Fichas
Classical, Operant and Modeling Conditioning
Fichas del conjunto (54)
- 1repeated associationclassical conditioning
- 2repeated consequencesoperant association
- 3repeated observationmodeling
- 4involuntary behaviorclassical conditioning
- 5voluntary behavioroperant conditioning
- 6before and counterconditioningclassical conditioning
- 7after and extinctionoperant conditioning
- 8what is the first part of classical conditioning?the unconditioned stimulus causes the unconditioned response (food causes saliva or loud noise causes fear)
- 9what is the second part of classical conditioning?when natural stimulus is added to the unconditioned stimulus it causes an unconditioned response. (bell + food = saliva)
- 10what is the third and final step of classical conditioning?after repeated association, the unconditioned stimulus is no longer needed to cause unconditioned response. becomes CS and CR (bell and saliva)
- 11what is extinction?stopping or changing the consequence in operant conditioning.
- 12whats important in classical conditioning?consistency and making sure the NS comes right after the UCS
- 13what is counterconditioning?the unlearning or breaking/changing an association like overusing the bell or loud noise
- 14what are the four parts of operant conditioning?positive reinforcement, positive consequence, negative reinforcement, negative consequence
- 15how do you unlearn in operant conditioning?shaping and baby steps
- 16What was pavlov's experiment?the dog and the bell...explain
- 17what was watson's experiment?little albert...explain
- 18what was banduras experiment?splitting the 2 groups of kids and showing them 2 different videos...explain
- 19what did bandura contribute to?modeling
- 20finish this sentence for modeling...repeated...observation
- 21what do vicarious reinforcement/punishment do?they make it more or less likely for someone to do something others are encouraged to do
- 22what is an expression that can be used in modeling?monkey see monkey do
- 23what is the process of unlearning modeling?finding a new role model and having direct consequences for certain behavior
- 24for classical conditioning we have repeated...association
- 25for operant conditioning finish this sentence...repeated...consequences
- 26example of variable intervalpop quiz
- 27example of variable ratioslot machines...there is no way of knowing how many times it takes to win the jackpot
- 28example of fixed ratioproduction line, every 15 dolls you make you get paid a dollar
- 29example of fixed intervalphone lockout.
- 30procedural long term memoryhow you do something like ride a bike, recipes, how to get somewhere
- 31semantic long term memorythe meaning of something like do you remember how to ride a bike
- 32episodic long term memorytime, place or event like do you remember the first time you rode a bike
- 33what is a similarity between episodic and semantic memory?they are both a part of declarative memory
- 34how long does short term memory last?30 seconds
- 35what is the storage capacity for STM7 (plus or minus 2)
- 36how do you transfer information from STM to LTMrepetition, rehearsing it, hooking it to something you already know, making it into something you understand
- 37what makes STM different from LTMscan, physical or auditory, it can be erased and it is found in the frontal lobes where we think
- 38what makes LTM different from STM?the way we look up or index cues, semantic code which is the meaning of it, it is irretrievable meaning you never forget it, it is unlimited, and its found in the hippocampus.
- 39What are the 3 R's that help retrieve LTMrecall, recognition, relearning
- 40Recallthis includes things like essays or fill in the blank because there are no hints
- 41recognitionthis is fill in the blank with word bank, multiple choice, and matching because you are given options where you can recognize the real answer
- 42relearninglike the second time taking the course or a cumulative final also where you sit in class
- 43Theories of forgettingencoding failure, decay theory, interference theory, reconstruction (schema) theory, motivated forgetting
- 44encoding failurewe only take in enough information that can be used later like the color of something ex) penny
- 45decay theoryuse it or lose it or lose your way to it
- 46interference theorywhen you have memories that are the same that interfere and mix things up
- 47reconstruction (schema) theorywhen you make up your own memories, you perceive or remember things wrong, we fill in the holes with false memories
- 48schemahow we think things should be done
- 49motivated learningwhen you have bad memories that you choose to forget by putting them into the inconcious
- 50what was skinner's experimentthe rat in the box....he had to determine how many times it would take for him to get a food palet
- 51thordike experimenthis was called the puzzle box. For example, he placed a cat inside a wooden box. The cats used various methods trying to get out, however it does not work until it hits the lever. Afterwards, Thorndike tried placing the cat inside the wooden box again, this time, the cat is able to hit the lever quickly and succeeded to get out from the box
- 52primary effectthis is remembering the last items that you heard, through repetition this is found in LTM
- 53recency effectremembering the last few items you heard which is found in the short term memory and is anything within the last 30 seconds
- 54retrograde amnesiathis is when someone is unable to retrieve memories in the LTM
Información
- Descripción
- Fichas sobre Classical, Operant and Modeling Conditioning, creado por yaydjones el 30/10/2013.
- Creado por
- yaydjones
- Visitas
- 25
- Valoración
Más sobre Classical and operant conditioning