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
Ap Psych Mod 25-30
| Question | Answer |
|---|---|
| Habituation- | decreased responsiveness to a stimulus after being repeatedly exposed to it -Ex: When you first move near a train track, the loud train noise startles you. After a few weeks, you barely notice it anymore. |
| Assocative learning | learning that there are correlations between events or stimuli -two types: Classical Conditioning (two stimuli) and Operant Conditioning (Reward or Punishment) -Ex: You learn that when you see lightning that thunder will follow after |
| Classical Conditioning | -learning to associate two stimulus together - A student feels anxious whenever they hear the school bell because the bell has been repeatedly paired with difficult math tests. |
| Respondent behavior | behavior that occurs as a automatic response to a stimulus -Ex: jumping at the sound of thunder as a result of the loud sound |
| operant conditioning | learning the association between a behavior and a consequence or reward -we repeat behaviors that produce rewards and avoid behavior that produce consequences |
| Neutral stimulus | -a stimulus which one its own causes no response in a person -after the neutral stimulus is paired with a unconditioned stimulus and presented to a subject, the neutral stimulus becomes the conditioned stimulus |
| Conditioned stimulus | A previously neutral stimulus that, after being repeatedly paired with an unconditioned stimulus, begins to trigger a learned (conditioned) response. |
| Conditioned response | The learned reaction to a conditioned stimulus. -this response did not occur until the neutral stimulus became the conditioned stimulus |
| Unconditioned response | an unlearned natrually occuring reposnse that occurs to a unconditioned (natrual) stimulus |
| Unconditioned stimulus | - a stimulus that naturally and automatically triggers an unconditioned response |
| Behaviorism | the idea that psychology should study behavior without analyzing the mental process that are associated with them |
| Acquisition | -the initial stage of classical conditioning when a neutral stimulus is repeatedly paired with an unconditioned stimulus resulting in the neutral stimulus becoming a conditioned stimulus |
| Higher-order (second order conditioning) | when a new neutral stimulus becomes a conditioned stimulus by being paired with an already established conditioned stimulus, -Ex after learning that a sound indicates that they receive food, an animal will respond to a light that forewarning the sound |
| Extinction | when the conditioned stimulus (CS) is repeatedly presented without the unconditioned stimulus (US) -causes the conditioned response (CR) to be gradually weakened and eventually disappear. |
| Spontaneous recovery | The sudden reappearance of a previously extinguished conditioned response after a rest period -Ex: A dog stops salivating to a bell after extinction (bell without food). After a few days, the bell rings again and the dog salivates again. |
| Generalization | The tendency for a conditioned response (CR) to occur in response to stimuli that are similar to the original conditioned stimulus (CS). -Ex:A dog conditioned to salivate to a bell also salivates when it hears a similar-sounding chime. |
| Discrimination | -The ability to distinguish between the conditioned stimulus (CS) and other similar stimuli, responding only to the original CS. -Ex:The dog salivates only to the specific bell it was trained with, but not to other chimes or sounds. |
| Aversive Conditioning | A type of conditioning in which a person learns to avoid a behavior by associating it with an unpleasant stimulus. -Ex:Delivering tiny electric shocks to your dog whenever it pees on carpet in order to stop the behavior |
| Taste Aversion | A type of classical conditioning in which a person learns to avoid a specific food or drink after just one bad experience associated with that food. (usally illness) -Ex: A man get the flu after eating seafood and doesn't eat seafood again |
| Law of Effect | Behaviors followed by satisfying (pleasant) consequences are more likely to be repeated, - while behaviors followed by unpleasant consequences are less likely to occur. |
| Reinforcement | any event that strengthens the behavior that it follows |
| Shaping | A technique in operant conditioning in which repeated reinforcements are given until the desired behavior is fully learned. -Builds behavior gradually using successive rewards. |
| Discriminative Stimulus (SD) | s a signal or cue that indicates a certain behavior will be reinforced. -A rat sees a light turn (discriminative stimulus) on and knows pressing a lever now will give food. -Helps organisms learn when to perform a behavior. |
| Positive Reinforcement | Adding a pleasant stimulus to increase a behavior. -Ex: A student who studies hard and gets a gold star, and is thus more likely to study more |
| Negative Reinforcement | Removing an unpleasant stimulus to increase a behavior. -Ex: David takes an aspirin → headache goes away. Behavior: Taking aspirin Removed stimulus: Headache Effect: David takes aspirin again when he has a headache |
| Primary Reinforcers | -Stimuli that are naturally reinforcing because they satisfy biological needs or survival drives. They don’t need to be learned. -EX: A rat presses a lever and gets a pellet of food. Food = primary reinforcer → naturally satisfying |
| Secondary (Conditioned) Reinforcers | -Stimuli that become reinforcing through association with a primary reinforcer. They aren’t naturally rewarding, but we learn to value them. -Clara receives $5 after cleaning her room -the money is a secondary reinforcer as she can use it to buy food |
| Reinforcement schedule | -a pattern for defining how often a desired response will be reinforced |
| Continuous reinforcement schedule | - reinforcing the desired response every time it occurs -Leads to Fast learning, but also leads to fast extinction (no response to stimulus) if reinforcement stops. |
| Partial (Intermittent) Reinforcement | - when a behavior is reinforced only some of the time, not every time. -Slower learning, but more resistant to extinction. -Four types: Fixed Ratio. Vairable Ratio, Fixed Interval, Variable Interval |
| Fixed Ratio | Reinforcement occurs after a set number of behaviors -Example: Buy 9 coffees, get the 10th free. -a type of partial reinforcement |
| Variable Ratio | Reinforcement occurs after a random number of behaviors -Example: Slot machines, fishing -a type of partial reinforcement |
| Fixed Interval | Reinforcement occurs after a fixed amount of time -Example: Weekly paycheck -a type of partial reinforcement |
| Variable Interval | Reinforcement occurs after varying amounts of time -Example: Checking outside your house for a rare bird -a type of partial reinforcement |
| Positive Punishment | -Adding an unpleasant stimulus to decrease a behavior. -Ex: A driver gets a ticket for speeding (teaches them not to speed in the future) |
| Negative Punishment | -Removing a pleasant stimulus to decrease a behavior -Ex: Noah hits his younger brother → parents take away his video game → behavior decreases |
| What kind of Ratio is Gambling? | variable ratio |
| Punishment vs Reinforcement | -punishment weakens behaviors and reinforcement strengthens behaviors |
| Biological Preparedness | -The idea that humans and animals are naturally wired to learn certain associations more easily than others. -Ex: It’s easy to develop a fear of snakes or spider (as they threaten survival) -It’s much harder to develop a fear of flowers or chairs (they |
| Instinctive Drift | -The tendency for animals to revert to (natural) behaviors, even after being trained to do something else. -Raccoons trained to drop coins in a piggy bank start rubbing the coins together instead — mimicking their natural food-washing behavior. |
| Cognitive Map | -A mental representation of the layout of an environment, which helps an individual navigate and make decisions, even without direct reinforcement. |
| latent learning | -Learning that occurs without any obvious reinforcement or reward, and may not be demonstrated until there is a reason to use it. |
| Insight | - a sudden realization of a problm's solution |
| Intrinsic motivation | Motivation that comes from within the individual; doing something because it is personally rewarding or enjoyable. Ex:Reading a book because you love the story or Playing the piano for fun rather than for a grade |
| Extrinsic Motivation | Motivation that comes from external factors; doing something to earn a reward or avoid punishment. Ex: Studying to get a good grade |
| Problem-focused coping | -Actively addressing the source of stress to reduce or eliminate it. - Ex: Studying harder to improve a bad grade or Fixing a leaky faucet instead of just complaining -We do this when we believe that we can change our sitaution |
| Emotion-Focused Coping | Managing the emotional response to stress rather than adressing the stressor itself. -Ex:Distracting yourself by watching a movie when stressed or Talking to a friend about your feelings -We do this when we believe that we can't change our situation |
| Learned Helplesnness | -A condition in which a person repeatedly experiences uncontrollable negative events and eventually stops trying to change or escape the situation, even when opportunities to do so exist. |
| Internal Locus of Control | -Belief that you control your own fate through your actions, effort, and decisions. -Ex:Studying hard to get a good grade because you believe your effort determines your academic success |
| External Locus of Control | -Belief that outside forces (luck, fate, other people) determine what happens in your life. -Failing a test and blaming “the teacher doesn’t like me” or “I was unlucky.” |
| Self control | the ability to control impulses and delay short-term gratification for greater longer term rewards |
| Observant learning | learning behaviiors by observing others |
| Vicarious Reinforcement | : Learning that occurs by observing someone else being rewarded, which increases the likelihood that you will perform that behavior -Ec: Sam sees his sister get praised for doing chores -He decides to do his chores too, hoping for similar praise. |
| Vicarious Punishment | -Learning that occurs by observing someone else being punished, which decreases the likelihood that you will perform that behavior. -Someone refrains from speeding after seeing another driver get pulled over |
| Prosocial Behavior | -Positive and helpful behavior that benefits others -driven by empathy, moral obligation, and a desire to improve society -Ex:Helping a classmate with homework and Donating clothes to charity |
| Antisocial Behavior | -Negative or harmful behavior that hurts or disregards other, often violating social norms -Ex:Bullying or threatening someone or Stealing or cheating |
| Social Learning Theory | -A theory that suggests people can learn new behaviors by observing others, rather than through direct experience alone. |
| Vicarious Conditioning | -A type of learning that occurs by observing the consequences of another person’s behavior, without directly experiencing those consequences yourself. -Key idea:You learn from seeing what happens to someone else when they do something |
| Key mechanisms of the Social Learning Theory | -modeling and vicarious learning |
| Modeling | -learning by observing and imitating another person’s exact behavior. -Ex A child watches their teacher tie their shoes and copies the steps that they do so they can learn to tie their shoes by themselves |
Created by:
KenechukwuIE