Psychology Of Learning Midterm 1 Ch 1-3

Front 1

Behavior

Back 1

Any activity that can be observe directly or indirectly

Front 2

Learning

Back 2

A relitively Permanent change in behavior that results from some kind ot experience or practice

Front 3

Potential Behavior

Back 3

Behavior changes are not always immediate ( can be exhibited at a later time)

Front 4

What can cause these kinds of behavior changes

Back 4

Classical conditioning-reflexive and involuntary
Operant conditioning-vountary
Observational learning
Inherited patterns of behavior

Front 5

Empiricism and Laws of Association

Back 5

Aristotle

Front 6

Mind-body dualism and the reflex

Back 6

Rene Descartes

Front 7

Structuralism

Back 7

Every part of the brain does one thing

Front 8

Functionalism

Back 8

Looks at function of brain and how it may have needed to evolve

Front 9

Felt introspection was an unreliable research method, can't study the "mind" scientifically.

Back 9

John Watson

Front 10

Wanted psych to be a true science. Direct observation on behavior, not inference. Environmental influences on observable behavior.

Back 10

John Watson

Front 11

Law of Parsimony

Back 11

The simpler the explanation, the better!

Front 12

Behaviorism believes

Back 12

Learning is more important than genetics.

Front 13

5 schools of behaviorism

Back 13

Watson's Methodological behaviorism
Hull's neobehaviorism
Tolman's Cognitive Behaviorism
Bandura's Social Learning Theory
Skinner's Radical Behaviorism

Front 14

Most extreme form of behaviorism, study ONLY direcly observable behaviors,

Back 14

Watson's Methodological Behaviorism

Front 15

psychology's mentalism must be stopped for psych to survive

Back 15

Watson's Methodological Behaviorism

Front 16

Internal Processes consist of

Back 16

Concious Processes
Unconcious Processes

Front 17

Concious Processes

Back 17

Thoughts
Feelings

Front 18

Unconcious Proccesses

Back 18

Drives
Motives

Front 19

Internal Processes exist, but

Back 19

don't cause behavior
are not suitable for study

Front 20

Disagreed with Watson, Believed that internal processes could be studied once they were operationalized

Back 20

Hull's Neobehaviorism

Front 21

Believed some of these processes could mediate between the environment and behavior-called these intervening variables. Processes were physiological

Back 21

Hull's Neobehaviorism

Front 22

Agreed with watson that psychology's mantalistic emphasis must go, only used internal processes that could be measured.

Back 22

HUll's Neobehaviorism

Front 23

Took a pure S-R approach to learning. Theory was mechanistic.

Back 23

Hull's Neobehaviorism

Front 24

Disagreed with Watson and HUll. Analyzed behavior more holistically, not just as series of S-R connections.

Back 24

Tolman's Cognitive Behaviorism

Front 25

Viewed behavior to be goal-oriented, influenced by gestalt psychologists "whole is greater than the sum of its parts"

Back 25

Tolman's Cognitive Behaviorism

Front 26

Believed that internal cognitive processes such as expectations and hypotheses guided behavior rather than physiological needs

Back 26

Tolman's Cognitive Behaviorism

Front 27

When navigating through environment he felt that rats learned the signs that indicated how to get to the goal

Back 27

Tolman's Cognitive Behaviorism

Front 28

cognitive map believer

Back 28

Tolman's Cognitive Behaviorism

Front 29

Latent Learning Tolman

Back 29

Rats who were given no reward, then reward learned about maze but it only showed when they were given a reward.

Front 30

PLace Learning, Tolman

Back 30

Rats always found reward in same place

Front 31

Response learning, Tolman

Back 31

Rats always found reward if they turned right

Front 32

Who learned faster, PLace learning or Response Learning rats?

Back 32

PLace Learning, Tolman

Front 33

Blocked Paths, Tolman

Back 33

Rats explore a maze, then food is provided, paths are blocked. Rats had mental map of maze and were able to get through.

Front 34

Ways that Tolman agreed with Watson and Hull

Back 34

Thought it was necessary but shameful to have to incorporate internal processes to explain behavior
Believed it was only okay to include internal processes because they were inferred fomr directly observable behaviorr

Front 35

Most different from Watson's view

Back 35

Bandura's Social Learning Theory

Front 36

Interested in influences of imitation and observation on learning

Back 36

Bandura's Social Learning Theory

Front 37

Emphasized Internal Events in learning

Back 37

Bandura's Social Learning Theory

Front 38

believed in reciprocal determinism

Back 38

environmental events (S) Observable behaviors (r) and internal person variables (thoughts and feelings) all influence eachother
Bandura

Front 39

INfluences of Bandura's theory

Back 39

Helped stimulate development of cognitive theory by building on Tolman
-Mentalistic concepts to explain behavior
-Learning doesn't require reinforcement
-info gained from learning was only acted on when needed

Front 40

Laid groundwork for popularity of cognitive behavioral therapy

Back 40

Bandura

Front 41

Another strict form of behaviorism

Back 41

Skinner's Radical Behaviorism

Front 42

Emphasized influence of environmental consequences on overt and covert behavior 7 rejects internal events as explanations for behavior

Back 42

Skinner's Radical Behaviorism

Front 43

Ways Skinner agreed with Watson

Back 43

Disliked increased interest in internal processes

Front 44

Believed thoughts and feelings were themselves behaviors that needed to be explained by environmental events

Back 44

Skinner's Radical Behaviorism

Front 45

Elicited Behavior

Back 45

Behavior that occurs automatically

Front 46

Reflex

Back 46

SImple, involuntary response to a stimulus

Front 47

Fixed Action Pattern

Back 47

Complex behavioral sequence triggered by a stimulus that's indivisible and runs to completion

Front 48

Habituation

Back 48

Decreased strength of intensity of an elicited response over repeated presentations

Front 49

Sensitization

Back 49

The increase in strenght or intensity

Front 50

Opponent Process Theory or emotion

Back 50

Any emotion also has an opposed emotion

Front 51

Problems wit Opponent Process theory

Back 51

What are the durations of A and B
Why isn't there an opponent to the B process
How does the strengthening of the B process take place ( what are the mechanisms?)
Does it apply to all emotions?

Front 52

Classical Conditioning

Back 52

A stimulus that results in a response is repeated alongside another stimulus which does not cause a response. Eventually the second stimulus will result in the same response

Front 53

Also called Pavlovian Conditioning

Back 53

Classical Conditioning

Front 54

5 elements of classical conditioning

Back 54

NS-Neutral stimulus (does not cause response)
US-Unconditioned stimulus (stimulus that naturally causes the response)
UR- Unconditioned Response
(Natural response to a stimulus)
CS-Conditioned Stimulus (Started out as NS but gets associated with powerful US)
CR- Learned response to a CS

Front 55

Appetitive COnditioning

Back 55

The US is a desired event

Front 56

Aversive COnditioning

Back 56

the US is unwanted

Front 57

Suppression Ratio

Back 57

(# of CS responses)/(#of CS responses+# pre-CS responses)

Front 58

Delayed condition

Back 58

CS begins and doesn't end until US ends

Front 59

Trace Conditioning

Back 59

CS begins and ends just before US

Front 60

Backward COnditioning

Back 60

US is presented, then CS