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Chapter 6
Learning
| Question | Answer |
|---|---|
| learning (p 202) | change in organism's behavior or thought as a result of experience |
| habituation (p 202) | process of responding less strongly over time to repeated stimuli |
| Aplysia (p 203) | a five-inch long sea slug discovered by Eric Kandel |
| Skin conductance response (p 203) | measure of the electrical conductivity of the finger tips. |
| sensitization (p 203) | responding more strongly over time rather than habituation. Most likely when a stimulus is dangerous, irritating, or both |
| clasical (Pavlovian) conditioning (p 204) | form of learning in which animals come to respond to a previously neutral stimulus that had been paired with another stimulus that elicits an automatic response |
| unconditioned stimulus (UCS) (p 204) | stimulus that elicitis an automatic response |
| unconditioned response (UCR) (p 204) | automatic response to a nonneutral stimulus that does not need to be learned |
| conditioned response (CR) (p 204) | response previously associated with a nonneutral stimulus that is elicited by a neutral stimulus through conditioning |
| conditioned stimulus (CS)(p 204) | initially neutral stimulus that comes to elicit a initially neutral stimulus that comes to elicit a response due to associated with an undonditioned stimulus |
| British Associationists (p 204) | school of thinkers from several centuries ago that believed we acquire virtually all of our knowledge by conditioning, that is, by forming associations among stimuli. |
| serendipity (p 204) | accident |
| cannula (p 204) | collection tube place into dog's salivary glands to study their salivary responses to meat powder |
| classical conditioning (p 204) | (Pavlovian) form of learning in which animals come to respond to a previously neutral stimulus that had been paired with another stimulus that elicits an automatic response |
| uncontioned Stimulus (UCS) (p 204) | stimulus that elicits an automatic response |
| uncondioned response (UCR) (p 204) | automatic response to a nonneutral stimulus that does not need to be learned |
| conditioned response (CR) (p 205) | response previously associated with an nonneutral stimulus that is elicited by a neutral stimulus through conditioning |
| conditioned stimulus (CS) (p 205) | initially neutral stimulus that comes to elicit a response due to association with an unconditioned stimulus |
| acquisition (p 206) | learning phase during which a conditioned response is established |
| extinction (p 206) | gradual reduction and eventual elimination of the conditioned response after the condioned stimlus is presented repeatedly without the unconditioned stimulus |
| spontaneous recovery (p 206) | sudden reemergence of an extinct conditioned response after a delay in exposure to the Conditioned Stimulus |
| renewal effect (p 206) | sudden reembergence of a condioned response following extinction when an animal is returned to the environment which the conditioned response was acquired |
| phobias (p 206) | intense, irrational fears |
| stimulus generalizations (p 207) | process by which conditioned stimuli similar, but not identical, to the original conditioned stimulus elicit a conditioned response |
| stimulus discrimination (p 207) | process by which organisms display a less pronounced conditioned response to conditioned stimuli that differ from the original conditioned stimlus |
| higher-order conditioning (p 207) | developing a conditioned response to a conditioned stimulus by virtue of it's association with another conditioned stimulus |
| generalization gradient (p 207) | the more similar to the original CS the new CS is, the stronger the CR will be. |
| occasion setters (p 207) | setting in which the CS occurs |
| latent inhibition (p 208) | difficulty in establishing classical conditioning to a conditioned stimulus we've repeatedly experienced alone, that is, without the unconditioned stimulus |
| fetishism (p 209) | sexual attraction to nonliving things |
| aulophobia (p 209) | fear of flutes |
| pteronophobia (p 209) | fear of being tickled by feathers |
| coulrophobia (p 209) | fear of clowns |
| peladophobia (p 209) | fear of bald people |
| operant conditioning (p 211) | learning controlled by the consequences of the organism's behavior |
| instrumental conditioning (p 211) | operant conditioning also known as this because the organism's response serves as instrumental function |
| law of effect (p 212) | principle asserting that if a stimulus followed by a behavior results in a reward, the stimulus is more than likley to give rise to the behavior in the future |
| Thorndike's law of effect (p 212) | "If a response in the presence of a stimulus, is followed by a satisfying state of affairs, the bond between stimulus and response will be strengthened |
| insight (p 213) | grasping the underlying nature of a problem |
| Skinner box (p 213) | small animal chamber constructed by Skinner to allow sustained periods of conditioning to be administered and behaviors to be recorded unsupervised |
| reinforcement (p 213) | outcome or consequence of a behavior that strengthens the probability of the behavior |
| positive reinforcement (p 213) | presentation of a stimulus that strengthens the probability of the behavior |
| negative reinforcement (p 213) | removal of a stimulus that strengthens the probability of the behavior |
| cumulative record (p 213) | graph of the animals activity |
| punishment (p 214) | outcome or consequence of a behavior that weakens the probability of the behavior |
| discriminative stimulus (p 216) | stimulus associated with the presence of reinforcement |
| extinction burst (p 216) | shortly after withdrawing the reinforcer the undesired behavior inistially increases in intensity, probably because the child is trying harder to get reinforced |
| acquisition (p 216) | learning phase during which response is established |
| extinction (p 216) | gradual reduction and eventual elimination of the response after a stimulus is presented repeatedly |
| spontaneous recovery (p 216) | sudden reemergence of a extinguished response after a delay |
| stimulus generalization (p 216) | displaying response to stimulus similar to but not identical to the original stimulus |
| stimulus discrimination (p 216) | displaying a less pronounced response to stimuli that differ from the original stimulus |
| schedule of reinforcement (p 217) | pattern of reinforcing a behavior |
| continuous reinforcement (p 217) | reinforcing a behavior every time it occurs resulting in faster learning but faster extinction than only occasional reinforcement |
| partial reinforcement (p 217) | only occasional reinforcement of a behavior, resulting in slower extinction than if the behavior had been reinforced continually |
| intermittent reinforcement (p 217) | anothere word for partial reinforcement |
| fixed ratio (FR) schedule (p 218) | pattern in which we provide reinforcement following a regular number of responses |
| fixed interval (FI) schedule (p 218) | pattern in which we provide reinforcement for producing the response at least once following a specified time interval |
| variable ratio (VR) schedule (p 218) | pattern in which we provide reinforcement after a specific number of response on average, with the number varying randomly |
| variable interval (VI) schedule (p 218) | pattern in which we provide reinforcement for producing the response at least once during an average time interval with the interval varying randomly |
| shaping by successive approximations (p 219) | conditioning a target behavior by progressivly reinforcing behaviors that come closer and closer to the target |
| chaining (p 219) | technique in which trainers link a number of interrelated behaviors to form a longer series |
| superstitious conditioning (p 220) | accidental operant conditioning |
| superstituous behavior (p 220) | actions linked by reinforcement by sheer coincidence |
| secondary reinforcer (p 221) | neutral object that becomes associated with a primary reinforcer |
| primary reinforcer (p 221) | item or outcome that naturally increase the target behavior |
| token economy(p 221) | most successful applications of operant conditioning; often setup in psychiatric hospitals for reinforcing appropriate behaviors and extinguishing inappropriate ones |
| target behaviors (p 221) | actions they hope to make more frequent |
| applied behavior analysis (p 221) | makes extensive use of shaping techniques; mental health professionals offer food and other primary reinforcers to individuals with autism as they reach progressifely closer approximations to certain words, and eventually complete sentences |
| radical behaviorism (p 223) | observalbe behavior, thinking and emotion are all governeed by the same laws of learning, namely, classical and operant conditioning |
| latent learning (p 224) | learning not directly observable |
| cognitive map (p 225) | mental representation of how a physical space is organized |
| observational learning (p 225) | learning by watching others |
| competence (p 224) | what we know |
| performance (p 224) | showing what we know |
| models (p 225) | parents, teachers, and others that are influencial to us |
| mirror neuron (p 227) | cell in the prefrontal cortex that becomes activated by specific motions when an animal both performs and observes that action |
| insight (p 228) | the sudden understanding of the solution to a problem |
| suace bearnaise syndrome (p 229) | conditioned taste aversion; the fact that classical condtioning can lead us to develop avoidance reactions to the taste of food |
| equipotentiality (p 230) | the claim that we can classically condtion all CSs equally well to all UCSs |
| preparedness (p 230) | evolutionary predisposition to learn some pairings of feared stimuli over others owing to their survival value |
| instinctive drift (p 232) | tendency for animals to return to innate behaviors following repeated reinforcement |
| sleep assisted learning (p 232) | learning new material while asleep |
| learning style (p 235) | an individuals preferred or optimal method of acquiring new information |
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kreadnour
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