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BLP Final
| Question | Answer |
|---|---|
| negative reinforcement | response --> leads to absence of aversive stimulation |
| positive punishment | response --> leads to aversive stimulation |
| main difference btwn neg. reinforcement and pos. punishment? | NR = increase in responding PP = decrease in responding |
| similarity btwn neg. reinforcement and pos. punishment? | changing HOW they respond to minimize exposure to aversive stimuli |
| historically, behavirists couldn't explain learning in terms of the _______ of a reinforcer | non-occurrence |
| Two-Factor Theory: what are the 2 processes? | 1) classical condition of fear to signal 2) operant resonse to escape signal (& stop fear) |
| in two-factor theory, subjects _____ make a response to avoid shock. they do it to ______ stimulus associated with shock | do not; escape |
| evidence for 2FT | Miller Experiment: should be able to manipulate two factors independently |
| Miller Experiment procedure | Phase I: Grp 1: White box shock; Grp 2: no training Phase II: Place each subject in white box (they can turn wheel to escape) Results: Only Grp 1 learns to turn wheel to escape (only group motivated to escape) |
| evidence against 2FT | Kamin Experiment, Extinction problem |
| Kamin Experiment procedure | 4 groups: normal avoidance learning, signal termination, US avoidance, pure classical conditioning results: 1 always presses lever, 2/3 sometimes, 4 does not press |
| extinction problem | avoidance learning --> subjects make response reliably to avoid aversive stimulation; 2FT would predict fear would eventually extinguish, but it never does |
| new extinction experiment is the same as ____ | conditioned inhibition |
| shuttle box procedure | Animal placed in one side of box Task: when tone plays, move to other side to avoid shock |
| Learned Helplessness (LH) procedure | phase I: grp 1 = escapable shock; grp 2 = inescapable shock phase II: both groups get access to escape results: only grp 1 learns |
| characteristics of LH subjects | associative deficit, motivational deficit, seems depressed/sickly/anxious |
| LH subjects can learn to escape shock if... | they are shown how to escape |
| Species-Specific Defensive Response Theories: premise 1 | Aversive stimuli elicit innate, species-specific defensive responses (SSDRs) |
| Species-Specific Defensive Response Theories: premise 2 | SSDRs are more easily learned in an avoidance paradigm than other behavioral responses. |
| Predatory Imminence Continuum Theory: premise 3 | Which SSDR is elicited depends on the level of danger faced by the animal. |
| Predatory Imminence Continuum Theory: premise 4 | The delay (time) between the CS and US will determine which SSDR will occur. |
| predicition of SSDR and PICT | The delay (time) between the CS and US will determine which SSDR will occur. |
| punishment results in decrease in responding, so you can only observe punishment's effects by studying behavior that is... | initially likely to occur |
| initial exposure to punishment determines responses to later punishment | start strong on trial 1 --> no more response stark weak on trial 1--> likely see recurrence, even if increase in severity later on |
| what does contingency being necessary for punishment mean? | only receive the aversive stimulus when making the response |
| punishment: interval btwn target response and aversive stimulus | If you wait too long between the response and application of the aversive stimulus, no learning will occur |
| differing schedules of punishment | some schedules = better than others |
| when bad behavior is positively reinforced example | not getting a ticket every time you speed |
| Comparative Cognition definition | The study of animal behavior that focuses on the mechanisms by which animals acquire, process, store, and act on information from the environment. |
| general process approach vs. comparative cognition | Gen-Proc Approach: Study learning in animals because of what it tells us about learning in general. Comp. Cog: Focus on the differences in cognitive mechanisms between humans and animals. |
| cognitive etholoy | Presumption that animals are capable of conscious thought and intentionality (anthropomorphism) |
| comparative cognition vs. cog etho | employ the simplest possible explanations that explain as much of the data as possible |
| problems with anthropomorphism | biases research, hampers knowledge, over emphasis on human experience |
| memory definition | retention of info or experiences over time |
| stages of memory | acquisition (encoding), retention interval (storage), retrieval |
| learning studies | manipulate acquisition conditions; test in same conditions |
| memory studies | same acquisition conditions; manipulate testing conditions |
| procedural memory | memory for how to do something |
| perceptual memory | memory for how things look (perceived) |
| episodic memory | form of reference memory; recall episodes and experiences from the past |
| semantic memory | form of reference memory; recall facts and meanings of words |
| working memory | short-term memory |
| working memory vs. reference memory | WM: the retention of information just long enough to complete a task. RM: stored memory information that can be recalled to help use new information |
| Delayed-Matching-To-Sample procedure | sample --> choice task |
| variations in Delayed-Matching-To-Sample | Length of exposure to the sample stimulus Duration of the retention interval Appearance of sample stimulus Other things about the sample stimulus |
| factors that affect memory in Delayed-Matching-To-Sample | nature of stimulus, duration of exposure to sample stimulus, retention interval |
| one rule in Delayed-Matching-To-Sample: | chooses same as sample |
| multiple rules in Delayed-Matching-To-Sample: | if x, choose x; if y, choose y, etc. |
| Premack tests Delayed-Matching-To-Sample rules with baby chimps: procedure | training: Delayed-Matching-To-Sample with set stimuli testing: used new stimuli |
| Premack tests Delayed-Matching-To-Sample rules with baby chimps: predictions | 1) If using “same as” rule, then should get answer correct during testing 2) if using specific rules, then should not get answer correct during testing |
| Premack tests Delayed-Matching-To-Sample rules with baby chimps: results | answered correctly to new stimuli (#1) |
| two procedures for testing spatial location memory | Morris Water Maze, Radial Arm Maze |
| radial arm maze: procedure | Phase I: allow rats to only search 4 arms of 8-arm radial maze -Four-hour delay (rotate maze 90 degrees) – changes spatial location of arms- Phase II: allow rat access to all arms |
| radial arm maze: predictions | if scent: visit arms that it did not visit yet, even though spatial location changed if landmark: will go to spatial locations not yet visited |
| radial arm maze: results | went to spatial locations not yet visisted |
| encoding info/stimulus coding definition | The process of taking information in through your senses and translating it into a form that your brain can “write down” and store for later use |
| selective attention | focusing on specific aspect of experience while ignoring others |
| we can only _____ attend to _____ thing at a time | fully; one |
| cocktail party effect | items compete for attention |
| inattention leads to... | encoding failure |
| shallow processing | physical features are analyzed |
| intermediate processing | recognition and labeling |
| deep processing | meaningful characteristics; Deep processing leads to better memory |
| elaboration | The “web” of connections, associations, and relevant meanings given to a stimulus. |
| mental imagery | creating a mental “story” or scene around stimuli that we would like to remember. |
| dual-code hypothesis | Memory is stored in two ways: verbal code and picture code. Mental images are remembered better because it contains both |
| (Grill study) bitter tastes --> yuck face used | conditioned taste aversion |
| taste --> illness, so taste --> ______ | yuck face |
| study #1 by Holland: procedure | Phase I: Tone --> Flavor 1 Noise --> Flavor 2 Phase II: Flavor 2 -->illness Test: Reaction to Tone? Reaction to Noise |
| study #1 by Holland: results | Noise --> Yuck face Tone --> no yuck face |
| study #2 by Holland: procedure | phase I: tone --> flavor 1 noise --> flavor 2 phase II: tone --> mental image of flavor 1 --> nothing noise --> mental image of flavor 2 --> illness test: reaction to F1? F2? |
| study #2 by Holland: results | avoid F2 even though never paired directly with illness |
| retrospective coding | memories for past events |
| prospective coding | remembering plans for future action |
| when rats solve radial arm maze, they first use ____ coding then use ____ towards the end | retrospective; prospective |
| chickadees will eat ____ sunflower seeds if they think mealworms are coming later | less |
| directed forgetting | The accuracy of recall can be modified by cues or instructions indicating that something should (or should not) be remembered. |
| directed forgetting significance | memory is an active process that can be brought under stimulus control |
| directed forgetting in animals | Pigeons remembered items that were cued as “remember this” and did not remember items that were cued as “forget this!” |
| Ebbinghaus forgetting curve | forgetting happens quickly with meaningless words |
| retroactive interference | NEW info interferes with remembering old info |
| proactive interference | OLD info interferes with learning new info |
| amnesia is | forgetting large chunks of info |
| infantile amnesia | early memories |
| retrograde amnesia | forgetting the past |
| anterograde amnesia | no new memory formation is possible |
| memory consolidation process | Recent memories are not as consolidated and more vulnerable to forgetting/loss |
| hippocampus & memory | converts short term --> long term memory |
| amygdala & memory | boosts memories of significant events (emotional brain; fear and anger) |
| primacy effect | remember the items at the beginning of the list *These items are recalled because they are in long-term-memory |
| recency effect | remember the items at the end of the list *These items are recalled because they are still in short-term memory |
| serial position effects in animals: rats study by Kesner | List was order in which they solved a radial-arm maze List was order in which they solved radial arm maze Asked to recall which arm (of a choice of two) was visited first |
| serial position effects in animals: significance | animals show same primacy and recency effects as humans |
| observational learning | learn by watching others |
| 4 processes of observational learning | attention, retention, motor reproduction, reinforcement |
| Octopus observational learning: procedure | Demonstrator Octopus: Trained to attack a red ball, not the white ball test: given choice, which does observer choose |
| Octopus observational learning: results | out of 220 trials, always chose the red ball |
| transitive inference study options | 1: learning one rule; always pick greater one 2: learning multiple rules; when A, and B, pick B, etc. |
| transitive inference study test and results | test: B v. D? results: pick D. shows they are learning one rule |
| Perceptual Analogy study (Premack & Gilligan) | Sarah (smart chimp) could solve perceptual analogies with 85% accuracy |
| Conceptual Analogy study (Premack & Gilligan) | Sarah could solve conceptual analogies with 83% accuracy |
| is language unqiue to humans? BEHAVIORIST view | no; if animal is intelligent + exposure to english, they could learn |
| is language unqiue to humans? LINGUIST view | yes; cognitive skills needed are uniquely human (Noam Chomsky) |
| language definition + components | Sounds/symbols that “stand in” for objects, ideas, actions, emotions, etc.; productive use; grammar & syntax |
| what does productive use mean? | use of symbols to communicate and express thoughts (not just reflexive response) |
| Hays/Kelloggs study | Tried to get chimps to learn to speak Chimps do not have anatomy that allows them to produce human speech |
| Gardeners study | trained Washoe in sign language could use 5 word strings no syntax no productive use signs = difficult to interpret experimenter bias |
| Patterson study | trained Koko the gorilla in sign language exposed to spoken english and sign knew 1000+ signs; could understand more than 2000 productive use combination words talk about objects not present no syntax anecdotal (not scientific) |
| Premack language study | trained Sarah the chimp to use lexicon board eliminated experimenter bias understand basic sentences knows symbols represent objects in environment no productive use no syntax |
| Savage-Rumbaugh study | Kanzi (bonobo) to use lexicon board already mastered lexicons through observation before formal training form sentences productive use talks about others correct syntax some of the time clearly understands spoken english |
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