Psych Unit 4 Test
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| UCR ( Uncondtioned response) | An unlearned naturally occuring response (such as salvitation) to an unconditioned stimulus (such as food in the mouth)
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| UCS | a stimulus that uncondotionally-naturally and automatically-triggers a response (UCR)
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| CR | a learned response to a previously neutral (but now conditioned) stimulus (NS/CS)
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| NS/CS | The originally irrelevant stimulus that, after associating with an UCS, comes to trigger a conditioned response (CR)
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| Behvior Order- | NS/CS MUST come before the UCS
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| Classical Conditioned people | Ivan Pavlov (pavlovs dogs) and John B Watson (Little Albert)
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| Classical Conditioned Definition | a type of learning where the stimulus gains the power to cause a response because it predicts another stimulus that already produces that response (Associative Learning)
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| Acquistition | When a behavior, such as a conditioned response, has been learned.
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| Extinction | the gradual weakening and disappearance of a conditioned response tendency, it involves repeatedly presenting the CS without pairing it with the UCS
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| Spontaneous recovery | the reappearance of a previously extinguished response after a period of non-exposure
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| Stimulus Generalization | responding to a similar stimulus in the same way (different tone) “phobias”
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| High order conditioning | CS functions as if it were an UCS (tone -> red light)
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| Stimulus Discrimination | occurs when stimuli similar to the CS do not result in a CR
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| Stimulus contiguity | when a stimulus is presented in a repeated form like a series of connections to form learning. (Example- always seeing salt and pepper together, so when you see salt now you think of pepper)
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| Timing between CS and UCS | .5 - 1 sec pairing is optimal
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| Instrument Learning (Operant) | Belief that we operate in our environment. It is based on consequences. Behavior is based on type of consequences that
occur after the behavior
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| People in Operant conditioning | Thorndike- the law of effect. behaviors are encouraged
when they are followed by satisfying consequences
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| Difference between CC and OC | Influencing the likelihood of a response by controlling the consequences of the response, the focus is on voluntary behaviors rather than involuntary reflexive behaviors which helps to explain more human behaviors!
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| Positive Reinforcement | Behavior is followed by desired stimulus (Example- praise, money)
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| Negative Reinforcement (Most effective) | Behavior prevents, removes or avoids an undesired stimulus, this also makes the behavior more likely to occur (Example- If my son brings in the recycle bins I will stop nagging him)
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| What are the two key concepts of negative reinforcement | Escape and Avoidance
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| Escape | behavior ends an aversive stimulus (take Advil to escape headache)
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| Avoidance | Examples: take Dramamine before flying, taking Tumms before eating spicy foods to avoid tummy ache, drink lots of water prior to an athletic contest to avoid dehydration
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| Positive Reinforcement Pt2 | adding a factor to increase the likelihood of the desired behavior.
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| Negative Reinforcement PT2 | removing a factor to increase the likelihood of the desired behavior.
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| What is the main goal in both positive and negative reinforcement? | both strategies aim to increase the likelihood of desired behaviors
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| Positive punishment | Behavior is followed by an aversive (not liked) stimulus.
Make behavior LESS likely to occur.
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| Example of positive punishment | After scratching at the couch (behavior), a cat is sprayed with water (aversive stimulus), making it less likely the cat will scratch the couch in the future.
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| Negative punishment (Also known as omission training) | In negative punishment , you remove a pleasant stimulus to decrease a behavior
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| Negative Punishment examples | when a child misbehaves, a parent can take away a favorite toy. In this case, a stimulus (the toy) is removed in order to decrease the behavior.
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| Simply putting punishment and reinforcement... | Simply put, positive means a stimulus or event is added after the behavior, and negative means a stimulus was avoided or removed.
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| Weakening behavior/response | punishment
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| PR | giving a reward
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| NR | removing an aversive stimulus
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| What are the problems with punishment | Strong emotional response, and physical punishment can cause aggresive children. disciplining is much more effective
by reinforcing desirable behavior rather than by punishing
undesirable behavior
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| B. F Skinner | Principle of reinforcement. organisms tend to repeat responses that are followed by favorable consequences!
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| Primary reinforcer | Satisfy biological needs – food, water, warmth, sex, affection, bodily contact
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| Secondary reinforcer | Conditioned reinforcement - $, good grades, attention, praise
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| Shaping | reinforcement of closer desired responses
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| Extinction | response no longer followed by reinforcer,
brief surge and then gradual decline
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| Generalization | blender in the kitchen –cat runs in
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| Discrimination | cat learns only to run in when can opener turns on = feeding time
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| Continuous reinforcement | he repeated reinforcement of a behavior every time it happens.
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| Intermittent reinforcement | the delivery of a reward at irregular intervals. The subject does not receive a reward each time they perform a desired behavior or according to any regular schedule but at seemingly random intervals.
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| Delayed reinforcement | Reinforcement is delayed whenever there is period of time between the response producing the reinforcer and its subsequent delivery.
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| Resistance to reinforcement | an individual continuing to respond even after reinforcement has been removed from the equation
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| Discriminative stimulus | a stimulus that when it is present, generates a particular response and the response is usually faster, more frequent, and more resistant to extinction
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| Learned helplessness | occurs when an individual continuously faces a negative, uncontrollable situation and stops trying to change their circumstances, even when they have the ability to do so. For example, a smoker may repeatedly try and fail to quit.
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| What are the Four different Reinforcement Schedules | Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval
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| Fixed Ratio | The fixed ratio schedule involves using a constant number of responses. Example- a child must do five chores before receiving an allowance, so the child conducts 5 chores knowing they will receive their compensation.
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| Variable Ratio | a response is reinforced after an unpredictable number of responses. Example. When someone gambles, they are rewarded with a win after an unpredictable number of bets placed.
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| Fixed Interval | a set amount of time between occurrences of something like a reward. Example- a monthly review at work, a teacher giving a reward for good behavior each class, and a weekly paycheck.
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| Variable Interval | involve reinforcement of a target behavior after an interval of time has passed. Example- when someone waits for an elevator.
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| Instinctive drift | when an innate response tendency interferes with conditioning process
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| Biological Predisposition | when a subject (human, animal, plant) possesses some internal quality that gives them an increased likelihood of having a condition
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| Taste Aversion | when you get nauseous or vomit after eating something and then associate the food with the sickness
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| Radical Behaviorist | strongly believe that learning occurs without thought!
Expectation vs Cognizant
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| Robert Rescorla | Revised Contiguinity Model. suggest that expectation and thought strongly influence influence learning
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| Obersvational learning | when someone’s response is influenced by observing the actions of others (role models)
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| Albert Bandura | Vicarious conditioning – that is classical and operant conditioning take place indirectly through observational learning
Tendencies are strengthened if the models response leads to a favorable outcome
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| what are the 4 key processes in observational learning | Attention, Retention, Reproduction, and Motivatoin
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| Albert Bandura/BoBo doll | Children exposed to aggressive model imitated the models behavior. aggression can be learned through observation
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| Edward Toleman's Latent Learning Experience | Rats that ran a maze repeatedly evidenced dramatic improvement following introduction of a reward. rats learned their way around the maze, created and stored cognitive maps and were able to use the maps when needed
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| Wolfgang Kohler’s Insight Learning Experiments | Chimpanzees solved problems suddenly rather than gradually. Nonhuman animals are capable of insight
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