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Unit 4 ap psych
| Question | Answer |
|---|---|
| Learning | is to permanently change in how we do things due to experience |
| Associative learning | is linking two events that occur close together in time |
| Conditioning | the process of learning associations between event and behavioral responses - - -> 2stimulie |
| Classical conditioning | type of learning where we associate 2 stimuli and anticipate events after repetion |
| Operant conditioning P1 | to associate a response (behavior) and it consequences learn to repeat behavior followed by desirable results (aka rewards) learn to avoid behaviors by undesirable results( punishment) |
| Ivan Pavlov | Russian Physiologist – studied digestion Famous for coining term Classical Conditioning Conditioned dogs to salivate at a ringing bell |
| Unconditioned stimulus {US} (not learned, natural response) | a stimulus that triggers a response |
| Unconditioned response {UR} (not learned, natural response) | naturally occurring response to the US |
| Neutral stimulus {NS} (Learned ) | a stimulus that has been paired with the {US} and has no response or causes |
| Conditioned Stimulus (CS) (learned ) | A previously (NS) that is paired with {US} and result,triggers a conditioned response. |
| Conditioned Response (CR) (learned) | a learned response to a previously neutral stimulus (NS) but now a conditioned stimulus |
| Operant Conditioning (voluntary aka your choice ) | - organisms connect their own behavior with consequences -Stimulus follows the response and strengthens it - actions followed by reinforcers increase -actions followed by punishers decrease |
| John B. Watson | Classical Conditioning with Humans “Give me a dozen healthy infants allow me to control their environment and I can turn them into whatever I want” –John Watson |
| Edward Thorndike | - placed a cat in a puzzle box with food reward outside the box -concluded that rewarded behavior is likely to reoccur and he called it law of effect - reapted experment many times and observed that cats escaped from the box more quickly over succsesi |
| Stimulus Generalization | Generalize everything Ex: Respond to all ringing sounds |
| Stimulus Discrimination | Response to a specific thing EX: dinner bell |
| Extinction | Dog stops responding to bell because food (US) is never paired with the bell (CS) after the initial learning |
| Spontaneous Recovery | Can only occur after extinction EX:Response to bell appears at a random time after extinction |
| Higher Order Pairing Also called second-order conditioning | Higher Order Pairing Also called second-order conditioning EX: Bell (CS) paired with black square (N) Dog salivates at the black square (CS) alone |
| Mary Cover Jones | First Behavioral Therapist Developed Counterconditioning Method to unlearn fears Works best for children Gave candy while brining the white rat closer to the child |
| Desensitization Therapy | Developed by Joseph Wolpe Treatment for anxiety and fear Cannot be fearful and relaxed at the same time Teaches individuals to relax in fearful or anxious situations |
| B.F.Skinner | Coined Operant Conditioning Focus on Reinforcements Skinner Box Explained Superstitious Behaviors |
| Shaping | Reinforce steps to behavior Ex: Brushing Teeth |
| Chaining | Links separate behaviors Ex: Obstacle course |
| Instinctive Drift | the tendency of learned behavior to gradually revert to biologically predisposed patterns |
| Reinforcements | Reinforcements = encourages behaviors to be repeated Not one size fits all – what is reinforcing for one person/animal many not be to another Ability to Use Primary Reinforcement = ex: food, clothing Secondary Reinforcement = ex: money, token econ |
| Positive Reinforcement | Add pleasant stimulus Examples Complete chores for money Arriving at work on time to receive praise and a pay raise from your boss |
| Negative Reinforcement | Avoid/Stop unpleasant stimulus Escape and Avoidance Learning Examples Driving speed limit to avoid ticket Hitting the snooze button to shut off an annoying alarm |
| Instinctive Drift | the tendency of learned behavior to gradually revert to biologically predisposed patterns |
| Punishment | Punishment = Discourages a behavior |
| Positive Punishment | Add something unpleasant to the situation Ex: Spray water on a barking dog |
| Negative Punishment | Take away something pleasant Omission training Ex: Take away driving privileges |
| Fixed Ratio | Reinforcement after a set amounts of responses Ex: Buy 3 shirts gets 1 free |
| Variable Ratio | Reinforcement after an unknown number of responses Ex: Slot Machines |
| Fixed Interval | Reinforcement after a set period of time Ex: Weekly Exam |
| Variable Interval | Reinforcement after an unpredictable length of time Ex: Pop Quiz |
| Learned Helplessness | the passive resignation a person/animal acquires when unable to avoid repeated aversive events |
| Albert Bandura | - 2016 U.S. National Medal of Science - Pioneering researcher of observational learning - Process of Modeling – learn by watching others - Vicarious Reinforcements / Punishments - Social Learning Theory - The Bobo Doll Study |
| External Locus of Control | The perception that chance or outside forces beyond our personal direction determine our fate |
| Internal Locus of Control | The perception that we direct and create our own fate |
| What is Personal Control? | Our sense of impaction and direction on our environment rather than feeling helpless Our belief in our level of control can determine our choice in coping responses |
| Problem-Focused Coping | Attempt to alleviate stress directly – by changing the stressor or the way we interact with that stressor |
| Emotion-Focused Coping | Attempt to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to our stress reactions |
| Extrinsic Motivation | -A desire to perform a behavior to receive promised rewards or avoid threatened punishment - Excessive reward can destroy intrinsic motivation with the overjustification effect |
| Intrinsic Motivation | - A desire to perform a behavior effectively for its own sake -Interest in subject – if there were not grade at stake, would you still be curious to learn the material |
| Insight Learning | A sudden realization of a problem’s solution |
| Latent Learning | Learning that occurs but is not apparent until there is an incentive to demonstrate it 6 |
| Continuous Reinforcement | Reinforcing the desired response every time it occurs Pro: Learning occurs rapidly Con: Extinction also occurs rapidly |
| Partial Reinforcement | Reinforcing a response only part of the time Occurs more often in real life Pro: resistance to extinction is greater Con: Learning is slower to appear |
| Effective If | Swift – occur soon after behavior Must be sufficient without cruelty Must be consistent |
| Drawbacks | Does not teach correct behavior Resulting unpleasant emotion can deter learning May suggest inflicting pain is justified |
Created by:
nasibak
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