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
APP Unit VI
Modules 26-30 Learning
| Term | Definition |
|---|---|
| Learning | A process by which experience produces a relatively enduring change in an organisms behavior or capabilities |
| Associative Learning | learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning) |
| Extiction | Conditional Stimulus is presented repeatedly in the absence of an reward (unconditional stimulus) causing the conditional response to weaken and disappear |
| Spontaneous recovery | Reappearance of previously extinguished conditional response after a rest period and without new learning trials |
| Generalization | (Classical) Respond the same to similar stimuli |
| Discrimination | (Classical) Where you react different to certain stimuli. Ex; instead of being afraid of all dogs, you are scared of the dog that bit you |
| Little Albert Experiment | The experiment where an 11-month old baby was conditioned to fear white rats and anything white/gray and fluffy by associating it with a loud, scary noise. Rat + Loud Noise = Fear Rat (or anything looking like white rat) = Fear |
| Thorndike's Law of Effect | principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely |
| Extrinsic Motivation | A desire to perform a behavior to receive promised rewards or avoid threatened punishment Ex: Being paid as reward | Paying bills to avoid bad consequences of being in debt) |
| Prosocial Effects | Feeling empathy and CONCERN for others |
| Antisocial Effects | LACK of empathy for others and lack of remorse about HARMING others |
| Fixed Ratio | (Operant) a reinforcement schedule that reinforces a response only after a specified number of responses Ex: child is given a candy every 3-10 pages of a book they reed |
| Variable Ratio | (Operant) a reinforcement schedule that reinforces as response after an unpredictable number of responses Ex: Gambling; Pop Quiz |
| Shaping | (Operant) Procedure in which reinforcers huide behavior toward closer and closer approximations of the desired behavior |
| Reinforcement | (Operant) Any even that strengthens the behavior it follows |
| Positive Reinforcement | Rewards you with what you WANT. Occurs when a response is strengthened by the subsequent presentation of a stimulus. Ex: Get praise for completing project quickly, do more projects quickly |
| Negative Reinforcement | Rewards you with GETTING RID of the thing you DIDN'T WANT. A response in strengthened by the removal or avoidance of an aversion stimulus |
| Primary reinforcers | (Operant) Organisms finds naturally reinforcing because meet biological needs Ex: Food, water, shelter, necessities to live |
| Conditioned/Secondary reinforcers | (Operant) Acquired reinforcing properties through their association with primary reinforces Ex: Rewarding the dog with food treats for sitting to “Good Dog” and the attention is enough to make the dog sit |
| Latent Learning | Learning that occurs but is not apparent until there is an incentive to demonstrate it |
| Intrinsic motivation | A desire to perform a behavior effectively for its own sake Ex: Reading a book because you enjoy reading and have an interest in the story or subject |
| Observational Learning | simply learning by watching others |
| Skinner | Psychologist that focused on reinforcement studies |
| Intermittent/Partial Reinforcement | Reinforcing response only part of the time; results in slower acquisition of a response. GREATER RESISTANCE to extinction than continuous reinforcement. Ex: Gambling |
| Fixed Interval | A reinforcement schedule that reinforces a response only after specified time has elapsed Ex: The employee receives reinforcement every seven days, which may result in a higher response rate as payday approaches |
| Variable Interval | [RANDOM] A reinforcement schedule that reinforces a response at unpredictable time intervals Ex: Employer checking your work a few times throughout the day to check your progress at unpredictable times; you never know when they happen |
| Classical Conditioning | an organism learns to associate two stimuli, such that one stimulus comes to elicit a response that originally was elecite by the other stimulus |
| Behaviourism | There are laws to learning which affect all organisms from birds to rats to humans. All will respond in predictable ways to patterns of reinforcement. We are a blank slate and all can learn/trained |
| Operant Conditioning | Type of learning in which behavior is influenced by the consequences that follows it |
| Classical vs. Operant | Classical = Involuntary behavior with a stimulus Operant = voluntary action with consequences |
| Pos. and Neg. Reinforcement vs. Punishment | Reinforcement increases behavior; punishment does the opposite |
| Drawbacks of Punishment | 1. Behavior is suppressed, not forgotten 2. Teaches discrimination 3. Teaches Fear 4. Physically types increase aggression through modeling it as a way to cope |
| Garcia's Taste Aversion Experiments | An aversion or distaste to a particular taste or smell that was associated with negative reaction (nausea or vomiting) |
| Implications of Garcia's Experiments | Conditioned taste aversions develop after a specific food becomes associated with a negative reaction. Rat would associate a taste, but not a light or sound, with illness |
| Bandura's Experiments | Bobo Doll Experiment where they try to see how models affect kids reactions to situations. |
| What determines whether we will imitate a model? | When introducing the model reinforcing a certain behavior, and being offered to perform this behavior, shows whether or not we imitate the model |
| Why can't correlations prove that watching violent TV causes violent behavior? | Correlation does not causation; Unethical Experiment, Confounding Variables, |
| What experiments demonstrate a cause-effect link that violent media does not equal violent behavior? | Too many confounding variables |
| Neural Stimulus | A stimulus that has no response before conditioning |
| Unconditional Stimulus | A stimulus where naturally or automatically triggers a response |
| Unconditional Response | An unlearned, natural occurring response to an unconditional stimulus |
| Conditional Stimulus | An originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response |
| Conditional Response | A learned response to a previous neutral (but now conditioned) stimulus |
| If it doesn't have time in it | It has to be ratio |
| Variable Ratio | Gambling |
| Ratio | Responses |
| Interval | Time |
Created by:
RosRae
Popular Psychology sets