Psych Unit 4 Test
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| UCR ( Uncondtioned response) | show 🗑
|
||||
| UCS | show 🗑
|
||||
| CR | show 🗑
|
||||
| NS/CS | show 🗑
|
||||
| show | NS/CS MUST come before the UCS
🗑
|
||||
| show | Ivan Pavlov (pavlovs dogs) and John B Watson (Little Albert)
🗑
|
||||
| show | 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)
🗑
|
||||
| Acquistition | show 🗑
|
||||
| Extinction | show 🗑
|
||||
| Spontaneous recovery | show 🗑
|
||||
| show | responding to a similar stimulus in the same way (different tone) “phobias”
🗑
|
||||
| show | CS functions as if it were an UCS (tone -> red light)
🗑
|
||||
| Stimulus Discrimination | show 🗑
|
||||
| Stimulus contiguity | show 🗑
|
||||
| Timing between CS and UCS | show 🗑
|
||||
| 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
🗑
|
||||
| People in Operant conditioning | show 🗑
|
||||
| Difference between CC and OC | show 🗑
|
||||
| Positive Reinforcement | show 🗑
|
||||
| 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)
🗑
|
||||
| What are the two key concepts of negative reinforcement | show 🗑
|
||||
| show | behavior ends an aversive stimulus (take Advil to escape headache)
🗑
|
||||
| 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
🗑
|
||||
| show | adding a factor to increase the likelihood of the desired behavior.
🗑
|
||||
| show | removing a factor to increase the likelihood of the desired behavior.
🗑
|
||||
| show | both strategies aim to increase the likelihood of desired behaviors
🗑
|
||||
| show | Behavior is followed by an aversive (not liked) stimulus.
Make behavior LESS likely to occur.
🗑
|
||||
| Example of positive punishment | show 🗑
|
||||
| Negative punishment (Also known as omission training) | show 🗑
|
||||
| Negative Punishment examples | show 🗑
|
||||
| show | Simply put, positive means a stimulus or event is added after the behavior, and negative means a stimulus was avoided or removed.
🗑
|
||||
| show | punishment
🗑
|
||||
| PR | show 🗑
|
||||
| NR | show 🗑
|
||||
| What are the problems with punishment | show 🗑
|
||||
| show | Principle of reinforcement. organisms tend to repeat responses that are followed by favorable consequences!
🗑
|
||||
| show | Satisfy biological needs – food, water, warmth, sex, affection, bodily contact
🗑
|
||||
| Secondary reinforcer | show 🗑
|
||||
| show | reinforcement of closer desired responses
🗑
|
||||
| show | response no longer followed by reinforcer,
brief surge and then gradual decline
🗑
|
||||
| show | blender in the kitchen –cat runs in
🗑
|
||||
| show | cat learns only to run in when can opener turns on = feeding time
🗑
|
||||
| show | he repeated reinforcement of a behavior every time it happens.
🗑
|
||||
| Intermittent reinforcement | show 🗑
|
||||
| Delayed reinforcement | show 🗑
|
||||
| Resistance to reinforcement | show 🗑
|
||||
| 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
🗑
|
||||
| show | 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.
🗑
|
||||
| What are the Four different Reinforcement Schedules | show 🗑
|
||||
| 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.
🗑
|
||||
| show | 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.
🗑
|
||||
| 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.
🗑
|
||||
| show | involve reinforcement of a target behavior after an interval of time has passed. Example- when someone waits for an elevator.
🗑
|
||||
| Instinctive drift | show 🗑
|
||||
| show | when a subject (human, animal, plant) possesses some internal quality that gives them an increased likelihood of having a condition
🗑
|
||||
| show | when you get nauseous or vomit after eating something and then associate the food with the sickness
🗑
|
||||
| show | strongly believe that learning occurs without thought!
Expectation vs Cognizant
🗑
|
||||
| Robert Rescorla | show 🗑
|
||||
| show | when someone’s response is influenced by observing the actions of others (role models)
🗑
|
||||
| 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
🗑
|
||||
| show | Attention, Retention, Reproduction, and Motivatoin
🗑
|
||||
| show | Children exposed to aggressive model imitated the models behavior. aggression can be learned through observation
🗑
|
||||
| Edward Toleman's Latent Learning Experience | show 🗑
|
||||
| show | Chimpanzees solved problems suddenly rather than gradually. Nonhuman animals are capable of insight
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
liladdoyle1