after a response.
|
|
|
What are antecedents and consequences.
|
"Events that precede a response are antecedents.
|
|
|
"
|
|
|
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How does Classical conditioning work.
|
It works when an antecedent stimulus that doesn’t produce a response is linked with one that does (a horn is associated with a puff of air to the eye, for example).
|
|
|
In classical conditioning when can we say learning has occured.
|
We can say that learning has occurred when the new stimulus will also elicit (bring forth) responses
|
|
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What is the US, UR, NS, CS, CR?
|
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When is classical conditioning reinforced.
|
Classical conditioning is reinforced when the CS is followed by, or paired with, an unconditioned stimulus. This process is called respondent reinforcement because the US brings forth a response, which becomes associated with the CS.
|
|
|
In classical conditioning when a response is learned it can bring about what type of conditioning.
|
"It can bring about Higher Order Conditioning. (In this case, a well-learned CS is used to reinforce further learning. That is, the CS has become strong enough to be used like an unconditioned stimulus.)
|
|
|
For example once the CS (lemon juice) becomes strong enough to make the kid salivate by himself, the CS (lemon juice) can become a US(lemon juice) to teach the kid to salivate once you clap (CS)"
|
|
|
|
Who discoverd classical conditioning.
|
Ian Pavlov with his dog, secrete, bell, meat powder experiment.
|
|
|
Does classical conditioning involve any higher mental processes.
|
Pavlov believed that it did not involve higher mental processes. Today, many psychologists think that classical conditioning does have mental origins because it is related to information that might aid survival. According to this informational view, we look for associations among events. Doing so creates new mental expectancies, or thoughts about how events are interconnected.
|
|
|
Why does classical conditioning alter expectancies.
|
Classical Conditioning alters expectancies because the conditioned stimulus reliably precedes the unconditioned stimulus. Because it does, the CS predicts the US. During conditioning, the brain learns to expect that the US will follow the CS. As a result, the brain prepares the body to respond to the US. Here’s an example: When you are about to get a shot with a hypodermic needle, your muscles tighten and there is a catch in your breathing. Why? Because your body is preparing for pain. You have learned to expect that getting poked with a needle will hurt. This expectancy, which was acquired during classical conditioning, changes your behavior.
|
|
|
Once an association has been classically conditioned will it ever go away?
|
If the US never again follows the CS, conditioning will extinguish, or fade away.
|
|
|
What is extinction?
|
Extinction The weakening of a conditioned response through removal of reinforcement.
|
|
|
Does extinction automatically fade the conditioning.
|
No, it may take several extinction sessions to completely reverse conditioning. Let’s say that we ring the bell until Johnny quits responding. It might seem that extinction is complete. However, Johnny will probably respond to the bell again on the following day, at least at first.
|
|
|
What is spontaneous recovery.
|
The return of a learned response after apparent extinction.
|
|
|
After conditioning, other stimuli similar to the CS may also trigger a response. This is called?
|
Stimulus generalization. For example, we might find that Johnny salivates to the sound of a ringing telephone or doorbell, even though they were never used as conditioning stimuli.
|
|
|
The ability to respond differently to various stimuli is called.
|
Stimulus discrimination. For example, you might remember the feelings of anxiety or fear you had as a child when your mother’s or father’s voice changed to the dreaded give-me-that-Wii-controller tone. Most children quickly learn to discriminate voice tones associated with punishment from those associated with praise or affection.
|
|
|
What are emotional conditiong responses.
|
More complex emotional, or “gut,” responses associated with new stimuli. For instance, if your face reddened when you were punished as a child, you may blush now when you are embarrassed or ashamed.
|
|
|
Many involuntary, autonomic nervous system, responses (“fightor-flight” reflexes) are linked with new stimuli and situations by
|
Classical conditioning. For example, learned reactions worsen many cases of hypertension (high blood pressure). Traffic jams, arguments with a spouse, and similar situations can become conditioned stimuli that trigger a dangerous rise in blood pressure
|
|
|
What is a fear that persists even when no realistic danger exists. Fears of animals, water, heights, thunder, fire, bugs, elevators, and the like, are common.
|
A phobia
|
|
|
Some phobias are based on what.
|
"Some phobias are also based on emotional conditioning.
|
|
|
"
|
|
|
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During Conditioned Emotional Response (CER) what area of the brain becomes more active.
|
amygdala becomes more active and produces feelings of fear. The amygdala is part of the limbic system, which is responsible for other emotions, as well Cognitive learning has little effect on these lower brain area. Perhaps that’s why fears and phobias cannot be readily eased by merely reading about how to control fears.
|
|
|
Conditioned fears do respond to what type of therapy.
|
"desensitization. This is done by gradually exposing the phobic person to feared stimuli while she or he remains calm and relaxed. For example, people who fear heights can be slowly taken to ever-higher elevations until their fears extinguish. This therapy even works when computer graphics are used to simulate the experience of heights
|
|
|
"
|
|
|
|
Can conditioning occur indirectly.
|
Yes it can, Let’s say, for example, that you watch another person get an electric shock. Each time, a signal light comes on before the shock is delivered. Even if you don’t receive a shock yourself, you will soon develop a CER to the light.
|
|
|
What type of classical conditioning has occured when we learn to respond emotionally to a stimulus by observing another persons emotional reaction.
|
Vicarious classical conditioning occurs when we learn to respond emotionally to a stimulus by observing another person’s emotional reactions. Such “secondhand” learning affects feelings in many situations. Being told that “snakes are dangerous” may not explain the child’s emotional response. More likely, the child has observed others reacting fearfully to the word snake or to snake images on television
|
|
|
Operant conditioning is based on the consequences of.
|
Operant conditioning, learning is based on the consequences of responding. A response may be followed by a reinforcer (such as food). Or by punishment. Or by nothing. These results determine whether a response is likely to be made again. For example, if you wear a particular hat and get lots of compliments (reinforcement), you are likely to wear it more often. If people snicker, insult you, call the police, or scream (punishment), you will probably wear it less often.
|
|
|
What is the law of effect
|
Pioneer learning theorist Edward L. Thorndike called this the law of effect: The probability of a response is altered by the effect it has.
|
|
|
Operant conditioning refers mainly to what type of responses.
|
"•
|
|
|
Any event that follows a response and increases its probability of occurring again is called.
|
Operant reinforcer
|
|
|
In operant conditioning we learn we learn to expect what.
|
In operant conditioning, we learn to expect that a certain response will have a certain effect at certain times. That is, learn that a particular response is associated with reinforcement
|
|
|
Operant reinforcement works best when it is.
|
response contingent: it must be given only after a desired response has occurred. From this point of view, a reinforcer tells a person or an animal that a response was “right” and worth repeating. For example, one severely disturbed 9-year-old child was taught to say “Please,” “Thank you,” and “You’re welcome.” During the initial, baseline period, the child rarely used the word “please.” Typically, he just grabbed objects and became angry if he couldn’t have them. However, when he was consistently reinforced for saying “Please,” he soon learned to use the word nearly every time he wanted something. When the child said “Please” he was reinforced in three ways: He received the object he asked for (a crayon, for example); he was given a small food treat, such as a piece of candy, popcorn, or a grape; and he was praised for his good behavior
|
