Unit 4 ap psych
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| Learning | is to permanently change in how we do things due to experience
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| Associative learning | is linking two events that occur close together in time
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| Conditioning | the process of learning associations between event and behavioral responses
- - -> 2stimulie
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| Classical conditioning | type of learning where we associate 2 stimuli and anticipate events after repetion
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| Operant conditioning P1 | to associate a response (behavior) and it consequences
learn to repeat behavior followed by desirable results (aka rewards)
learn to avoid behaviors by undesirable results( punishment)
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| Ivan Pavlov | Russian Physiologist – studied digestion
Famous for coining term Classical Conditioning
Conditioned dogs to salivate at a ringing bell
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| Unconditioned stimulus {US} (not learned, natural response) | a stimulus that triggers a response
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| Unconditioned response {UR} (not learned, natural response) | naturally occurring response to the US
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| Neutral stimulus {NS} (Learned ) | a stimulus that has been paired with the {US} and has no response or causes
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| Conditioned Stimulus (CS) (learned ) | A previously (NS) that is paired with {US} and result,triggers a conditioned response.
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| Conditioned Response (CR) (learned) | a learned response to a previously neutral stimulus (NS) but now a conditioned stimulus
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| Operant Conditioning (voluntary aka your choice ) | - organisms connect their own behavior with consequences
-Stimulus follows the response and strengthens it
- actions followed by reinforcers increase
-actions followed by punishers decrease
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| John B. Watson | Classical Conditioning with Humans
“Give me a dozen healthy infants allow me to control their environment and I can turn them into whatever I want” –John Watson
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| Edward Thorndike | - placed a cat in a puzzle box with food reward outside the box
-concluded that rewarded behavior is likely to reoccur and he called it law of effect
- reapted experment many times and observed that cats escaped from the box more quickly over succsesi
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| Stimulus Generalization | Generalize everything
Ex: Respond to all ringing sounds
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| Stimulus Discrimination | Response to a specific thing
EX: dinner bell
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| Extinction | Dog stops responding to bell because food (US) is never paired with the bell (CS) after the initial learning
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| Spontaneous Recovery | Can only occur after extinction
EX:Response to bell appears at a random time after extinction
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| Higher Order Pairing Also called second-order conditioning | Higher Order Pairing
Also called second-order conditioning
EX: Bell (CS) paired with black square (N)
Dog salivates at the black square (CS) alone
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| Mary Cover Jones | First Behavioral Therapist
Developed Counterconditioning
Method to unlearn fears
Works best for children
Gave candy while brining the white rat closer to the child
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| Desensitization Therapy | Developed by Joseph Wolpe
Treatment for anxiety and fear
Cannot be fearful and relaxed at the same time
Teaches individuals to relax in fearful or anxious situations
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| B.F.Skinner | Coined Operant Conditioning
Focus on Reinforcements
Skinner Box
Explained Superstitious Behaviors
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| Shaping | Reinforce steps to behavior
Ex: Brushing Teeth
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| Chaining | Links separate behaviors
Ex: Obstacle course
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| Instinctive Drift | the tendency of learned behavior to gradually revert to biologically predisposed patterns
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| Reinforcements | Reinforcements = encourages behaviors to be repeated
Not one size fits all – what is reinforcing for one person/animal many not be to another
Ability to Use
Primary Reinforcement = ex: food, clothing
Secondary Reinforcement = ex: money, token econ
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| Positive Reinforcement | Add pleasant stimulus
Examples
Complete chores for money
Arriving at work on time to receive praise and a pay raise from your boss
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| Negative Reinforcement | Avoid/Stop unpleasant stimulus
Escape and Avoidance Learning
Examples
Driving speed limit to avoid ticket
Hitting the snooze button to shut off an annoying alarm
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| Instinctive Drift | the tendency of learned behavior to gradually revert to biologically predisposed patterns
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| Punishment | Punishment = Discourages a behavior
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| Positive Punishment | Add something unpleasant to the situation
Ex: Spray water on a barking dog
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| Negative Punishment | Take away something pleasant
Omission training
Ex: Take away driving privileges
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| Fixed Ratio | Reinforcement after a set amounts of responses
Ex: Buy 3 shirts gets 1 free
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| Variable Ratio | Reinforcement after an unknown number of responses
Ex: Slot Machines
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| Fixed Interval | Reinforcement after a set period of time
Ex: Weekly Exam
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| Variable Interval | Reinforcement after an unpredictable length of time
Ex: Pop Quiz
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| Learned Helplessness | the passive resignation a person/animal acquires when unable to avoid repeated aversive events
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| Albert Bandura | - 2016 U.S. National Medal of Science
- Pioneering researcher of observational learning
- Process of Modeling – learn by watching others
- Vicarious Reinforcements / Punishments
- Social Learning Theory
- The Bobo Doll Study
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| External Locus of Control | The perception that chance or outside forces beyond our personal direction determine our fate
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| Internal Locus of Control | The perception that we direct and create our own fate
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| What is Personal Control? | Our sense of impaction and direction on our environment rather than feeling helpless
Our belief in our level of control can determine our choice in coping responses
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| Problem-Focused Coping | Attempt to alleviate stress directly – by changing the stressor or the way we interact with that stressor
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| Emotion-Focused Coping | Attempt to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to our stress reactions
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| Extrinsic Motivation | -A desire to perform a behavior to receive promised rewards or avoid threatened punishment
- Excessive reward can destroy intrinsic motivation with the overjustification effect
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| Intrinsic Motivation | - A desire to perform a behavior effectively for its own sake
-Interest in subject – if there were not grade at stake, would you still be curious to learn the material
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| Insight Learning | A sudden realization of a problem’s solution
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| Latent Learning | Learning that occurs but is not apparent until there is an incentive to demonstrate it
6
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| Continuous Reinforcement | Reinforcing the desired response every time it occurs
Pro: Learning occurs rapidly
Con: Extinction also occurs rapidly
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| Partial Reinforcement | Reinforcing a response only part of the time
Occurs more often in real life
Pro: resistance to extinction is greater
Con: Learning is slower to appear
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| Effective If | Swift – occur soon after behavior
Must be sufficient without cruelty
Must be consistent
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| Drawbacks | Does not teach correct behavior
Resulting unpleasant emotion can deter learning
May suggest inflicting pain is justified
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