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psych U6M29
biology, cognition, and learning
| Question | Answer |
|---|---|
| conditioned taste aversion/garcia effect | once you get sick after being exposed to a taste, you need only 1 trial to be aversive to it. |
| ex of biological preparedness in humans | we develop a taste aversion when getting food poisoning, but not to the sound, sight or people that were in your environment |
| ex of biological preparedness in animals | animals have taste aversions as well (mice exposed to radiation after tasting something) no aversions to sound, sight |
| cognitive learning | learning that depends on mental processes that aren't directly observable. |
| ex of how cognitive process affect classical conditioning | we can learn to associate the US with the UR. When pavlov's dog learned to associate bell with food |
| ex of how cognitive process affect operant conditioning | an animal on a fixed interval schedule of reinforcement will cognitively learn when the reinforcer will come, and can learn to anticipate it. |
| latent learning | learning that happens but is not carried out unless there is an incentive to |
| cognitive map | a mental representation of the layout of one's environment |
| what was edward tolman's experiment and the significance? | he placed rats in a maze and let them explore through it. rats ended up creating a cognitive map of the maze, and this learing was not apparent until they were offered rewards (latent learning) |
| abstract learning | involves learning of concepts and symbolic relationships, not just stimulus>>response connections (not concrete/physical) |
| insight learning | Learning occurs rapidly as a result of a sudden ralization of a problem's oslution |
| learning sets (harlow) | ability to become increasingly more effective in solving problems as you have solved more problems (look back at what was succeessful b4 and apply it) |
| intrinsic motivation | desire to perform a behavior effectively |
| extrinsic motivation | desire to perform a behavior to receive rewards or avoid punishment |
| how do people cope w personal problems (with family members) | problem-focused/emotion-focused coping |
| learned helplessness | the hopelessness someone learns when unable to avoid repeated aversive events |
| ex of helplessness occuring in humans | when we repeatedly face situations we have no control over |
| internal locus of control | the perception that you control your own fate |
| external locus of control | external forces beyond your control determine your fate |
| adv. of internal locus of control? | ppl with an internal locus of control are more high achievers, more healthy, and less depressed |
| define+example of self-control | self-control is the ability to control impulses and delay short term for long term rewards (marshmallow experiment) |
| other components of CTA | high resistance to extinction since only 1 trial needed; demonstrated with forwards or backwards conditioning (CS present before US, US present before the CS) |
| (seligman) preparedness | some stimulus serve readily as conditioned stimulus for certain responses (heights, snakes, dark) |
| (seligman) contrapreparedness | stimulus not readily served as conditioned stimulus (flowers, people) |
Created by:
allyson.lee
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