Psych 1100 Part 3

Front 1

B.F. Skinner focused on...

Back 1

Rates of responding

Front 2

Skinner box

Back 2

Operated by a rat or pigeon which would press a button or activate a lever to receive food. (Used positive reinforcement)

Front 3

Behavior is shaped through

Back 3

Successive approximations

Front 4

3 steps to shaping behavior:

Back 4

1. Find a good primary and secondary (conditioned) reinforcer

2. Reinforce behaviors that approach the desired behavior.

3. Increase the demand in small steps (only reinforce when the desired action is preformed)

Front 5

Partial reinforcement

Back 5

You don't deliver the reinforcement on every trial. (Longer to aquire, longer to extinguish.)

Front 6

Fixed ratio schedule

Back 6

High rates, pause after reinforcement, "piece rate" (ex. The pidgeon may have to peck the button 20x before they get any reinforcement. The ratio is 1:20)

Front 7

Variable ratio schedule

Back 7

The reinforcement is given at different rates/ times. The responder does not know how many behaviors need to be preformed before reinforcement is given.

(Ex. A slot machine pays off an average every few pulls but you never know which pull will pay.)

Front 8

Fixed interval schedule

Back 8

Pause after reinforcement. Causes high amounts of responding near the end of the interval but much slower response being immediately after the delivery of the reinforcer. (Ex. Students study more right before a quiz is given)

Front 9

Variable interval schedule

Back 9

High rates, no pauses.

(Ex. You listen to the radio to hear your favorite song. You don't know when you will hear it.)

Front 10

Learning

Back 10

A relatively permanent change in behavior that occurs as a result of prior experience.

Front 11

Empiricists (Locke, Hume) say we learn...

Back 11

As children by watching adults

Front 12

Tabula Rasa

Back 12

Blank slate.

Locke argued that an infant is a tabula rasa and acquires all it's knowledge through sensory experiences.

Front 13

Association of Ideas

Back 13

Complex ideas are combinations of associated simpler ideas

Front 14

What is the semantic space in your brain used for?

Back 14

Responding to the meaning of words.

Front 15

3 types of learning:

Back 15

1. Associative

2. Complex (cognitive)

3. Observational

Front 16

Classical/ Pavlovian conditioning

Back 16

A learning process in which a previously neutral stimulus becomes associated with another stimulus through repeated pairings

Front 17

Elements of Classical/ Pavlovian conditioning

Back 17

- Usually smooth muscles and glands are conditioned

- Process is generally "unconscious"/ involuntary

- Reinforcement is not subject to chance

Front 18

CS

Back 18

Elicites a response only after learning has taken place.

Front 19

US

Back 19

Stimulus that elicites a response without prior learning.

Front 20

CR

Back 20

Response to a conditioned stimulus, a response that has been learned.

Front 21

UR

Back 21

Response that was not learned (ex. Reflex)

Front 22

Is the acquisition of Classical/ Pavlovian conditioning in an "S" shaped curve?

Back 22

Yes

Front 23

Elements of Classical/ Pavlovian conditioning:

Back 23

- Aquisition

- Extinction

- Spontaneous recovery

- Generalization

- Discrimination

- Second-order conditioning

Front 24

Aquisition

Back 24

Formation of a CR in the presence of a CS.

Front 25

Extinction

Back 25

Active process, CR is weakened when the CS is repeated without the US.

Front 26

Spontaneous recovery

Back 26

Previously extinguished response reemerges.

Front 27

Generalization

Back 27

Learning that occurs when stimuli that are similar but not identical to the CS produce the same CR.

Front 28

Discrimination

Back 28

A differentiation between two similar stimuli when only one of them is consistently associated with the US.

Front 29

Second-order conditioning

Back 29

A process by which a neutral stimulus develops the ability to elicited a CR after being paired only with a CS.

Front 30

Watson and little baby Albert

Back 30

Conditioned a phobia. Baby had no fear of rats (CS) or other animals until paired with a loud noise (US). This fear became generalized to furry objects.

Front 31

Phobia

Back 31

Acquired fear that is out of proportion

Front 32

Garcia Effect

Back 32

Occurs when an animal associates a certain food with illness. Usually learned after getting sick on a food.

Front 33

Conditioned food aversions are difficult to produce with...

Back 33

Light or sound

Front 34

Operant conditioning

Back 34

Learning process in which the consequences of an action determine the likelihood that it will be preformed in the future

Front 35

What muscles does operant conditioning use?

Back 35

Skeletal (voluntary)

Front 36

Is the acquisition of Operant conditioning in an "S" shaped curve?

Back 36

Yes

Front 37

Law of Effect

Back 37

When a reward immediately follows a behavior that behavior is strengthened

Front 38

Reinforcers

Back 38

Stimuli which, when they follow a behavior, act to increase the probability of the behavior.

Front 39

Positive reinforcement

Back 39

Presenting a stimulus (ex. Candy)

Front 40

Negative reinforcement

Back 40

Removing a stimulus (ex. Loud buzzer)

Front 41

Punishers

Back 41

Stimuli which, when they follow a behavior, act to decrease the probability of the behavior.

Front 42

Positive punishment

Back 42

Presenting a stimulus (ex. A smack)

Front 43

Negative punishment

Back 43

Removing a stimulus (ex. Your phone)

Front 44

Does punishment extinguish undesirable behavior?

Back 44

No, it only supresses it

Front 45

Side effects of punishment (2)

Back 45

- Often elicits emotional responses that are incompatible with learning new behaviors.

- Negative effects may generalize to persons delivering the punishment or to the entire situation.

Front 46

Complex (non-associative) learning

Back 46

Characterized by "sudden understanding" or insight

Front 47

Is the acquisition of Complex conditioning in an "S" shaped curve?

Back 47

No

Front 48

Insight learning

Back 48

(takes place without reinforcement) A solution to a problem suddenly emerges after either a period of inaction or contemplation of the problem. (Ex. Multiple stick problem)

Front 49

Latent learning

Back 49

Learning develops over time. Not with continued reinforcements (Ex. Sleep on it)

Front 50

Cognitive map

Back 50

A visual/spatial mental representation of an environment.

Front 51

Vicarious learning

Back 51

Learning the consequences of an action by watching others being rewarded or punished for preforming the action.

Front 52

Mirror neuron

Back 52

Neurons are activated when one observes another individual engage in an action and when one preforms the action that was observed.

Front 53

Motivation

Back 53

Factors that energize and direct behavior

Front 54

Innate

Back 54

Attracted to and interested in something gives way to learning

(Often what is innate is a fascination with certain stimuli, which generates a tendency to learn a particular type of info)

Front 55

Drive Theories

Back 55

A drive is an aroused state that results from a biological need we act to reduce drives or keep them at homeostasis.

(Controlled via homeostatic processes)

Front 56

Incentive theory

Back 56

Stress the motivational role of external events that act as reinforcers (ex. Sex, money)

(Learned)

Front 57

What was the reason for lateral hypothalamus stimulation by Olds and Miller?

Back 57

They were interested in how activation of different parts of the brain activate learning.

Front 58

Rats often prefer _____ to food, sex.

Back 58

Self stimulation

Front 59

The medial forebrain bundle axon system uses ____ as a neurotransmitter.

Back 59

Dopamine

Front 60

Feedback loop to maintain homeostasis:

Back 60

1. Sensor reads level of variable

2. Comparator compared to ideal set point, sends signals to effector

3. Effector makes a change if necessary to return to set point (Ex. Sweat to cool the body)

Front 61

Feeding behavior is controlled by...

Back 61

Incentive and learning

Front 62

Gut factors (peripheral)

Back 62

Satiety sensors in duodenum, secrete CCK which acts on the brain to cause a cessation of eating. (Negative feedback)

Front 63

Taste (peripheral) provides...

Back 63

Incentive to eat

Front 64

Glucostatic theory (central)

Back 64

Brain (hypothalamus) detects levels of blood glucose. If level drops it signals for us to eat via hunger.

Front 65

"Fat rat" syndrome (central)

Back 65

(ventro-medial hypothalamus) no control over signals which causes constant hunger.

Front 66

Osmodetectors

Back 66

(Hypothalamus) detect high salt in blood and initiate sensation of thirst

Front 67

Sweating and dehydration result from...

Back 67

Extracellular compartment, including blood.

Front 68

The brain helps conserve water by...

Back 68

Telling the pituitary gland to secrete ADH which tells the kidneys to conserve water and causes feelings of thirst.

Front 69

Habituation

Back 69

Decrease in behavioral response after repeated exposure to non threatening stimulus

Front 70

Sensitization

Back 70

Increase in behavioral response after exposure to threatening stimulus. (Heightened responses, increase in neurotransmitter release)

Front 71

Long term potentiation

Back 71

Strengthening of synaptic connection, post synaptic neuron is more easily activated.

Front 72

3 stages of memory:

Back 72

1. Encode = info us acquired and processed into neural code

2. Storage = info is stored in the brain

3. Retrieval = info is retrieved when needed

Front 73

What does the short term memory do?

Back 73

- Stores materials needed for short periods

- Serves as a workspace for mental computations

- Required to solve problems

Front 74

The working memory usually encodes ____ info.

Back 74

Sensory

Front 75

Memory is distributed _____.

Back 75

Equipotentially

Front 76

The medial temporal lobe core is responsible for...

Back 76

Strengthening connections among neurons when something is learned.

Front 77

Sensory memory

Back 77

Memory system that briefly stores sensory info close to it's original form. (Persists for 1/3 second before going away.)

Front 78

Magic number

Back 78

7 (plus or minus 2), people can typically keep seven items (plus or minus two) in their short-term memory

Front 79

Chunking

Back 79

Organize information into meaningful units. (Uses long term memory to help short term memory)

(Ex. CTVTNH = Connecticut, Vermont, New Hampshire = New England)

Front 80

The speed of retrieval in working memory depends on...

Back 80

The # of items in memory (base is ~400 ms, with 40 ms added per item)

Front 81

Serial position effect

Back 81

The ability to recall items from a list depends on the order of their presentation. (We remember those at the beginning and end best)

Front 82

Primacy effect

Back 82

Better memory people have for items presented at the beginning.

Front 83

Recency effect

Back 83

Better memory people have for the most recent items

Front 84

Encoding in the long term memory is based on ____.

Back 84

Meaning (we don't remember sensory details)

Front 85

Maintenance rehersal

Back 85

Repeating items over and over

Front 86

Elaborative rehearsal

Back 86

Encodes info in more meaningful ways

Front 87

Do we lose info or the access to the info?

Back 87

The access

Front 88

"Tip of the tongue" phenomenon

Back 88

Failing to retrieve a word from memory

Front 89

Interference

Back 89

Impares retrieval

Front 90

Spreading activations of memory

Back 90

Stimulation of working memory activates specific nodes in long-term memory

Front 91

Amnesia

Back 91

Deficit in long term memory

Front 92

Retrograde amnesia

Back 92

Cannot remember events prior to brain damage. (Can't recall past memories)

Front 93

Anterograde amnesia

Back 93

Cannot later remember events that occur after brain damage. (Can't form new memories)

Front 94

Retrieval cue

Back 94

Anything that helps someone recall info stored in the long term memory

Front 95

Organization

Back 95

The more we organize material the easier it is to retrieve

Front 96

Context

Back 96

Easier to retrieve Indo when the context is similar during encoding and retrieval

Front 97

Context dependent memory

Back 97

Based on physical location, odors, background music

Front 98

State dependent memory

Back 98

Mood affecting recovery of info

Front 99

Implicit memory

Back 99

System underlying unconscious memory

Front 100

Explicit memory

Back 100

System underlying conscious memories

(Episodic and semantic)

Front 101

Episodic memory

Back 101

Memory of ones past experiences

Front 102

Semantic memory

Back 102

Memory of knowledge of the world

Front 103

Declarative memory

Back 103

Cognitive info taken from explicit memory

Front 104

Procedural memory

Back 104

Implicit memory that involves motor skills/ behavioral habits

Front 105

Prospective memory

Back 105

Remembering to do something at some future time

Front 106

Mnemonics

Back 106

Learning aides, strategies, devices that improve recal

Front 107

Method of Loci

Back 107

Associate an item with a physical location

(Mind palace)

Front 108

Key word method

Back 108

Combining the creation of substitute words with visualization (ex. Radius, radish)

Front 109

Emotional factors in forgetting:

Back 109

- we rehearse emotional material more

- anxiety impedes retrieval

- repression of very negative emotions (Freud)

Front 110

Flashbulb

Back 110

Vivid episodic memory of when people first learned of an emotionally stimulating event

Front 111

Memory bias

Back 111

Memories change over time to fit current attitudes

Front 112

Priming

Back 112

Exposure to a stimulus influences a response to a later stimulus

Front 113

Constructive memory

Back 113

Memory that is constructed from inferences as well as input information

Front 114

Inferences

Back 114

Ex. You tell a friend you came home and there was an apple pie waiting for you. Weeks later your friend remembers that your mom baked an apple pie for you.

Front 115

Schemas

Back 115

Mental representation of a class of people, objects, events, or situations