Aba Quiz 1

Front 1

species typical behavior

Back 1

model action patterns characteristic of one species

Front 2

sign stimuli

Back 2

restricted set of stimuli that are required to elicit a model action pattern-small part of cues that ordinarily precede a fixed action patternspecific stimulis characteristic that triggers a specific behavior, coul dbe just a simple visual cue for bird female stimulis neaded was only head and neck, taxidermic model was responded to just as much as the live female
aka releasing stimulis

Front 3

motivational factors

Back 3

set stage for a fixed action pattern, whose actual occurenve is triggered by a sign stimulis

Front 4

order that this stuff happens in

Back 4

1)motivational state
2)sign stimulis elicits
3)action pattern or behavior

Front 5

hydraulic model

Back 5

certain factors leaad up to the buildup of a particular type of motivation or drive (hunger)

Front 6

appetitive behavior

Back 6

variable behavior that occurs in response to general spatial cues (looking for food)
consists of activities that enable an organism to come into contact with the sign stimuli that will elicit the model action oatters

Front 7

consummatory behavior

Back 7

restricted behaviors that occur once organism encounters object of motivational state, stereotyped species-typical behaior, complete or consummate the response sequence (not specific behavior) , response discharges motivational or drive state

Front 8

behavior systems

Back 8

1)consist of three or modes of behavior
2)linear
3)animal may go fowards or backwards in sequence
4)increased sensitivity or attention to particular stimuli

Front 9

reflex

Back 9

smallest unit of unconditioned behavior, formuated by descartes

Front 10

learning represents an interaction bw

Back 10

training procedures and preexisting behavior

Front 11

complex social behavior

Back 11

response components that are elicited by social stimuli (fertilization behavior is elicited)
nicely coordinated social responses-bag of reflexes chained toegther, built in response to stimuli in unconditioned ways

Front 12

model action pattern

Back 12

complex elicited behavior...most members of the species perform the action pattern in a highly stereotyed pattern, action pattern is characteristic of a species

Front 13

elicited behavior

Back 13

instinctive movements, unconditioned, behavior that fors the basis for learning, not conditioned

Front 14

scientific method

Back 14

set of assumptions, attitudes, goals and procedures for creating and answering questions about nature.

Front 15

nature is lawful

Back 15

natural events (behavior and mental activity)have a predictable series of causes and effects

Front 16

nature is determined

Back 16

natural events have a flow of antecedents and consequences, no such thing as gods or supernatural

Front 17

nature is understandable

Back 17

just bc we dont know the answer know we should not jump to irrational conclusions

Front 18

hypothesis

Back 18

capable of disproof and refute, proposition concerning relationship amongst variables

Front 19

law

Back 19

well established relationship among variables, well confrimed hypothesis for which there is substantial empirical support

Front 20

Theory

Back 20

highest level of explanation of facts, data precedes the theory (theory of evolution)

Front 21

postulate

Back 21

propposition or assumption apart of a more comprehensive theory, subject to experimetal test and more broad then a hypothesis

Front 22

to be scientifically useful a theory must

Back 22

explain and predict available facts

Front 23

deductive theory

Back 23

logically interwined propositions that are deliberately subjected to a thorough ongoing empirical attack

Front 24

inductive theory

Back 24

summary statements of empirical relationships intended to primarily organize facts in a descriptive manner (noting consistencies in behavior)

Front 25

functional theory

Back 25

similar to deductive theory-closely related to a particular problem and data relevant to that problem (Darwin theory of evolution)

Front 26

model

Back 26

a conceptual framework or structure that has been successfully developed in one field and is now applied primarily as a guide to research and thinking in some, other less developed field

Front 27

paradigm

Back 27

protype, pattern or conceptual framework of a more general phenomenon, associated with methods and procedures for illustrating or conducting research on a given phen (conditioning as the paradigmm for learning in general-associative learning how responses become patterns)

Front 28

intervening variable

Back 28

any variable functionaly connected to preceeding and following variable

Front 29

hypothetical construct

Back 29

process or state that is inferred as actually existing (though not yet fully observable) potential reality status, whereas intervening variables are strictly inferred "relationships"
same as intervening variable for our purposes

Front 30

mentalism

Back 30

internal states in people, objects, things
pre 16th century attitude-behavior is attributed to internal goals, attitudes, intentions (rock had an intent/passion to fall to the ground)

Front 31

mechanism

Back 31

identifying environmental variables

Front 32

galileo/newton

Back 32

mechanism, start of modern science, showed that physical bodies behave in lawful and predictable ways, NOT something inherent in rock but bc of forces acting apon it

Front 33

descartes

Back 33

applied mechanical view to humans
sees statues and parks and realizes that aspects of animal and human behavior are in response to particular environmental stimuli
after descrates scientists study PHYSIOLOGICAL questions

Front 34

descartes-dualism

Back 34

involuntary and voluntary behavior

Front 35

involuntary

Back 35

mechanical behavior, reflex arc, motions of inanimate objects

Front 36

voluntary

Back 36

behavior governed by reason and the mind, mnind is aware of involuntary actions but cannot control them

Front 37

Thomas Hobbes

Back 37

voluntary action is in presence of mind, but activities of mind can by themselves be explained through mechanical laws, no distinction in how lawful voluntary and involuntary behaviors are-both have laws

Front 38

British EMpiricism/Associationism

Back 38

source of all knowledge is sensory experience-innate ideas-born with certain ideas built into mind specifically, (existence of God)
--->Materialism-genetic predispostion built into humans

Front 39

law of contiguity

Back 39

closeness-when things occur they become associated in terms of time and space.

Front 40

subsidiary laws

Back 40

similarity, contrast, frequency-cause and effect

Front 41

john swammerdam

Back 41

mechanical stimulation of nerves is sufficent to produce movement of muslce attached to nerve

Front 42

by mid 19th century

Back 42

nerve conduction is electrical

Front 43

Johannes Miller "Law of specific nerve energies"

Back 43

each sensory nerve has its characteristic type of activity (visual nerve-visual impact)

Front 44

darwin-the origin of species

Back 44

cemented ideas of lawfulness of behavior

Front 45

Herbert Spencer

Back 45

analogy to darwins theory to explain behavior-links philospohy and psychology
*organisms engage essentially in random activities-some activity pleasurable and painful consequences
pleasurable consequences select the activities for repitition or elimination

Front 46

Ebbinghaus

Back 46

"father of cog psych"
studies of "higher menatl activity"
-unqie methods for controlling prior associations
-methods for styudying memory an dlearning
-stood test of time- first 19 mmin down by 40%
by 1 hr 605 of info learned was goooneee.

Front 47

john stuart mill

Back 47

"mental chemistry" sensations combine to produce compound ideas that are vastly more complex and different from original sensory experiences

Front 48

darwin-evolution, variation random

Back 48

natural selection-variations with survival value will be passed on to succeeding generations

Front 49

watson experiment-classical conditioning

Back 49

associative learning esential to emotional reaction
generalization of classically conditioned stimulis with similar objects (loud noise and rabbit) fear lingers on whenever the boy sees a rabbit, but can be extinguished by pairing positive reinforcement before conditioned object.

Front 50

once conditions phobias are very

Back 50

persistent

Front 51

operant response

Back 51

get out of situation to avoid fear of response

Front 52

systematic desensitization

Back 52

counterconditioning only way we know to get rid of phobias, present stimuli that are the same but different, grade stimuli closer and closer to the real thing-cannot physically be relaxed and anxious at the same time-empirically validated therapy(Mary Jones)

Front 53

shaping

Back 53

reinforcers, action rewarded (money/attention) will occur again. determine when reinforcers will occur to get rat to press bar, small steps lead to action

Front 54

Cha cha

Back 54

positive reinforcer for saying word-immediate reinforcer. token economy-paired with icecream (primary reinforcer) token (secondary conditioned reinforcer)

Front 55

punishment (such as time outs)

Back 55

aversive effect, immediatly after action, most effective for elimination of behavior
events produce aggression afetr punishment-makes rat engage in escape behavior-try to get away then rats agress towards each other, as society ppl lash at echa other, societies which use punishment will have anger pervasive

Front 56

behaviors that are built in can be conditioned to

Back 56

change

Front 57

generalization

Back 57

can occur at a very cognitive level. makes phobias debilitating-anything associated with stimuli

Front 58

counter-conditioning

Back 58

fear response extinguished if stimuli presented where not possible to display the fear, can't be anxious and relaxed at the same time. used in extinction of any maladaptive conditioned response

Front 59

Learning

Back 59

relatively permenent change in the nervous system that results from practice that gives rise to changes in behavior that cannot be accounted for by other simpler processes

Front 60

permenent

Back 60

lifetime or over some reasonable period of time relative to animal studying

Front 61

change in the

Back 61

nervous system

Front 62

nervous system

Back 62

brain constantly undergoing change

Front 63

from practice

Back 63

experience in the environment-practice can be one trial like taste aversion

Front 64

gives rise to changes in behavior

Back 64

learning/performance distinction

Front 65

no other processes

Back 65

if explained by maturation, motivation, adaptation, fatigue, drugs then NOT learning

Front 66

is animal behavior inherent or through learning? saliva-under control of nerves? what causes saliva to run? is it similar to knee jerk?

Back 66

drool automatically when dogs mouth touch food-voluntary, dogs begin to salivate when they anticipate experiment in anticipation of food, ticking sound connected to arrival of meat
---> "conditioned reflex" to salivate at stimulis whatever it is-how animals learn in the wild.

Front 67

to survive animals need two reflexes:

Back 67

1) autonomic
2) conditioned-associate things useful for survival

Front 68

pavlovian

Back 68

predict future events

Front 69

operant

Back 69

consequences of behavior

Front 70

william von anson and the horse

Back 70

taught addition, no sign of intentional triggery, horse can only tap correct number of times is von anson knew the number-no clues provided in voice when the guy stood behind the horse but counts correct when questioner is in front-due to visual cues

Front 71

E.L. Thorndike

Back 71

1st trial-day old chicks take several mins to move through maze to companions, dont do it suddenly but do it progressively
shows progressive nature of learning

Front 72

no insightful behavior

Back 72

trial and error to learn-first successes occur by chance, if action brings reward, action becomes stamped into mind

Front 73

law of effect

Back 73

behavior changes because of consequences-bison and snow-habit acquired by trial error-rewards in environment create habits which cause animals to make best of situation (bears not good at fishing but learn to do so)

Front 74

trial and error learning

Back 74

insturmental learning or operant conditioning

Front 75

JB Watson

Back 75

islands of nests, many different birds. how do they identify their own nest and eggs?
moves egg- bird goes back to original patch of grass with egg in full view. bird attached to spot originaly selected for nest. alters height of nest-no effect, black cloth-no effect, specific place, specific landmark to find nest-special path each time birds return to nest (like way rats run mazes)

Front 76

once learned habits are resistent to

Back 76

change---rat refuses to eat food halfway through the maze which has been taught to find food at end of maze (vise versa)

Front 77

BF Skinner-operant conditioning-skinner box

Back 77

habits reinforced by infrequent rewards (gambling) variable ratio schedule of reinforcement.

Front 78

behavior is a function of

Back 78

schedule (ratio/interval) behavior is always the same regardless of any animal. can study any animal and relate it to humans

Front 79

descartes-was wrong abiout two things

Back 79

the vigor of an elicited response is directly related to intensity of stimulis but reflex strength can be regulated-given reflex responses can be mofified. he also believed a reflex response will always occur when the eliciting stimulis is presented

Front 80

target range

Back 80

functions maintained within acceptable limits or within a defined range (thermostat, cruise control on car) aka homeostatic level

Front 81

homeostatis maintained by

Back 81

opponent processes- processes that counteract or oppose each other (habituation and sensitization)

Front 82

habituation

Back 82

decrements in reactivity

Front 83

sensitization

Back 83

increments in responding

Front 84

startle response

Back 84

sudden move or flinch caused by a novel stimulis. if it is a strong stimulis (like the compicated checkerboard) sensitization will occur at first and then habituation

Front 85

visual attention depends on

Back 85

1)what stimulis is
2) how often it has been presented

Front 86

stimulis specificity

Back 86

habituation is specific to the particular stimulis, if a new stimulus is presente dthe habituation will recover, with the degree of recovery determined by how similar the new stimulis is to the habituated one. see figure 3.3

Front 87

figure 3.3 green light

Back 87

responding incraeses as green light is moved away from original location, more response fatther away shows less learning

Front 88

stimulis generalization of habituation

Back 88

baby does not respond much to stimuli that occured close to original training position, habituation effect transferred to nearby locations

Front 89

habituated response recovers when

Back 89

test stimulus is sufficently different from training stimulus, learning takes place to a specific stimlus-less learning-less habituation-more response time (see figure 3.3)

Front 90

spontaneous recovery of a habituated response (response that was habitated come back in full magnitude)

Back 90

habituation effects are often temporary-they disspiate or are lost as time passes without presentation of eliciting stimulus.
response recovery is produced by a period without stimulation
dissipation of habituation over time, with rest

Front 91

flavor neophobia

Back 91

no spontaneous recovery evident, new taste once we get used to coffee, w/o ill effectts, neophobia habituates and habituation is permenent-long term habituation

Front 92

short term habituation

Back 92

cases in which substantial spontaneous recovery occur

Front 93

long-term habituation

Back 93

significant spontaneous recovery does not occur-
-these effects constitute learning while short term habituation does not
the two are not mutually exclusive

Front 94

stimulus frequency

Back 94

higher stimulus frequency permits less spontaneous recovery between trials, responding declines more rapidly with frequent stimulus-more rapid habituation, higher freq-less spon recovery

Front 95

stimulus intensity

Back 95

responding declines more slowly if eliciting stimlus is more intense-slower hab for more intense stimluli

Front 96

dishabituation

Back 96

exposure to a second stimlus can result in recovery of a previously habituated response

Front 97

figure 3.5

Back 97

2nd stimulus causes habituation to dissipate or causes the effect of the habituation to go away-it increases the response, increased in attention due to a tone paired with a visual stimulus, tone attracts atttention modifies process of habit
-presentation of tone causes sig recovery of fixed visual to 4x4 pattern. response to original habituated stimlus was enhanced by presentation of dishabituation tone, higher response due to 2nd stimulus.

Front 98

greater sensitization effects (greater incraeses in responding) occur with more

Back 98

intense eliciting stimulus

Front 99

sensitization is not specific to a particular stimulus

Back 99

all loud noises elecit similar reactions, even if quality of tone changes

Front 100

habituation and sensitization phenomena

Back 100

dependent variable
-are preformance effects, actual behaviors that we observe

Front 101

habituation and sensitization processes

Back 101

underlying events responsible for what we observe. processes are reflected in behavior-used to predict phenomena (intervening variable-we can't see what we infer, variable postulating to effect dependent variable)

Front 102

processes

Back 102

things are postulated to occur in the s-r system and state system

Front 103

s-r system

Back 103

reflex arc, where habituation takes place, shortest path in nervous system between an eliciting stimulus and resulting elicited resopnse

Front 104

state system

Back 104

all other neural processes-spinal reflexes-where sensitization takes place sooo they both take place in separate systems

Front 105

behavioral output

Back 105

when hab is stronger then sens th enet effect is a decrease in response, when sensitization process is stronger then hab then ther eis an increase inresponse

Front 106

temporal decay assumption

Back 106

after being activated the habituation and sens process decay with time

Front 107

implications of dual process theory

Back 107

s-r system activated every time stimulus is present-leads to some buildup of hab process. habituation is a universal feature of elicitied behavior, whether effect is seen in behavior depends on if sensitization is present as well

Front 108

evidence of hab also depends on

Back 108

timing of elcited stimulus andintensity

Front 109

sensitization process is not universal

Back 109

occurs in state system and occurs if organism encounters a stimulus that us particularly intense or sig *****permits dual process to explain phenomena of dishabituation-dishabituation produced by addition of sensitization consistent with short term hab