Psych Unit 4 Test
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| UCR ( Uncondtioned response) | show 🗑
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| UCS | show 🗑
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| show | a learned response to a previously neutral (but now conditioned) stimulus (NS/CS)
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| NS/CS | show 🗑
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| Behvior Order- | show 🗑
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| show | Ivan Pavlov (pavlovs dogs) and John B Watson (Little Albert)
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| Classical Conditioned Definition | show 🗑
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| show | When a behavior, such as a conditioned response, has been learned.
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| show | 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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| show | the reappearance of a previously extinguished response after a period of non-exposure
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| Stimulus Generalization | show 🗑
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| show | CS functions as if it were an UCS (tone -> red light)
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| show | occurs when stimuli similar to the CS do not result in a CR
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| Stimulus contiguity | show 🗑
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| show | .5 - 1 sec pairing is optimal
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| show | 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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| show | Thorndike- the law of effect. behaviors are encouraged
when they are followed by satisfying consequences
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| show | 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 | show 🗑
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| show | 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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| show | Escape and Avoidance
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| Escape | show 🗑
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| show | 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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| show | adding a factor to increase the likelihood of the desired behavior.
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| Negative Reinforcement PT2 | show 🗑
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| show | both strategies aim to increase the likelihood of desired behaviors
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| show | Behavior is followed by an aversive (not liked) stimulus.
Make behavior LESS likely to occur.
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| Example of positive punishment | show 🗑
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| Negative punishment (Also known as omission training) | show 🗑
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| show | 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... | show 🗑
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| Weakening behavior/response | show 🗑
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| PR | show 🗑
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| show | removing an aversive stimulus
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| What are the problems with punishment | show 🗑
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| B. F Skinner | show 🗑
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| Primary reinforcer | show 🗑
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| show | Conditioned reinforcement - $, good grades, attention, praise
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| Shaping | show 🗑
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| show | response no longer followed by reinforcer,
brief surge and then gradual decline
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| Generalization | show 🗑
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| Discrimination | show 🗑
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| Continuous reinforcement | show 🗑
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| show | 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 | show 🗑
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| Resistance to reinforcement | show 🗑
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| show | 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 | show 🗑
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| show | Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval
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| show | 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 | show 🗑
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| show | 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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| show | 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 | show 🗑
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| Biological Predisposition | show 🗑
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| Taste Aversion | show 🗑
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| show | strongly believe that learning occurs without thought!
Expectation vs Cognizant
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| show | Revised Contiguinity Model. suggest that expectation and thought strongly influence influence learning
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| Obersvational learning | show 🗑
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| show | 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 | show 🗑
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| show | 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 | show 🗑
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| show | Chimpanzees solved problems suddenly rather than gradually. Nonhuman animals are capable of insight
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Created by:
liladdoyle1