Chapter 5: Models to explain learning Part 1

Question 1

What is learning commonly defined as?

Answer 1

A relatively permanent change in behaviour that occurs as a result of experience, which is ongoing throughout life.

• Can intentionally or unintentionally
• Can be passive or active

Question 2

What 2 concepts are an important part of learning and why is this?

Answer 2

• Change is important because something must be different after learning takes place
• Relatively permanent because it must have a continuing or lasting effect

Question 3

What is conditioning?

Answer 3

Is the process of learning associations between a stimulus (one event) and a response (another event).

Question 4

List the 3 types of learning in this study area:

Answer 4

• Classical conditioning
• Operant conditioning
• Observational learning

Question 5

Give an example of passive learning:

Answer 5

Hearing about the Christchurch bombing

Question 6

Give an example of active learning:

Answer 6

Reciting psychology falshcards

Question 7

What is a stimulus?

Answer 7

Any object or event that elicits a response from an organism.

Question 8

What is a response?

Answer 8

A reaction by an organism to a stimulus.

Question 9

What is classical conditioning?

Answer 9

A type of learning that occurs through the repeated association of two (or more) different stimuli.

Question 10

What is an unconditioned stimulus (UCS)?

Answer 10

Any stimulus that consistently produces a particular response.

Question 11

What is a conditioned stimulus (CS)?

Answer 11

The stimulus which is neutral at the start of conditioning.

Question 12

What is a neutral stimulus (NS)?

Answer 12

Any stimulus that does not normally produce a predictable response
-The conditioned stimulus before it becomes conditioned

Question 13

What is an unconditioned response (UCR)?

Answer 13

A response which occurs automatically when the unconditioned stimulus is presented.

Question 14

What is a conditioned response (CR)?

Answer 14

The behaviours which are identical to the UCR but are caused by the CS after conditioning

Question 15

What is stimulus generalisation in relation to classical conditioning? Give an example:

Answer 15

The tendency for another stimulus that is similar to the original CS to produce a response that is similar, but not necessarily identical to the CR.
Eg. Little Albert not only being afraid of the white rat, but of similar stimuli such as a white rabbit

Question 16

What is stimulus discrimination in relation to classical conditioning? Give an example:

Answer 16

Occurs when a person or animal responds to the CS only, but not any other stimulus that is similar to the CS.
Eg. If Pavlov’s dogs only salivating to the sound of ‘experimental’ bell and not any other type.

Question 17

What is extinction in relation to classical conditioning? Give an example:

Answer 17

The gradual decrease in the strength or rate of a CR that occurs when the UCS is no longer presented.
Eg. Pavlov’s dogs eventually ceased salivating (CR) in response to the bell (CS) presented alone after a number of trials.

Question 18

What is spontaneous recovery in relation to classical conditioning? Give an example:

Answer 18

The reappearance of a CR when the CS is presented, following a period of rest after the CR appears to have been extinguished.
Eg. If Pavlov’s dogs started salivating again to the sound of the bell after extinction.

Question 19

Describe the Little Albert experiment:

Answer 19

• Conducted by John B. Watson
• Research designed to test the belief that fears can be acquired through classical conditioning
• 11 moth old baby known as ‘Little Albert’ was used, because he was quite placid
• When presented with a white rat, every time he would reach for it, a loud noise was made, scaring him
• This was repeated several times until even when no loud noise was made, he would still be afraid when presented with the white rat

Question 20

List two ethical implications of the Little Albert experiment:

Answer 20

• There is no evidence that informed consent was given by Albert’s mother for him to be involved in the experiment
• It is not clear that allowance of withdrawal rights was given

Question 21

What is acquisition in relation to classical conditioning, how is its duration measured and how much time is ideal?

Answer 21

The overall process where an organism learns to associate two events (NS and UCS).

• Duration of acquisition is measured by the number of trials it takes for the CR to be learned
• A short time (approx 1/2 sec) is ideal for the gap between the presentation of the NS and UCS

Question 22

What is extinction in relation to classical conditioning?

Answer 22

When the UCS is no longer presented along with the CS, the strength or rate of the CR decreases, until eventually, the CS becomes meaningless and the CR stops.

Question 23

What is spontaneous recovery in relation to classical conditioning?

Answer 23

When the CS is reintroduced the CR appears again, after a period of rest has taken place following extinction.
-CR is weaker than when first conditioned

Question 24

What is a conditioned emotional response? Give an example:

Answer 24

An emotional reaction that occurs when the ANS triggers a response to a stimulus.
Eg. Fear at the sound of the dentist’s drill

Question 25

What is operant conditioning?

Answer 25

A learning process by which the likelihood of a particular behaviour is determined by the consequences of that behaviour.

Question 26

What is the theory of operant conditioning?

Answer 26

An organism will tend to repeat a behaviour (an operant) that has desirable consequences, or that will enable it to avoid undesirable consequences. An organism will also tend to not repeat a behaviour that has undesirable consequences.

Question 27

What is an operant?

Answer 27

Any response (or set of responses) that occurs in the absence of any stimulus and acts upon the environment in the same way each time.