PSYC 100 > Learning Chapt 7 > Flashcards

Learning Chapt 7 Flashcards

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1
Q
  • what is learning shorthand for
A

a collection of different techniques - procedures - outcomes - CHANGE and oragnism’s behaviour

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2
Q
  • learning def
A

the acquisition of new knowledge/ skills / responses from experience that results in a relatively permanent change in the state of the learner

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3
Q
  • 3 key ideas for learning
A

1 based on experience 2 produces changes in the organism 3 relatively permanent changes

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4
Q
  • habituation
A

a general process in which repeated or prolonged exposure to a stimulus results in a gradual reduction in responding ie violence in 150s-now movies

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5
Q
  • this animal exhibits habituation
A

Aplysia - withdraws its gill - response gradually weakens after repeated

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6
Q
  • sensitization
A

presentation of a stimulus leads to increased response to a later stimulus ie Aplysia after shock

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7
Q
  • behaviourist view of learning & who starts
A

no mental activity required - John Watson starts - measurable changes only

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8
Q
  • classical conditioning def + Pavlov
A

a neutral stimulus produces a response after being paired with a stimulus that naturally produces a response - ie dogs salivating to neutral stimuli ie bell

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9
Q
  • Pavlov dogs produced “anticipatory response” as soon as put in harness. what does this demo
A

4 elements of classical conditioning 1 US unconditioned stimulus 2 UR unconditioned response 3 CS conditioned stimulus 4 CR conditioned response

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10
Q
  • def US
A

unconditioned stimulus - somehting that reliably produces a naturaly occuring reaction in an organism

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11
Q
  • def UR
A

unconditioned reaction - a reflexive reaction reliably produced by unconditioned stimulus

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12
Q
  • def CS + context
A

conditioned stimulus - previously neutral stimulus that produces reliable response in organism after paired with US - more than simple tone - needs context ie anticipation

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13
Q
  • def CR
A

a reaction that resembles an unconditioned response - produced by a conditioned stimulus ie sound of bell and food

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14
Q
  • why does dog sense/get ready to eat
A

presentation of food US associated with complex CS (moving around) = CS alone signales food is on the way

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15
Q
  • when did pavlovs findings come out
A

1923

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16
Q
  • acquisition
A

period of association between CS & US - they are presented together

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17
Q
  • explain response amounts in acquisition/extinction/spontaneous recovery
A

acquistion - low then rise and tapers off - extinction lessens response back down when CS alone - after breaks ie 24 hr spontaneous recoveries heightene for a bit

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18
Q
  • second-order conditioning + Pavlov example
A

conditioning where CS is paired with a stimulus that became associated with US in earlier procedure - ie Pavlov intros black square to reliable tone

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19
Q
  • what are cue exposure therapies
A

addict exposed to drug cues without drug = extinction of ontext assocation

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20
Q
  • extinction def
A

gradual elimination of a learned response that occurs when CS is repeatedly presented without the US

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21
Q
  • spontaneous recovery def
A

tendency of a learned behaviour to recover from extinction after a rest period

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22
Q
  • what is generalization + example
A

CR observed even if CS is slightly different than CS in acquisition ie new can opener for dog - more new CS change = less response

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23
Q
  • discrimination def + generalization tie in
A

capacity to distinguish between similar but distinct stimuli - shows whhy more different CS gets less CR

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24
Q
  • who was little Albert/ Watson’s purpose
A

9 month old - unemotional - WAtson wants to classicaly condition to be emotionally afraid

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25
- watson experiment with little albert
acquisition phase of classical conditioning - albert scared by hammer on steel bar - paired with white rat for CS - generalization was shown with white rabbit + seal-fur coat
26
- why did dogs not salivate when Pavlov approached
Pavlov not reliable indicator of food - he could be doing other things
27
- Rescorla/Wagner theory
classical conditioning occurs when the animal has learned to set up an expectation - *CS serves to set op expectation* → array of behaviours- ie pavlov not reliabel = no expectation
28
- what does Rescorla/Wagner model account for
variety of classical conditioning phenomena - ie CS easier when the event is unfamiliar - Rescorla-Wagner model - cognitive elements are not necessarily conscious
29
- when is conciousness required for conditioning to occur
break between CS and US
30
- Pavlov’s takeaway from his research
providing insights into how the brain works - he was trained in medecine
31
- explain Thomson eyeblink conditioning focus
CS tone follwed by US puff of air - eyeblink response to CS alone - cerebellum critical for occurence of eyeblink conditioning (motor)
32
- amygdala responsible for what kind of conditioning
emotional
33
- when do rats exhibit behavioural freezing
from sudden painful stimuli - amygdala activated - (fear conditioning)
34
- what was baffling about hummus example
single acquisition trial - usually takes several trials// UR (nausea) became CR (aversion to hummus)
35
- conditioning properties of organism for adaptive value
rapid learning 1/2 trials / should work over long intervals / aversion to smell of food not ingestion / novel foods more of a problem
36
- what did Garcia show about adaptiveness of classical conditioning
strong aversion when CS was distinct *taste/smell*
37
- cancer patients (broberg)
develop aversion for last thing before chemotherapy
38
- biological preparedness def
propensity for learning particular kinds of associations over others ie taset + smell food aversions in rats - birds = visual cues
39
- operant conditioning def
a type of learning in which the consequences of an organism’s behaviour determine whether it will be repeated
40
- what did thorndike do operant conditioning
before Pavlov - instrumental behaviours - cat triggers lever to let itself out of box
41
- explain of effect
Thorndike - behaviours that are followed by “satisfying state of affairs” = repeated - those that produce unpleasant state of affairs - not - observable like behaviourists
42
- operant behaviour
behaviour an organism produces has some impact on the environment - reinforce (more likely to occur) or punish (less likely to occur)
43
- skinner + operant behaviour
animals *engage* in environment - operant conditoning chamber - focues on punishment and reinforcement
44
- why is reinforcement more effective than punishment
punishment doesnt say what should be done instead - punishment needs to be done right away to be succesful
45
- thorndike on context
stimulus control develops a particular response for a discriminitave stimulus
46
- Skinner context 3 term contigency
discriminative stimulus leads to responce produces a reinforcer (ie laughter)
47
FACT
pigeons with picasso training discriminate to respond by choosing picasso again
48
- when is stimulus control effective
always - effective even if stimulus has no meaning to the respondent
49
- does operant behaviour undergo extinction
yes - when reinforcements stop - but not like US that occurs no matter what happens - reinforcement onyl happens when organism *does something*
50
- what variant on operant conditioning did skinner develop
schedules of reinforcement
51
- fixed interval schedules + outcome
reinforcers presented at fixed time periods - provided that appropriate response is made = burst of responding as interval draws to a close
52
- variable-interval schedule + outcome
behaviour reinforced based on an average time that has expired since last reinforcement ie every 2 minutes on average = slow methodical responding
53
- fixed ratio schedule + outcome
reinforcement delivered after specific number of responses have been made (inclduing continuos reinfocrment) - so you know its coming
54
- variable ratio schedule + outcome
deliver of reinforcement is based on a particular average nuber of responses ie every 100 slots on average = higher rates of repsonse because you dont know - *intermittent reinforcement*
55
- benefit of intermittent reinforcement
produce behaviour that is much more resistant to extinction than a continuous reinforcement schedule
56
- intermittent reinforcement efect
operant behaviours maintained under intermittent reinforcement schedules RESIST EXTINCTION better than tose maintainened under contiunous reiforcement
57
- shaping + example
learning that results from reinforcement of successive steps to a final desired behaviour ie pigeons reinforced *successive approximation* actions to finally be able to swipe ball - skinner
58
- skinner superstitous exp.
set food to deliver every 15 seconds - reinforces whatever behaviour going on just then
59
- Tolman’s proposal
conditioning experience f]produces beleif in an ends-means relationship
60
- latent learning + example
something is learned but not manifested as behavioural chane until future - control group + reinforcement = latent learning
61
- cognitive map
mental representation of the physical featres of the environment - rats formed a sophisticated cognitive map
62
- pleasure centers james olds
rats ignore basic needs to stimulate pleasure centers = nucleus accumbens - medial forebrain bundle - hypothalamus ie fMRI show increased nucleus accumbens activity in men looking @ women
63
- explain Brelands
all species predisposed to learn some things mroe readily than others - these evolutionary mechanisms cna prevent some learning ie placing up coin in box
64
- explain Bandura Bobo Doll + children
kids observe aggressive model act aggressive towards it - if model is reward = increase / model punished = decrease
65
- diffusion chain def
individuals initially learn behaviour from a model - then serve as a model for someone else - works for up to 10-20 kids
66
- explain enculturation hypothesis
chimps in human culture increase ability to understand intented use of tool instead of just modelling use it in any way
67
- observational learning
learning that takes place by watching the actions of others
68
- TMS (fake brain damge) effect on observational learning
greatly reduced amount
69
- implicit learning
takes place independent of awareness of both procuess and products of its acquisition ie habituation
70
- mirror neurons
a type of cell found in brains of primates
71
- artifical grammar and learning
participants can eventually grasp correct grammar = implicit learning
72
- explain outcome of serial reaction time task
participants get faster as they anticipate which box is most likely to light up next
73
- explicit/implicit effect on brain regions
explicity increases prefontal/parietal cortex // implicit = decrease occipatal activity
74
- another word for massed practice
cramming
75
- outcome of judgements of learning JOLS
people spend more time studying what judged as not learning well
76
- 4 traits of effective learner
1 understanding learning/memory 2 effective learning techniques 3 how to monitor learning 4 biases
77
- Twitmyer contribution to classical conditioning
reflexes
78
- simultaneous classical conditioning
CS & UCS begin/end together
79
- Short-Delay classical conditioning
Cs starts just before UCS - they end together
80
- trace classical conditioning
Cs beigns and ends before the UCS
81
- backward classical conditioning
UCS is presented and removed BEFORE the CS
82
- FACT: HIgher order conditioning = second order classical conditioning
good good
83
- equipotentiality principle
animals are capable of connecting any CS to any US or of associating any response with any reinforcer
84
- why is money a secondary reinforcer
cuz can enable primary reinforcers ie food
PSYC 100
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