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57 Cards in this Set
- Front
- Back
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Reflexes |
-Inevitable and involuntary responses to stimuli |
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Instincts |
Inborn patterns of behavior Ex: contagious yawning |
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Learning |
Relatively permanent change in behavior due to experience - most human behavior is learned |
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Associative Learning |
Form connections among stimuli and/or behavior - Classical conditioning - Operant conditionings All living things` |
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Nonassociative Learning |
Changes in magnitude of response to a stimulus - Habituation - Sensitization |
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Observation Learning |
Teach by modeling, learn watching others - Social learning theory |
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Ivan Pavlov salvation experiment was... |
...classical conditioning |
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Unconditional Stimulus (US) |
- A stimulus that elicits a response without prior experience - Ex: Food |
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Unconditional Response (UR) |
- A response to an unconditioned stimulus, requires no prior experience - Ex: salivaition |
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Neutral Stimulus (NR) |
- A stimulus that does not elicit a reaction |
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Conditioned Stimulus (CS) |
- A stimulus that has gained significance through experience -Ex: bell |
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Conditioned Response (CR) |
- A response learned through classical conditioning - Ex: salivation based on hearing bell |
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UUNCC |
Unconditional stimulus → Unconditional response → Neutral stimulus + US → UR → Conditioned stimulus = Conditioned response Uncle Usef Needs Calm Crackers |
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Acquisition Requires: |
Development of the conditioned response - requires contiguity: close proximity in time between CS and US - order is important CS→US→UR - consistency is important = faster and stronger association |
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Extinction |
- reduction of conditioned response → response unlearned - Occurs when US and CS no longer occur in sequence |
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Spontaneous Recovery |
- Reappearance of conditioned response |
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Inhibition |
- A conditioned stimulus signals nonoccurrence Ex: pair a light (NS) with a shock (US) → light (CS) will lead to fear→present light with tone and no shock → tone inhibits fear response |
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Generalization |
- Tendency to respond to stimuli similar to CS - Important for survival (learn what stimuli is dangerous) - EX: Little Albert |
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How can generalization have a negative impact Ex: |
- Soldiers traumatized by war from sounds of gunshots - may have strong reaction to fireworks, car backfiring. |
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Discrimination |
- Ability to make fine distinctions between stimuli Ex: food paired with high tone - dogs may learn to salivate following high tone and not low tone. |
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Higher Order Conditioning |
- Making associations related to the conditioned stimulus - EX: Dog bite(US)→Fear (UCR)→Dogs(CS) now lead to fear (CR) |
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Latent Inhibition |
- It takes longer to learn a new response to a familiar CS - Easy to learn a new response to a metronome - Difficult to learn a new response to something familiar -EX: Hear tone before received candy = easy to associate with positive feelings Saw a snake before received candy = difficult to associate snake with positive feelings |
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Systematic Desensitization |
- Overcoming fear by having people associate fearful stimuli with relaxation |
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Classical Conditioning and Addiction |
- Environmental cues are related to addiction - Some addiction treatments focus on abstinence - Old cues may trigger relapse - Conditioned drug tolerance |
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Conditioned Drug Tolerance |
- Body prepares for substance use due to environmental cues |
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Operant Conditioning |
- Behavior that changes because of consequences from the environment - Positive and Negative consequences |
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Punishment |
Something that decreases behavior |
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Reinforcement |
- Something that increases behavior |
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Positive |
- Something that is added - Not something that is "good" |
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Negative |
- Something that is removed - Not something that is "bad" |
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Positive Punishment |
Something is added to decrease a behavior - adding an aversive consequence - Ex: Speeding ticket, Spanking |
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Negative Punishment |
Something that is removed to decrease behavior - removal of a reward Ex: being grounded, losing license after DUI |
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Positive Reinforcement |
Something is added to increase a behavior - Ex: Telling a child "good job", earning a bonus at work, buy one get one free coupon |
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Negative Reinforcement |
Something is removed to increase a behavior Ex: parent nagging until clean room, pressing snooze one alarm clock, scratching an itch |
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Reinforcement has to be... |
... rewarding to the individual |
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Primary Reinforcers |
Reinforcers that are naturally appealing - food, safety, survival needs |
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Conditioned or Secondary Reinforcers |
Reinforcers that have been learned through association - money |
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Factors that affect punishment |
- Significance: must be relevant to individual - Immediacy: more effective when immediate than delayed - Consistency: More consistent, more effective |
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Punishment vs. Extinction |
- Punishment: Reduces behavior, uses aversive consequences - Extinction: Reduces behavior, behavior is reduced when it is no longer reinforced |
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Extinction Burst |
- Temporary escalation in behavior during extinction |
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Continuous reinforcement |
- reinforcing a behavior every time it occurs - Important when teaching new behavior not forever |
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Partial Reinforcement |
- Reinforcing behavior according to a schedule |
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Ratio |
Number of times a behavior occurs |
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Interval |
After the passage of certain amount of time |
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Fixed |
Requirement doesn't change |
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Variable |
Requirement can fluctuate but maintains an average |
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Fixed Ratio Schedule |
- Behavior is reinforced after set number of times - Produces steady pattern of responding - Pause in responding after reinforcement - Reinforcement is predictable (2nd highest rate) |
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Variable Ratio Schedule |
- Behavior is reinforced an average number of times - Produces very high rate of behavior with no pause - Can't predict when reward is coming next (1st Highest rate) |
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Fixed Intervals |
- Behavior is reinforced after a certain amount of time - Not dependent on how many times a behavior occurs Ex: weekly allowance - Produces high rate of behavior towards end of the interval (Lowest Rate |
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Variable Interval Schedule |
- Variable amount of time in-between reinforcement (spontaneous) - Ex: health inspections (3 Highest rate) |
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Continuous versus partial reinforcement |
- Partial reinforcement has stronger influence on behavior - May not notice lack of reinforcement - Trains behavior to persist |
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Shaping |
- Rewarding successive aproximations (small steps) - Teaching complex behaviors by rewarding small steps - Ex: table manners, gymnastics |
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Albert Bandura |
- Bobo Doll Experiment - Interested in effects of viewing aggressive media - Defined social learning theory - We learn by watching! |
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What is required for observational learning? |
- Attention to environment - Retention: remember what happened - Reproduction of behavior - Motivation to perform behavior |
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Vicarious Reinforcement |
- Watching someone reinforced increases imitation |
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Imitation |
- Copying of behavior that is unlikely to happen naturally and spontaneously - Occurs in humans and animals |
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Deficits in imitation is related to... |
...social deficits (autism |
