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psych learning
principles of learning exam 2 lectures 13+14
| Term | Definition |
|---|---|
| Stimulus generalization | tendency for a conditioned response (CR) to occur in the presence of a stimulus similar to the CS |
| stimulus discrimination | the tendency for a response to elicited more by one stimulus than another |
| generalization gradient | Very steep generalization gradients (rapid drop-off as you deviate from the training stimulus) suggest that the training stimulus has good control over the responding – Shallow generalization gradients indicate poor stimulus control |
| stimulus discrimination procedure | where there are 2 stimuli controlling behavior 1. CS+ - predicts the US 2. CS- predicts nothing – Generally, responding increases to both cues initially and then continues to increase during the S+ and decreases during the S |
| Overshadowing | The phenomenon whereby the most salient (noticeable, important) member of a compound stimulus is more readily conditioned as a conditioned stimuli and thereby interferes with/overshadows conditioning of the less salient member |
| mutual overshadowing | Two equally salient stimuli presented at the same time during conditioning can sometimes overshadow each other |
| Blocking | the presence of an established CS interferes with the conditioning of a new CS when trained in compound with the established CS |
| Contiguity | the idea that things occur together |
| Contingency | the idea that the presence of the CS gives you information about the likelihood of the US when it is present vs. when it is absent- it is more predictive |
| Latent inhibition | the effect that is demonstrated when familiar cues (never previously associated with a US) acquire conditioning slower than novel cues |
| inhibition | restricting, or hindering a process. |
| Second-order conditioning (a form of “higher order conditioning”) | occurs when a CS is paired with a motivationally significant US, then this CS is able to act as a US to train a new CS |
| sensory-preconditioning | two neutral cues (future CSs) are paired with one another in a first phase, and then one of the CSs (CS1) is paired with a US |
| “stimulus-response” or S-R association | One way that a CS could elicit a CR is if the cue becomes directly associated with the UR- which would then be the CR as well |
| “stimulus-stimulus” or S-S association | Another way that a CS could elicit a CR is if the CS evokes a mental representation of the US, and this representation causes a response |
| stimulus-outcome (S-O) associations | A type of Stimulus-Stimulus (S-S) association • The decrease in behavior seen in devaluation shows that they know what outcome is associated with the stimulus |
| US revaluation | the process of changing the value of a US previously paired with a CS, thereby changing the strength of response to the CS |
| stimulus substitution model | In rats, it often looks like they are trying to eat the cue for food (it is a “substitute food”) – Rat trying to eat the light or lever that predicts food (no lever pressing is necessary) • Pigeons made open mouthed beak movement to peck a light that pr |
Created by:
tdhughes02
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