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Learning 2
Chapter 2
| Question | Answer |
|---|---|
| Goal Directed systems | Many behaviors both learned and unlearned appear to be purposive or goal directed |
| Components of goal directed system | Comparator; Reference input; Actual input; Action system; Output; Disturbance |
| Comparator | Thing that evaluates the system |
| Reference input | What you want to come out of the system |
| Actual input | What actually happens within the system |
| Action System | A system to achieve the reference input |
| Output | The result of an action system |
| Disturbance | Something that alters the actual input |
| Reflex | Stereotyped pattern of movement of a part of the body that can be reliably elicited by presenting the appropriate stimulus; innate connection between a stimulus and a response |
| Tropisms | Movements or change in orientation of the entire animal; forced movement |
| Kineses | Movement or locomotion in response to stimuli; Non-directive with regard to input stimulus; Getting startled by a loud noise |
| Taxes | Directional movement in relation to a stimuli; typically approach or avoidance in nature; Orienting towards someone entering the room quickly |
| Fixed action pattern | Part of the repertoire of all members of a species and may be unique to the species; not learned; occur in a rigid pattern regardless of context; once it starts it has to finish |
| Sign Stimulus | Stimulus that initiated a fixed action pattern; the greater the sign stimulus the more intense the response |
| Reaction chain | Pattern of behaviors that progress from one behavior to the next dependent on the presence of the appropriate external stimulus; can begin at any point in the chain; may stop if the stimulus does not occur |
| Innate human behaviors | Very small part of repertoire of human behavior; Babbling and facial expression |
| Habituation | Decrease int he strength of a response after repeated presentations of a stimulus that elicits the response, the response will eventually disappear if no consequence to the stimulus |
| Function of habituation | Ensure that organisms only attend to important stimuli |
| Spinal Arc | Interneurons; signals that don't hit the brain but rather the spine; |
| Course of Haituation | Decrease in response is large at first and eventually becomes smaller |
| Effect of time on habituation | Habituation is withheld for a time but the response will recover |
| Relearning effects | After recovery from habituation, future habituation will occur more rapidly |
| Effect of stimulus intensity on habituation | Low intensity stimulus habituates more rapidly high intensity may not habituate; AC sound vs Fireworks |
| Overlearning | The more habituation sessions the longer the response maintains |
| Stimulus generalization | Transfer of habituation from one stimulus to another stimulus |
| What type of organism is usually studied when looking at the mechanisms of habituation? | Simple organisms, then results are generalized to more complex ones. |
| Opponent process theory | Habituation of emotional response |
| A-process | The initial fast acting emotional response to a stimulus. Rises to a max and maintains until the stimulus is removed. |
| B-Process | Response to the a-process; Slow to rise and to decay; exposure to a stimulus increases the intensity of the B-Process |
| Plato's belief about knowledge | Knowledge is innate and is gained through introspection; Turn away from the physical because it distracts |
| Nativism | Knowledge is innate and cand be discovered through introspection |
| Ideas or Forms | Abstract existence of objects in the real world, ideas exist perfectly in our minds and are represented imperfectly in the real world |
| Experience + Time = | New information |
| Rationalist | Knowledge through thought or introspection |
| Aristotle's belief about knowledge | Sensory information is the beginning and basis for knowledge but then you must use reason to discover knowledge |
| Laws of association | Experience of one object will tend to elicit the recall of things similar to that object |
| Law of similarity | Things that are similar to each other will make you think of each other |
| Opposite things | Things will make you think of the opposite thing |
| Law of contrast | ?? |
| Law of contiguity | ?? |
| Aristotle wrote... | the first history of psychology |
| Law of frequency | more things occur together the more likely one will stimulate recall of the other |
| Descartes | I think therefore I am; Senses cannot be trusted; Knowledge is innate |
| Descartes Separation of mind and body | The body was subject to the laws of the universe but the mind is independent; Pineal gland is the point of contact |
| Mechanistic approach | The body is a machine |
| Franz Joseph Gall founded | phrenology |
| Phrenology | The belief that well developed faculties result in a bump in the head and poorly developed ones result in a depression |
| Outcomes of phrenology | Research to discover the functions of the brain; faculties can become stronger with practice |
| Darwin | Took humans out of the clouds and made them animals again |
| Ebbinhaus is known for studying | higher mental processes and memory |
| Law of frequency | Similar to law of association; the more you see something the more you remember it |
| Ebbinghaus demonstrated the effects of | Meaningfulness and overlearning for retention |
| Wilhelm Wundt | Father of European psychology; founder of voluntarism |
| Date of Wilhelm Wundts first experimental laboratory | 1879 |
| Wundt believed that | most important aspects of the mind could not be studied directly but through their products |
| Appreciation | Freedom to will to attend to something as clearly as you want |
| Early schools of psychology | Voluntarism Structuralism Functionalism Behaviorism |
| Psychologist associated with voluntarism | Wilhelm Wundt |
| Psychologist associated with Structuralism | Edward Tischner |
| Edward Tischner | Founder of structuralism; it died with him |
| Psychologist associated with functionalism | William James |
| William James | Wrote principles of psychology (1890) |
| Father of American Psychology | William James |
| Margaret Floy Washburn | First woman to receive a PhD in psychology |
| Lord C. Lloyd Morgan's Canon | In no case may we interpret an action as the outcome of the exercise of higher psychical faculty, if it can be interpreted as the outcome of the exercise of one which stands lower in the psychological scale; Parsimony |
| Thorndike was interested in | Animal intelligence |
| Thorndike Puzzle box expectations | Animals are insightful so once they figure out the puzzle box they will have no problem solving the problem in the future. |
| Thorndike Puzzle box reality | Leaning is incremental, not insightful |
| Incremental learning | Learning occurs in small systematic steps rather than in huge jumps |
| What did Thorndike think about intervening variables to learning? | Learning is direct and not mediated by ideas |
| Learning of all animals is | the same including humans |
| How did learning occur in Thorndike's experiment? | Trial and Error learning |
| Connectionism | Association between scene impression and impulses to action; Beginning of Sensory response learning theory ; This connection occurs gradually |
| How can a consequence effect a previous connection according to Thorndike? | Contiguity wasn't the only determinant of association it was a consequence of the action strengthened the connection |
| How can consequence effect previous connections? | Confirming reaction |
| Secondary characteristics of Thorndike's Theory | Multiple responses; Set or attitude; Prepotency of elements; Response by Analogy; Associative shift |
| Laws of Learning | Law of Readiness, Law of Exercise (Debunked), Law of Effect |
| Law of Readiness | When you're ready to do something and do it's satisfying; when you're ready to do something and can't its annoying; When you aren't ready to do something and are forced to do it it's annoying |
| Law of Exercise | The more you do something the stronger the connection between stimulus and response and when you don't do something the connection is weakened (This is all false) |
| Multiple responses | If our first response does not solve the problem we try again |
| Set or attitude | What a learner brings to a situation; past learning history; genetics |
| Prepotency of elements | Only some elements of a situation will determine behavior; Some stimuli go unnoticed while some are salient |
| Response by analogy | Transfer of training form one situation to a similar one; Experience with a similar problem may appear to be insightful when it is not |
| Associative shift | Generalization |
| Law of Effect | Reinforcement increases the strength of the connection while punishment does nothing to the strength of a connection |
| Belongingness | If elements of an association belonged together the association was easier to learn |
| Principle of polarity | Learned response is most easily given in direction it is formed |
| Spread of Effect | As a response is learned through reinforcement so are other responses surrounding the reinforced one; The behavior that was reinforced can spread to similar situations |
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Ashley.johns3342
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