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Psych of Learning
the third test information for my Psychology of Learning course
| Question | Answer |
|---|---|
| what is extinction? how is it effective? | withdrawl of a SR (reinforcer) contingency. effective reinforcement extinguishes behavior |
| what is extinction burst? | a temporary increase in response behavior |
| what are the side effects of extinction? | increased behavior variability - especially resurgence behaviors. frustration and aggression. depression - behavioral theories of clinical depression. |
| what is spontaneous recovery? | reappearance of the response following a rest period after extinction. |
| what determines resistants to extinction? | schedule of the reinforcer, length of the reinforcer history, magnitude of the reinforcer, deprivation/satiation, prior experience with extinction, presence of the availability of reinforcement |
| how can extinction be used in applied settings? | be consistant, don't allow occasional reinforcers. use a functional assessment to consider possible sources of reinforcement. provide reinforcement behavior. |
| what are the 4 sources of reinforcement in a functional assessment? | Sensory (ex. music), Escape (ex. get out of aversive stimuli), Attention, and Tangible (ex. receive award). |
| what is differential reinforcement (DRA)? | organisms are constantly behaving, provide a lavish reinforcer for one or more alternative behaviors |
| what is DRI? what is DRC? | differential reinforcement of imcompatible behaviors. differential reinforcement communication. |
| what is DRO? | differential reinforcement of other behaviors where the person gets reinforced unless the unwanted behavior is done |
| what is DRL and how does it effect DRO? | differential reinforcement of low rates. the person gets the reinforcer so long as the rate stays low |
| what is stimulus control? | a situation in which the presence of a discriminative stimulus reliably affects the probability of a behavior |
| what is stimulus generalization? | an operant reponse is emitted to stimuli similiar to a signal of availibility of reinforcement, leads to generalization gradient (lower intensity/rate) |
| what is the peark shift effect? | the peak of the generalization gradient shifts away from the nonavailibility of the reinforcer. Kohler explains this by the gestalt hypothesis and Spence explains this by inhibitory hypothesis |
| how does the availibility of a reinforcement as a schedule signal work? | multiple schedules - 2+ sequential schedules of reinforcers each having its own signal of availibility of reinforcement |
| how can stimulus control be applied? | Edwin Guthrie - contiguity is everything, stimuli preceding responses come to control repsonses, over time we fall into behavior ruts. |
| what two applications apply to stimulus control? | 1. insomnia - what stimuli signal sleep? laying in bed, reading, prayers, cocoa2. studying - what signals studying? textbooks, certain time, tutor |
| how can stimulus control be enhanced? | comprehensive antecedent procedure - add discriminative stimuli, adjust response effort, use establishing operations |
| what is fading? | the process of gradually altering the intensity of a stimulus |
| what is escape conditioning? | withdrawling an aversive stimulus contingent upon behavior, presence of aversive stimulus is SD and absence is SR- |
| what determines efficacy in escape conditioning? | intensity of aversive event, prior reinforcement history, delay of SR- |
| what is avoidance conditioning? | a cue becomes the new SD (cue signals aversive stimulus) |
| what is the difference between escape and avoidance conditioning? | escape - heartburn-->tums-->no heartburnavoidance - no heartburn-->Zantac-->no heartburn |
| what is the avoidance paradox? | how can "nothing" reinforce behavior and produce learning? |
| what is Mowrer's Two Process-Theory? | process 1 - classical conditioning, light: stock-->, light-->fearprocess 2 - operant conditioning, light: run--> fear reduction |
| how can the two process-theory be applied? | phobias - circus:clowns-->fear, circus-->fear, circus:run-->fear leavesOCD - exposure & response prevention |
| what problems are there with the two process theory? | the persistance of avoidance, avoidance without fear, free-operant avoidance conditioning |
| what is the one process theory? | operant conditioning is enough, organisms monitor probability (rate) of aversive stimuli |
| choice behavior, who improved on Skinner? | Hernstein, used only pigeons. he stimulated options in the lab with concurrent schedules |
| what is the matching law? | response allocations match reinforcement availibility RA/RA+RB = SRA/SRA+SRB |
| what deviations are there from the matching law? | undermatching - when little or no change over delay. overmatching - when large change over delay. bias - as a measure of preferences. humans usually overmatch |
| what explanations are there of matching? | maximization theory - does matching necessarily max reinforcers?melioration theory - behavior always increases toward the better althernative |
| why is melioration bad? | redundant (useless) responging - choice between VR100 & VI30sec. long term habituation - case of the daily steak. sensitivity to short term consequences |
| what applications are there of matching? | differential reinforcement efficacy, explaining athletic choices, why you just haven't gotten around to things |
| what did Artistotle say about self control? | Akrasia - moral continence, discrepancy between beliefs/actions |
| what did Skinner say about self control? | physical restrait, self-induced establishing operations, distracting behaviors, self-reinforcement and self-punishment |
| how did Skinner apply self control? | a rigid schedule, writing productively (self experimentation, a bit each day), antecedent control "reminders" |
| what about self control and time? | self-control as delay of gratification, SSRs and LLRs, poor self control as due to delay discounting, preference for SSRs over LLRs and impulsiveness vs self control |
| what did Michel say about self control? | paradigm, marshmellow studies, longitudinal follow ups self control predicts future academic achievement, social skills, life success |
| what was the Ainslie-Rachlin model? | why do we fail in self control despite early committment? rewards increase in value as we approach them in time |
| what else matters in the Ainslie-Rachlin model? | difference between species, difference within species: clinical conditions in humans |
| how can implusivity be reduced? | maturation, training with LLRs, satiation (lack of deprivation), medications?, inclusion of subgoals with their own SSRs |
| how can SSR value be reduced? | behavior contracts, making SSRs unavailable, changing the self to view SSRs less well |
| what is punishment? | consequence made contingent on a response that weakens a response |
| primary vs. secondary punishment | primary is unconditioned, secondary is conditioned. intrinsic vs. extrinic. |
| Thorndike and Skinner on punishment | Thorndike - synomin tes, punishment does not make right answer. Skinner - skinner box, hit rat after lever (temporary effect), coy response, serious response - effective = reduce behavior |
| what are the determinants of punishment efficacy? | quality (effort of response), rate (lean or regular schedule), delay, don't allow habituation, mention replacement behavior, explain where appropiate |
| what are the side effects of punishment? | strong emotions, aggressive reaction result=modeling?, punisher=SD for punishment, general decrease in behavior |
| what does punishment work? | Skinner: distractionDismoor: avoidance responsesPremack: non-preferred activity for punishment |
| what is learned helplessness? | a decrement in learning ability that results from repeated exposure to uncontrollable aversive events |
| what applications are there of learned helplessness? | depression, self-efficacy (Bandura's work) |
| APA ethical code in punishment | beneficence, responsibility, integrity, justice, respect for others' dignity |
| is punishment ethical? | 7 year old with self-injurous behavior kept in physical restraint 24/7, tried to ignored SIB, try differential reinforcement, both ineffective, contingent electrical shock (punishment) effective after 12 shocks when he stops entirely, is this ethical? |
| what does the primary motor cortex control? | movement in specific areas of the body, it is active when people intend to move |
| what is the basil ganglia? | a part of the brain that controls initiating and controlling actions, critical for learning motor skills, organizing sequences of movement, "automatic" behaviors |
| what is Parkinson's Disease? | movement disorder characterized by muscle tremors, rigidity, slow movements, and difficulty initiating physical/mental activity, problems iniating spontaneous movement |
| what causes Parkinson's Disease? | death of neurons in the substantia nigra and loss of dopamine leads to less stimulation of the motor cortex and slower onset of movement |
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