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
Psych Ch 6
| Question | Answer |
|---|---|
| when does a behavior turn into a habit? | around day 66 |
| learning | the process of acquiring, through experience, new and relatively enduring information or behaviors |
| associative learning | learning that certain events occur together. The events may be 2 stimuli (as in classical conditioning) or a response and consequence (as in operant conditioning) |
| what is classical conditioning | when we learn to associate 2 stimuli and this to anticipate events.. must have an involuntary response |
| stimulus | any event to situation that evokes a response |
| cognitive learning | acquire mental info that guides our behavior.. the acquisition of of mental info whether by observing events, by watching others, or through language |
| who did an experiment that involved classical conditioning | ivan pavlov |
| Pavlov's experiment | food in a dogs mouth = salvation.. salvation @ sight of food.. sight of person delivering food. |
| NS | neutral stimulus- a stimulus that evokes no response before conditioning |
| UR | unconditioned response-an unlearned, naturally occurring response (such as salvation) to an unconditioned stimulus (such as food in mouth) |
| US | a stimulus that unconditionally -naturally and automatically -triggers a response |
| CS | conditioned réponse a learned réponse to a previously neutral (but now conditioned stimulus) |
| acquisition | |
| how much time should pass between a NS and a US to produce a response | 1/2 second |
| can an NS after a US provide a conditioned response | not likely.. a deer hearing a sound after seeing a predator doesn't do any good |
| how does conditioning help animals survive | by responding to cue to help them gain food, avoid dangers, locate mates, and produce offspring |
| extinction | a drop off response when a cs no longer signals an upcoming us |
| spontaneous recovery | the reappearance after a pause of an extinguished conditioned response |
| generalization | the tendency after conditioning to respond similarly to stimuli that resemble the conditioned stimulus |
| discrimination | the learned ability to distinguish between a conditioned stimulus and other irrelevant stimuli |
| what is important about pavlov's experiments | many other responses to many other stimuli can be classically conditioned in many other creatures.. how animals adapt to environment.. learning can be studied objectively |
| what did john watson believe | human emotions and behaviors though biologically influenced are mainly a bundle of conditioned responses |
| respondant behavior | behavior that occurs as an automatic response to some stimulus |
| operant conditioning | a type of learning in which behavior is strengthened if followed by a reinforcer for diminished if followed by a punisher.. must have a voluntary reponse |
| modern behaviorisms most influential and controversial figure | B.F. skinner |
| law of effect | rewarded behavior is likely to be repeated |
| operant chamber | a chamber containing a bar or key that an animal can manipulate in order to get food/water reinforcer; attached devices record the animals rate of bar pressing or key pecking |
| reinforcement | any event that strengthens the behavior it follows |
| shaping | procedure in which reinforcers guide actions closer and closer toward a desired behavior |
| positive reinforcement | give something that is desired.. ex. pet a dog when you call it |
| negative reinforcement | end something that is desired..take painkillers to end pain.. fasten seatbelt to end loud beeping noise |
| primary reinforcer | an event that innately reinforcing often by satisfying a biological need.. unlearned |
| conditioned reinforcer | an event that gain gains its reinforcing power through its link with a primary re |
| continuous reinforcement | reinforcing a desired response every time it occurs |
| reinforcement schedule | a pattern that defines how often a desired response will be reinforced |
| partial (intermittent) reinforement | reinforcing a response only part of the time; results in slower acquisition but much greater resistance to extinction that does continuous reinforcement |
| fixed-ratio schedule | in operant conditioning a reinforcement schedule that reinforces response only after a specified namer of responses |
| variable-ratio schedule | in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses |
| fixed interval schedule | a reinforcement schedule that reinforces a response only after a specified time |
| variable interval schedule | a reinforcement schedule that reinforces a response at unpredictable time intervals |
| what is the difference between punishment and reinforcement | R increases a behavior..punishment does the opposite |
| punishment | any consequence that decreases the frequency of the behavior it follows |
| positive punishment | give something that is undesired.. spray water on barking dog |
| negative punishment | end something thats desired..take away teen driving privileges |
| four major drawbacks of physical punishment | punished behavior suppressed not forgotten.. may negatively reinforce behavior, teaches discrimination among situations, teach fear, physical punishment may increase aggression |
| what did BF skinner believe shaped behavior | external influences (not internal thoughts, feelings) |
| what did BF skinner say would produce desirable behavior | rewards |
| both classical and operant conditioning are what type of learning | associative |
| charles darwin proposed that what favors traits that that aid in survival | natural selection |
| biological constraints | evolved biological tendencies that predispose animal behavior and learning. thus, certain behaviors are more easily learned by some animals than others. |
| behaviorism | the view that psychology 1. should be an objective science that 2. studies behavior w/o reference to mental processes. |
| biological predispositions | biological tendencies limit the types of stimuli and responses that can easily be associated. involuntary automatic |
| cognitive process | thoughts, perceptions, and expectations can weaken the association between the CS and US |
| latent learning | learning that is not apparent until there is an incentive to demonstrate it |
| cognitive map | a mental image of the layout of ones environment |
| intrinsic motivation | a desire to perform a behavior well for its own sake |
| extrinsic motivation | motivated to gain reward or avoid punishment |
| observational learning | learning by others |
| modeling | the process of learning and imitating a specific behavior |
| mirror neurons | neuron that fires when we perform certain actions and when we observe others performing those actions; neural basis for imitation and observational learning |
| prosocial behavior | positive constructive helpful behavior. |
| in the class example with water bottle and words what was the UR, US, CS, CR | UR- flinch US- squirt NS-can CR-squint to can |
| vicarious reinforcement or punishment | learning to anticipate a behaviors consequences in situations like those being observed |
| antisocial effects | observational learning can have adverse effects.. early childhood environments w. high levels of aggression, tv, and videos are powerful sources of observational learnifn |
| mother comments to susie doesn't the living room look nice now that ive cleaned it? the next day her mother finds susie vacuuming the living room with her toy vaccumm (classical, operant, or observational) | observational |
| just as you are about to go up to the teacher, another student approaches with the same request. the teacher is angry and rudely denies the request. you decide not to ask for an extension (classical, operant, observational) | observational |
| when barbra was 8 she was bitten by a can. since that time barbra experiences anxiety whenever she is near a cat | classical |
| allison needs to learn to speak up louder during class.. when she does she gets a sticker on her chart.. when she gets 25 stickers she gets ice cream.. allison starts speaking up in class more.. classical, operant, observational | operant |
| tom is hammering nails into planks to build a fence. he holds the nail a different way and smashes his thumb. he never holds the nail that way again | |
| sarah and keremy are in love.. the hit song that summer is buckets of love.. after summer when they both go to college sarah hears the tune and her heart flutters. classical, operant, observational | classical |
| the smoke detector in jesses house is low on batteries. it annoyingly beeps every few seconds. jesse installs new batteries so it stops beeping (neg rein, pos rein, punishment, extinction) | negative reinforcement |
| dr. smith is having difficulty getting students to turn in papers. no credit for hw he assumed students would do it for practice. now everyone that turns in a paper gets full credit. students now turn in papers more often | positive reinforcement |
| robert puts .55 into the coke machine to buy his daily coke. today nothing comes out and he does not get his $ back. robert does not put any more money into the machine (pos rein, neg rein, punish, ext) | extinction |
| jeff is playing with his food at the dinner table. his mom tells him to stop when he doesn't she takes his food away leaving him hungry all night | punishment |
| jeff is playing with his food she yells at him to stop. he plays with his food still (pos rein, neg rein, punish, extinguish) | neg reinforcement |
| jeff is diligently working on an art project at school. his teacher notices how hard he is working on the project and praises him. jeff stops working on the project | punishment |
| jamie cannot get an M&m until 10 sec has passed no matter how many Ls she said in the interim | fixed interval |
| jamie gets an m&m every time she says an L correctly | continuous reinforcement |
| jamie cannot get an m&m until a certain amount of time has passed, no matter how many Ls she says in the interim. sometimes 7 seconds must pass, sometimes 13, on average 10. | variable interval |
| jamie gets an m&m every 10 times she says L correctly | fixed ratio |
| sometimes jamie gets an m&m after she says L 3 times, sometimes after she say 7 times | variable ratio |
| social learning | the theory that we learn social behavior by observing and imitating and by being rewarded or punished |
| secondary reinforcer | conditioned reinforcer |
Created by:
mdavis03