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test 2 psyc learning
| Question | Answer |
|---|---|
| _____to make a reflex response to a stimulus other than the original, natural stimulus that normally produces the reflex. Any relatively permanent change in behavior brought ab by exp or practice | learning |
| - when people learn anything some part of their brain is _____ changed to record what they have learned | physically |
| - any kind of change in the way an organism _____ is learning | behaves |
| learning to make a reflex response to a stimulus other than the original natural stimulus that normally produces the reflex | Classical conditioning |
| Russian physiologist (person who studies the workings of the body) who discovered classical conditioning through his work on digestion in dogs. | - Ivan Pavlov |
| Observational learning | - Conditioning |
| a naturally occurring stimulus that leads to an involuntary response (reflex). ex. food leads to salivation | Unconditioned stimulus (UCS) |
| an involuntary response to a naturally occurring or unconditioned stimulus. (no learning needed) | Unconditioned response (UCR) |
| before conditioning, does not naturally produce a response (basically the conditioned stimulus) | Neutral Stimulus (NS) |
| stimulus that becomes able to produce a learned reflex response by being paired with the original unconditioned stimulus. | Conditioned stimulus (CS) |
| learned reflex response to a conditioned stimulus (ringing of bell to eat and dogs start to salivate) (shoe fetish) | Conditioned response (CR) |
| CS always presented before the UCS, but they overlap slightly | delayed conditioning |
| - CS presented before the UCS, but the CS ends before the UCS begins | trace conditioning |
| CS and UCS presented at the same time | simultaneous conditioning |
| UCS precedes the CS ; worst for learning | backward conditioning |
| the tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response | stimulus generalization |
| emotional response that has become classically conditioned to occur to learned stimuli, such as a fear of dogs or the emotional reaction that occurs when seeing an attractive person | conditioned emotional response (CER) |
| the tendency to stop making a generalized response to a stimulus that is similar to the original conditioned stimulus because the similar stimulus is never paired with the unconditioned stimulus. | stimulus discrimination |
| the disappearance or weakening of a learned response following the removal or absence of the unconditioned stimulus (in classical conditioning ex. Pair bell with food; then take food away) | extinction |
| the rapid recovery of a CR upon reinstatement of the CS-UCS pairings; conditioning occurs much faster the second time around | reconditioning |
| – the reappearance of a learned response after extinction has occurred | spontaneous recovery |
| occurs when a strong conditioned stimulus is paired with a neutral stimulus, causing the neutral stimulus to become a second conditioned stimulus. | Higher order conditioning |
| development of a nausea or aversive response to a particular taste because that taste was followed by a nausea reaction, occurring after only one association (corn) | conditioned taste aversion |
| the learning of voluntary behavior through the effects of pleasant and unpleasant consequences to responses | Operant Conditioning |
| Early work of E.L. Thorndike consisted of.... | 1. law of exercise 2. law of effect |
| stimulus response connections are strengthened by practice/ repetition | law of exercise |
| law stating that if a response is followed by a pleasurable consequence, it will tend to be repeated, and if followed by an unpleasant consequence, it will tend not to be repeated | law of effect |
| Skinner was most well known figure in research on | operant conditioning |
| any event or stimulus, that when following a response, increases the probability that the response will occur again | reinforcement |
| any event or object that, when following a response, increases the likelihood of the response occurring again | reinforcers |
| any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch | primary reinforcers |
| any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars | secondary (conditioned) reinforcers |
| the reinforcement of a response by the addition or experiencing of a pleasurable stimulus. | positive reinforcement |
| response is strengthened but the reinforcement is not a result of the response | noncontingent/ accidental reinforcement |
| rules determining when and how reinforcements will be delivered | Schedules of reinforcement |
| every response is reinforced | continuous reinforcement |
| makes more resistant to extinction | partial/ intermittent reinforcement |
| schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is always the same; | fixed interval |
| schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is different for each trial or event | variable interval |
| schedule of reinforcement in which the number of responses required for reinforcement is always the same | fixed ratio |
| schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event | variable ratio |
| the reinforcement of simple steps in behavior that lead to a desired more complex behavior (autism- giving m&ms) | shaping |
| is any stimulus that provides an organism with a cue for making a certain response in order to obtain reinforcement | discriminative stimulus |
| – (taking something away) the reinforcement of a response by the removal, escape from, or avoidance of an unpleasant stimulus | negative reinforcement |
| any event or object that, when following a response, makes that response less likely to happen again | Punishment |
| _____ developed the law of effect | thorndike |
| ______ named the learning of voluntary responses operant conditioning bc voluntary responses are what we use to operate in the world around us | B.F Skinner |
| who developed the concept of reinforcement, the process of strengthening a response by following it with a pleasurable, rewarding consequence? | skinner |
| a ____ reinforcer is something such as food or water that satisfies a basic, natural drive, whereas a ____ reinforcer is something that becomes reinforcing only after being paired with a primary reinforcer | primary, secondary |
| any event or object that, when following a response, makes that response less likely to happen again | Punishment |
| - the punishment of a response by the addition or experiencing of an unpleasant stimulus. (spanking) | Punishment by application |
| the punishment of a response by the removal of a pleasurable stimulus (grounding) | Punishment by removal (omission training or negative punishment) |
| a person who uses ____ punishment, such as spanking, can act as a model for aggressive behavior | aggressive |
| ____ of both kinds normally has only a ____ effect on behavior | punishment, temporary |
| punishment can be made more effective by making it immediate and consistent and by pairing ___ of the ___ behavior with reinforcement of the desirable one. | punishment, undesirable |
| learning that remains hidden until its application becomes useful. | Latent learning |
| tolmans experiment was based on... | rats running a maze without reinforcement |
| the idea that learning could happen without reinforcement, and then later affect behavior, was not someting traditional operant conditioning could explain. | latent learning |
| to learn anytning through observation the learner must first pay attention to the model | Attention |
| the learner must also be able to retain the memory of what was done such as remembering the steps in preparing a dish that was first seen on the cooking show | memory |
| Albert Bandura and the Bobo doll experiment showed | children will imitate both antisocial and prosocial behaviors |
| – term used by social learning theorists to describe people we observe and imitate | model |
Created by:
jhood
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