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Any relatively permanent change in behavior that can be attributed to experience.
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Occurs whenever a person or an animal forms a simple association among various stimuli and/or responses.
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PsychologyChapter6
| Question | Answer |
|---|---|
| Any relatively permanent change in behavior that can be attributed to experience. | Learning |
| Occurs whenever a person or an animal forms a simple association among various stimuli and/or responses. | Associate Learning |
| Any event that increases the probabiliy that a particular response will occur. | Reinforcement |
| What is an example of reinforcement? | To teach a dog a trick we could reinforce correct responses by giving the dog food. It can also be internal such as a fast heartbeat. |
| Events that precede a response. | Antecedents |
| What is an example of an antecedent? | A 3 year old has learned that when they hear a truck pull up in the driveway, it means their dads home. |
| The effect that follows a response. | Consequence |
| What are two types of associative learning? | Classical conditioniing, and operant conditioning. |
| An antecedent stimulus that doesn't produce a response is linked with one that does. | Classical Conditioning |
| What physiologist is associated with classical conditioning? | Ivan Pavlov |
| Learning that is based on the consequences of responding. | Operant Conditioning |
| Explain Pavlov's salivation experiement. | He placed meat powder on a dog's tongue and measured the flow of saliva. AFter reapeating may times the dogs would start salivating when he came in the room. |
| A stimulus that does not evoke a response. | Neutral Stimulus (NS) |
| A stimulus that evokes a response because it has been repeatedly paired with an unconditional stimulus. | Conditional Stimulus (CS) |
| A stimulus innately capable of elicting a response. | Unconditioned Stimulus (UCS) |
| An innate reflex response elicited by an unconditioned stimulus. | Unconditioned Response (UCR) |
| A learned response elicited by a conditional stimulus. | Conditioned Response (CR) |
| The weakening of the conditioned response through removal of reinforcement. | Extinction |
| The reappearance of a learned response after its apparent extinction. | Spontaneous Recovery |
| The tendency to respond to stimuli similar to,but not identicalto,a conditioned stmulus. | Stimulus Generalization |
| The learned ability to respond differently to similiar stimuli. | Stimulus Discrimination |
| An emotional response that has been linked to a previously non emotional stimulus by classical conditioning. | Conditioned Emotional Response (CER) |
| Reducing far or anxiety by repeatedly exposing a person to emotional stimuli while the person is deeply relaxed. | Desensitization |
| Hw do phobias begin as conditioned emotional responses? | In psycologist John Watson reported classically conditioning a young child to fear rats. Since then, it has been widely accepted that phobias begin as classical conditioning |
| Occurs when we ler to respond emotionally to stimulus by observing another person's emotional reactions. | Vicarious Classica Conditioning |
| How does the delay in reinforcement influence the effectiveness of reinforcements? | Little to no learning occurs. |
| What is an example of superstitious behaviors. | A golfer who always taps their club on the ground 3 times before hitting a shot. These develop because they produce reinforcement. |
| Give examples of how behavior can be shaped into desired patterns by rewarding successive approximations to a particular response. | If you wanted to study more, it would be best to set a series of goals then you can reward yourself for small steps. |
| Occurs when learned responses are no longer being reinforced. | Operant Extinction |
| Occurs after operant extinction. | Spontaneous Recovery |
| How does negative seeking in children develop? | Develops when children get ignored for being quiet but get attention when they become louder and misbehave. |
| Occurs when a response is followed by a reward or other positive event. | Positive Reinforcement |
| Occurs when a response is followed by an end to discomfort or by the removal of an unpleasant event. | Negative Reinforcement |
| A stmulus that is painful or uncomfortable. | Consquence |
| Removal of a positive reinforcer after a response is made. | Response Cost |
| nonlearned reiforcers;usually those that satisfy psychological needs. | Primary Reinforcers |
| a learned reinforcer;often one gains reinforcing properties by association with a primary reinforcer. | Secondary Reinforcers |
| A tangible secondary reinforcer such as money, gold stars,poker chips, and the like. | Tokens |
| Reinforcement based on recieving attention,approval,or affecton from another person. | Social Reinforcers |
| A schedule in which every correct response is followed by a reinforcement. | Continuous Reinforcement |
| A patternn in which only a portion of all responses are reinforced. | Partial Reinforcement |
| What are 3 factors that reduce the effectveness of punishment? | timing,consistancy,intensity |
| What are three drawbacks using punishment? | adverse nature of punishment,escape learning,avoidance learning, and agression. |
| What are the three factors that influence the effectiveness of punishment? | reinforcement strengthens responses,nonreinforcemnt causes responses to extingish,punishmen surpresses responses. |
| Internal images or other mental representations of an area that underly an ability to choose alternative paths to the same goal. | Cognitive Map |
| Learning that occurs without obvious reinforcement and that remains unexpressed until reinforcemet is provided. | Latent Learning |
| Learning achieved by watching and immitating the actions of another ornoting the consequences of those actions. | Observational Learning |
| What are the guidelines that should be followed for wisely using punishment? | avoid harsh punishment,usethe minimum punishment necessary,apply punishment during or immediately after misbehavior,be consistent,use couter conditioning,expect anger, punish with kindness. |
| Higher level learning involving thinking,knowing,understanding,and anticipation. | Cognitive Learning |
| Learning based on inight and understanding. | Discovery Learning |
| Learning that takes place mechanically,through repitition and memorization or by learning rules. | Rote Learning |
| Explain the experiment involving the Bo-Bo Doll. | Children watched an adult attack a large blow up "Bo-Bo" Doll. LAter the children became frustrated with their toys being taken away, then hey were allowed to play with the bobo doll and they took their agression out on it. |
| Why is what a parent does more important than what a parent says? | It is easier to learn from watching people. |
| What are the 7 steps in a behavioral self-management program? | Choose a target behavior,record a baseline,establish goals,choose reinforcers,record yur progress,reward successes,adjust your plan. |
| What are our strategies for changing bad habits? | Alternate responses,extinction,response chains,cues and antecedents. |
| Any high frequency response can be used to reinforce a low frequency response. It helps because we tnd to react to being observed. | Premack Principle |
| In classical conditioning,_____ are important, while n operant conditioning,_____are primary for learning. | antecedents,consequences |
| Operant conditioning is based on what? | Information and expectancies. |
| What is an exampl of a primary reinforcer? | Giving a hug. |
| Continuously reinforced responses are what? | Easy to extinguish. |
| What is NOT one of the three factors increasing the effectivenss of feedback? | Positive |
| Operant conditioning is to ____ as classicalconditioing is to____ | voluntary,reflexive |
| What is not one of the four strategies for helping change bad habits? | Cognitive Contracting |
| ___appear to produce reinforcement, even though actually being unecessary. | Superstitious Behaviors |
Created by:
jessilyn