Karteikarten
Ch. 4 Notes- AP Psych
Karten in diesem Stapel (52)
- 1Learningrelatively permanent behavior change due to experience.
once made associations we keep them, unless trained - 2Conditioningthe process of learning associations
LEARNED - 3PavlovFounded the theory of classical conditioning
- 4Classical ConditioningOne learns to link two or more stimuli and anticipate events
-involuntary response (no control, automatic)
LEARNED - 5Watsonbelieved that human emotions and behavior are mainly conditioned and learned responses
(little Albert experiment- conditioned to be scared of little fussy animals) - 6Neutral stimulusbefore it was neutral
Ex: me looking at or smelling shrimp - 7Unconditional stimulusThe thing that caused the reaction
Ex: me eating shrimp
NATURAL - 8unconditioned responsethe reaction
Ex: me feeling sick BECAUSE I ate shrimp
NATURAL - 9conditional responseThe thing causing the rxn (same as neutra)
Ex: Me looking or smelling shrimp - 10Conditioned responsethe reaction
Ex: feeling sick BECAUSE i smelled/looked at the shrimp - 11AcquisitionInitial learning process of stimulus-response relationship
-acquire conditioning - 12Half a second rulestimulus should happen close together, neutral stimulus should happen w/in about 1/2 second of the Unconditioned Stimulus
-order matters - 13Higher Order Conditioningadding a second conditioned stimulus
-light, bell, food, drool - 14Extinctionhappens when the ucs stops following the cs, and the cr starts to weaken
Ex: after bell + no food for a long time, the dog stops drooling - 15Spontaneous Recoveryafter extincition, the cr returns after a rest period
Ex: didn't react to bell, ring bell against & all of the sudden they drool again. - 16Generalizationonce conditioned, a similar stimulus can cause a similar response (expand category of cr)
Ex: feeling sick of ALL seafood, not just shrimp - 17Discriminationthe ability to distinguish between the cs and the other irrelevant similar stimuli
ex: difference, separating both - 18Cognition matters- the more predictable the association the stronger the conditioned response
- if we know what is causing the response we won't associate the neutral stimulus with the response - 19learned helplessnesswe learn when unable to avoid repeated aversive events
- giving up, no longer fighting - 20respondent behaviorresponding to stimuli
- 21operant conditioningoccurs when organisms associate their own actions w/ consequences
- 22Thorndike's Law of Effectrewarded behavior is likely to occur
- 23shapingusing reinforces to guide actions towards a desired behavior
- training - 24Reinforcerany event that strengthens the behavior it follows
- making behavior happen more; encouraging it - 25Positing Reinforcement PRADDS a desirable stimulus and strengthens behavior
-ex: answer correctly so I give you candy - 26Negative Reinforcement NRtakes AWAY an aversive stimulus and strengthens behavior
-ex: postponing a quiz bc all the students did their work - 27PunishmentDECREASES the frequency of a behavior that follows
- 28Positive Punishment PPADDS an aversive stimulus and weakens a behavior
- ex: giving an extra assignment to a kid that cheats on a quiz - 29Negative Punishment NPtakes AWAY a desirable stimulus and weakens behavior
-ex: license is revoked if u get a DUI - 30primary reinforcersunlearned rewards that are innate or that satisfy a biological need
ex: getting food when hungry - 31conditioned reinforcerslearned associations w/ primary reinforcers; rewards linked w/ more basic rewards
ex: money, good grades; money gets you food, when you're hungry you eat - 32continuous reinforcementreinforcing the desired behavior every time it occurs
-allows for rapid learning + extinction
ex: if dog sits, you give them a treat right away until they learn the word sit - 33partial reinforcementreinforcing a response only part of the time
-slower acquisition, but greater resistance to extinction
ex: only give a dog a treat once in a while and they still learn to sit (long-term memory) - 34fixed-ration schedulereinforce behavior after a set # of responses- conditions animals to a high response rate
- ex: press button 100x to get a reward (predictable bc yk when to get free coffee) - 35variable-ration scheduleprovide reinforcers after an unpredictable # of responses- produces high rate of response
ex: press the button until you get a reward (eventually you will get a reward) - 36fixed-interval schedulereinforce the first response after a fixed time period
ex: hold button for 5 mins to get a candy (predictable amount of time) - 37variable-interval schedulereinforced the first response after varying time period
ex: do robot dance until you get a prize
(don't know exactly when u'll get the prize) - 38fixedpredictable and set
- 39variablerandom and unpredictable
- 40ratiocan count response (# of responses)
- 41intervala period of time (an amount of time)
- 42Latent learningbelow the surface, don't know you're learning it until it's an incentive
- 43cognitive mapmental representation of "mazes" and material
ex: kind of know where every building in the school is even if you haven't been to all of them - 44insight learningoccurs when there is no systematic interaction w/ our environment, & the solution is sudden and novel
(light goes off in ur head, A-HA moment) - 45Intrinsic/Extrinsic motivationdesire to perform a behavior for its own sake
vs
performing a behavior for a reward or avoid punishment
(playing a sport for fun vs. playing a sport for money) - 46Biological predispositionsbiological constraints predispose organisms to learn associations that are naturally adaptive
(we work w/ what nature endows us w/ to survive) - 47Modelinghaving the ability to observe and imitate others
(observational learning) - 48Mirror Neuronsthey fire when performing certain actions or when observing another doing so
ex: some1 sad in a movie makes u sad - 49Theory of Mindthe allowance of feeling another's pain
(ppl with autism have reduced mirror neuron activity known as "broken mirrors") - 50Observational learningwe are specially likely to imitate people we perceive as similar to ourselves as successful or admirable
- 51ProsocialPOSITIVE
-helpful, encouraging, power of modeling as a force for social change, want to help humanity - 52AntisocialNEGATIVE
-helps us understand aggressiveness in children through learning from parents, observation of violence on TV, learned violence through imitation, correlation does not equal causation.
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- 11th grade AP Psych Karteikarten am Ch. 4 Notes- AP Psych, erstellt von Marina Orozco am 12/11/2022.
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