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Psychology 100A Ch7
Chapter 7 of the Psychology 9th Edition textbook
| Term | Definition |
|---|---|
| adaptability | capacity to learn new behaviours that help us cope with changing circumstances |
| learning | a relatively permanent behaviour change due to experience |
| three types of learning | classical conditioning, operant conditioning, observational learning |
| John Locke and David Hume's associative learning experiments | slug retreating from water after shock seal clapping and barking prompting people to give them food |
| Assiciative learning | important for survival as it teaches to predict the future |
| conditioning | the process of learning associations |
| classical conditioning and example | learn to associate two stimuli and thus to anticipate events eg. stimulus 1: lightening + stimulus 2: thunder after repetition.. stimulus 1: lightening -- response: wince, anticipating thunder |
| operant conditioning and example | learn to associate a response (our behaviour) and it's consequence and thus repeat acts followed by good results and avoid acts followed by bad results eg. response: dog sits when told to consequence: receives treat (positive consequences result in stre |
| Cattle ranching operant conditioning and classical conditioning | Rancher outfitted heard with electronic pagers. within a week of training, the animals learned to associate two stimuli -- the beep on the pager and the arrival of food (classical) and hustling to food trough with pleasure of eating (operant) |
| observational learning and example | learning from others experience eg. chimpanzees watching others solve puzzle and receive treat, observing chimps may perform activity more quickly |
| Ian Pavlov's classic experiment | presents a neutral stimulus (tone) just before an unconditioned situmulus (food in mouth) became a conditioned stimulus producing a conditioned response |
| behaviourism | objective science based on observational behaviour (Pavlov) |
| unconditioned response (UR) | the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in mouth |
| unconditioned stimulus (US) | a stimulus that unconditionally, naturally and automatically triggers a response |
| conditioned response (CR) | the learned response to a previously neutral (but now conditioned) stimulus |
| conditioned stimulus (CS) | an originally irrelevant stimulus that, after association with an unconditioned stimulus (US) comes to trigger and conditioned response (CR) |
| 5 major conditioning processes | acquisition, extinction, spontaneous recovery, generalization, decrimination |
| aquistion | (classical conditioning) initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering in conditioned response. In operant conditioning, the strengthening of a reinforced 'good' response |
| high order conditioning | (second order conditioning) procedure in which a conditioned stimulus in one conditioning experience is paired with a new neutral stimulus creating a second (often weaker) conditioned stimulus eg. animal has learned that a tone predicts food, learns a lig |
| extinction | the diminishing of a conditioned response classical - when an unconditioned stimulus does not follow a conditioned stimulus operant - when a response is no longer reinforced (sounding tone without giving food - dog salivated less and less = diminishing |
| spontaneous recovery | the reappearance of a weakened conditioned response after a pause - suggests extinction was suppressing the CR not eliminating it |
| generalization | the tendency, once a response has been conditioned, for a stimuli simliar to the conditioned stimulus to elecite a similiar response |
| decrimination | in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned response |
| taste aversion | if you become violently ill after eating mussels, you would likely have a hard time eating them again. Their taste and smell would be become a conditioned stimulus for nausea |
| John Watson and Rosalie Rayner's classical conditioning experiment | 11 month old Albert feared loud noises (like most infants), but not white rats. When presented with a rat, Albert would reach for it and a hammer struck a steel bar behind his head, Soon, Albert burst into tears at the mere sight of the rat. US: loud nois |
| law of effects | rewarded behaviour is likely to recur -- theory made by Edward L Thorndike |
| B.F. Skinner | developed a behavioural technology that revealed principles of behaviour control |
| Skinner's box | box has bar or key that an animal presses or pecks to release a reward of food or water and then a device records these responses |
| shaping | a procedure in which reinforcers, such as food, gradually guide an animal's actions toward a desired behaviour |
| reinforcer | in operant conditioning, any event that strengthens the behaviour it follows |
| positive reinforcement | increasing behaviours by presenting a positive stimuli, such as food; any stimulus that, when presented after a response, strengthens the response |
| negative reinforcement | increasing behaviours by stopping/ reducing negative stimuli, such as a shock; any stimulus that, when removed after a response, strengthens the response |
| primary reinforcer | an innately reinforcing stimulus, such as one that satisfies a biological need |
| conditioned reinforcer | a stimulus that gains reinforcing power through it's association with a primary reinforcer, known as a secondary reinforcer |
| continuous reinforcement | reinforcing the desired response every time it occurs |
| partial (intermitten) reinforcement | reinforcing a response only part of the time, results in slower acquisition of a response but much greater resistance to extinction than continuous reinforcement |
| fixed-ratio schedule | in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses. eg. coffee shop rewards customers with a free coffee after a certain number of purchases |
| variable-ratio schedule | in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses eg. gambling -- high rates of responding because reinforcers increase as the number of responses increase eg. door to door salesman |
| fixed-interval schedule | in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed eg. people checking if cookies are ready more frequently as anticipated time of reward draws near, producing a choppy stop-start pattern |
| variable-interval schedule | in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals eg. rewards persistent checking of mail with delivery, after a random amount of time (not knowing when waiting will be over) |
| punishment | any consequence that decreases the frequency of a preceding behaviour |
| problems with punishments | 1) punished behaviour is suppressed not forgotten 2) teaches discrimination 3) punishment can teach fear 4) physical punishment may increase aggressiveness as a way to cope with problems |
| cognitive map | a mental representation of the layout of one's environment. eg. rats exploring maze act as if they have learned a cognitive map of it |
| latent learning | learning that occurs but is not apparent until there is incentive to eg. children may learn from watching a parent but demonstrate the learning, only much later, as needed |
| intrinsic motivation | a desire to perform a behaviour for it's own sake eg. Tiger Woods asking his father to play gold and him hesitating, teaching him initiative as he never pushed him to play. eg. 'most improved' award - instills competence and motivation |
| extrinsic motivation | desire to behave in certain ways to receive external rewards or avoid threatened punishment eg. pressured to finish reading by deadline/ worried about grade = eager for rewards that depend on doing well eg. rewards or scholarships that follow good grad |
| instinctive drift | revert to biologically predisposed patterns |
| modeling | in observational learning, the process of observing and imitating a specific behaviour |
| mirror neurones | frontal lobe neurones that fire when performing certain actions or when observing others doing so. The brains mirroring of another's action may enable imitation and empathy. Mirror neurones also underlie out intensely social nature |
| Bandura's experiments | child draws while adult in another part of room playing with toys, child sees adult get up and pound, kick and throw a blow up bobo doll. child is taken to room filled with good toys, then told they are being saved for other children. child put in room wi |
| prosocial behaviour | positive, constructive, helpful behaviour; opposite of anti-social behaviour |
Created by:
h.kelly95
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