Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Learning Exam
Psychology of Learning
| Question | Answer |
|---|---|
| inhibitory conditioning: standard paradigm | CS+=US then CS+CS-=no US |
| inhibitory conditioning: negative cs us contingency | CS+=US then CS-=no US |
| backward conditioning | US presented before CS indicating period of time will pass before next US |
| inhibitory conditioning must occur | in an excitatory context |
| CS- signals | the absence of the US |
| bidirectional response system | compare response to CS+ to response to CS- |
| compensatory response | offsets effects |
| compound stimulus test; summation | measure CS+ alone then measure the CS+ with CS- and calculate difference |
| retardation of acquisition | something effectively conditioned as CS- should be more difficult to condition as CS+ |
| factors involved in CS efficacy | novelty, salience, duration, and relevance |
| novel stimuli | produce better conditioning; avoids retardation of acquisition |
| cs pre-exposure | interference with conditioning due to prior exposure to the CS before conditioning; latent inhibition effect |
| us pre-exposure effect | interference with conditioning due to prior exposure to US |
| associative interference | prior exposure makes it more difficult for S to enter into new associations |
| memory interference | subjects remember pre-exposure phase when CS/US did not elicit conditioned response (passive) |
| learned irrelevance | pre-exposure teaches subject that CS and US are not in a predictive relationship (active) |
| in lab, a S is more salient when | it is ecologically relevant |
| US intensity can influence the _____ of the CR | form/topography |
| too much intensity | disrupts conditioning |
| higher order conditioning | procedure in which a previously conditioned S is used to condition a new S (CS2) CS1 eventually becomes a US |
| counterconditioning | procedure that reverses organism's previous response to S |
| counterconditioning demonstrates that | 2 S can become associated even though they both elicit strong R initially |
| sensory preconditioning | procedure in which one biologically weak S is repeatedly paired with another biologically weak S |
| conditioned homeostatic responses act | to bring body back into homeostatic balance |
| factors that affect higher order conditioning | interstimulus interval, similarity b/t CS1 and CS2, spatial contiguity, US magnitude, consistency in CS1/CS2 pairings, level of training |
| factors that affect sensory preconditioning | interstimulus interval, # of trials, motivational state |
| optimal interstimulus interval for artificial CS's | short interval |
| exception to short interstimulus interval | taste aversion paradigm |
| optimal interstimulus interval for eyeblink paradigm | milliseconds |
| S substitution model | organism comes to respond to CS in same way as responded to US |
| problem with S substitution model | CR topography differs from UR |
| behavior systems model | predicts the CS/US interval will determine form of CR b/c interval determines where CS will be integrated into system |
| blocking effect | when two CSs are both presented together with US and If CS1 has previously been associated US while CS2 has not, association formation b/t CS2 and US is impaired |
| Rescorla-Wagner model | effectiveness of US is determined by how surprising it is |
| RW model: unexpectedly large US= | basis for excitation (increase in associative value) |
| RW model: unexpectedly small US= | basis for inhibition (decreased associative value) |
| comparator hypothesis | the CS becomes associated with US b/c it has cues that stand out amongst all other environmental cues |
| instrumental conditioning relies on _____learning | stimulus-response |
| Thorndike's Law of Effect | if R made in presence of S is followed by a satisfying event then the association b/t the S-R is strengthened. Conversely, R following unsatisfying events will weaken the S-R association |
| ____ is NOT a part of the law of effect | OUTCOME |
| Instrumental C occurs when the outcome | depends on or is contingent on the subject's behavior |
| Instrumental C acquisition | association b/t S-R |
| Instrumental C extinction | stop the outcome by offering no reward for R in presence of S |
| spontaneous recovery | animal presented w/ S makes R and outcome/reward occurs |
| reinforcer | something that increases the rate of the behavior that it follows |
| + Rx | adds something appetitive and increases likelihood of reoccurrence |
| -Rx | takes away something aversive and increases likelihood of reoccurrence |
| + Punishment | adds something aversive and decreases likelihood of reoccurrence |
| - Punishment | take away something appetitive and decrease likelihood of reoccurrence |
| discrete technique | allows the animal to make only one R before restarting |
| free operant procedure | animal may freely R but R required is the operant R defined in terms of effect it has on the environment |
| shaping | rewarding successive approximations toward the eventual goal |
| differential reinforcement | maximize effectiveness of punishment by providing alternative (punish some behaviors while reinforcing others) |
| characteristics of effective punishment | consistency, not followed by + Rx, immediate, logical consequence of offense, meaningful |
Created by:
monicastevens
Popular Psychology sets