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Learning Exam Two

S. Hodge Inglés 85 fichas

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  1. 1Stimulus-Response ModelAs applied to classical conditioning, this model assumes that the neutral stimulus becomes directly associated with the unconditioned response and therefore comes to elicit the same response as the unconditioned response.
  2. 2S-R TheoryThe theory that learning involves the establishment of a connection between a specific stimulus and a specific response
  3. 3Stimulus-Stimulus ModelA model of classical conditioning that assumes that the neutral stimulus becomes directly associated with the unconditioned stimulus, and therefore comes to elicit a response related to that unconditioned stimulus.
  4. 4Stimulus-Substitution TheoryA theory of classical conditioning that proposes that the conditioned stimulus acts as substitute for the unconditioned stimulus.
  5. 5Preparatory-Response TheoryA theory of classical conditioning that proposes that the purpose of the conditioned response is to prepare the organism for the presentation of the unconditioned stimulus.
  6. 6Compensatory-Response TheoryA theory of classical conditioning in which a conditioned stimulus that has been repeatedly associated with the primary response (a-process) to a unconditioned stimulus will eventually come to elicit a compensatory response (b-process).
  7. 7What kinds of responses can the stimulus-stimulus theory explain?Memory Trace: A theoretical change to the system which actually encodes memories in an organism.
  8. 8What kinds of responses can the preparatory-response theory explain?Can explain situations in which the conditioned responses and the unconditioned responses are different.
    Can also explain why the conditioned response and the unconditioned response are the same.
  9. 9What kinds of responses can the compensatory-response theory explain?Can explain why a conditioned response is opposite of an unconditioned response.
    Can also explain alcohol tolerance, drug overdose, and drug withdrawal symptoms.
  10. 10Rescorla-Wagner TheoryA theory of classical conditioning that proposes that a given unconditioned stimulus can support only so much conditioning and that this amount of conditioning must be distributed among the various conditioned stimulus's available.
  11. 11The stronger unconditioned stimulus can support more conditioning (learning) than a weaker unconditioned stimulus:Rescorla-Wagner Theory
  12. 12OvershadowingA compound stimulus where one stimulus is more attractive than another. This is natural salience, it is not learned. There's only so much conditioning available, so the more salient stimuli is likely to receive the most conditioning.
  13. 13A very loud tone versus a very soft light:Overshadowing: likely to occur due to natural salience. More learning will be applied to the more salient stimulus.
  14. 14BlockingThe phenomenon whereby the presence of an established conditioned stimulus interferes with conditioning of a new conditioned stimulus. This is learned salience.
  15. 15Prior learning is getting in the way:Blocking: There's no compound stimulus for blocking at first, as all the strength goes to that particular stimulus. There's only so much associative strength available and if the more salient stimulus picks it up, there's not much left for the less salient stimulus.
  16. 16OverexpectationThe decrease in the conditioned response that occurs when two separately conditioned stimulus's are combined into a compound stimulus with the unconditioned stimulus. When the two get pulled apart the results decrease.
  17. 17There's a cap on the amount of learning it can support, the associative value of each decreased more than it did in the compound stimulus:Overexpectation
  18. 18Little Albert: NSWhite Rat
    No Fear Response
  19. 19Little Albert: USLoud Clang
    Fear Response: Jump/Startle = Reactive; Unconditioned Response
  20. 20Little Albert: URThe Reactive Startle
  21. 21Little Albert: CSThe pairing of the white rat and the loud noise = Little Albert crying and trying to get away.
  22. 22Observational LearningFear learned from watching the fear reactions of others. This is an inherited unconditioned response (fear) to fear the reactions of others.
  23. 23Watching the fear reaction of someone (US) along with the presentation of a snake (NS) will likely result in a fear response by you: Snake (CS) = Fear (CR)Observational Learning as a Factor in Phobia Development
  24. 24TemperamentIndividual differences in base level emotionality and reactivity. This is genetic.
  25. 25May explain why some individuals condition more easily than others:Temperament
  26. 26Introverts condition more easily than extroverts:Temperament
  27. 27PreparednessThe tendency to learn certain kinds of associations more easily than others. Genetic; adaptive.
  28. 28Holds evolutionary relevance (things that could harm us) for why we develop phobias:Preparedness
  29. 29Monkeys observing other monkey displaying fear reactions to things that are harmful, the observing monkey reacts fearfully as well. However, when the fear reaction was displayed for things that were not innately dangerous (ball) the observing monkey did not react.Preparedness
  30. 30History of ControlBeing able to control somethings in the environment acts as an immunization against phobias. Commonly, phobias are developed in childhood as a result of loss of control.
  31. 31A child given more control over their environment (swim lessons) is thereby immunized against developing a phobia to water:History of Control
  32. 32IncubationThe strengthening of a conditioned response as a result of brief exposure to the conditioned stimulus.
  33. 33If something causes a fear response (whether the fear is realistic or not), it likely will trigger the fight or flight response. Fleeing from the fearful stimulus will then cause the individual to develop a stronger connection to running from the feared stimulus, as they are okay once they have removed themselves:Incubation
  34. 34Unconditioned Stimulus RevaluationExposure to unconditioned stimulus of different intensity after acquisition changes the strength of conditioned response.
  35. 35A small snowboarding accident results in a small amount of fear. However, witnessing (or experiencing) a severe snowboarding accident results in a large amount of fear.US Revaluation
  36. 36Selective SensitizationCombines sensitization and preparedness. Stress, anxiety, and arousal make us more sensitive to fear-inducing stimuli.
  37. 37A stressful time in an individual's life resulted in agoraphobia:Selective Sensitization
  38. 38Counterconditioning:A conditioned stimulus that elicits one type of response becomes associated with an incompatible response by process of reciprocal inhibition. The fear response is paired with something that is liked.
  39. 39Reciprocal InhibitionHard to do two things at once; the real key is in the timing.
  40. 40Reconnects fear stimulus with pleasurable stimulus:Counterconditioning
  41. 41Systematic DesensitizationA form of counterconditioning in which relaxation is paired with increasingly fearful stimuli.
  42. 42Deep muscle relaxation and hierarchy of progressively more fearful imaginary scenes:Systematic Desensitization
  43. 43There is a pairing of each fearful stimulus with relaxation:Systematic Desensitization
  44. 44The underlying process for systematic desensitization:May be extinction, not reciprocal inhibition
  45. 45FloodingThe prolonged exposure to a full-force feared stimulus. In some cases, the individual cannot escape until their fear response has diminished.
  46. 46Also called Intensive Exposure Therapy:Flooding
  47. 47Involves confrontation of the full-force stimulus. Additionally, some systematic desensitization and modeling is used:Flooding
  48. 48Flooding process:Extinction (extinguish the fear response) and imaginal or in vivo flooding
  49. 49Two Hybrid Therapies1. Systematic Flooding
    In Vivo Systematic Desensitization with Participant Modeling
  50. 50Systematic FloodingIn vivo exposure done incrementally
  51. 51In Vivo Systematic Desensitization with Participant Modeling:The therapist models the appropriate behaviors through a hierarchy.
  52. 52Aversion TherapyThe association of a desired stimulus with an aversive stimulus to decrease attractiveness of desired stimulus.
  53. 53Trial-and-Error LearningThe gradual stamping in of correct responses and stamping out of incorrect responses. The speed increases with trials. Prior experience helps with this speed increase. If an action brings about a reward, that becomes stamped in.
  54. 54A curious child touches a stove and burns his or her hand. That child does not touch the stove again.Trial-and-Error Learning
  55. 55Learning CurvesPerformance measure: Number of Correct or Time/ Number of Attempts/Trials at Learning: Time Vs. Trials
  56. 56Bottom of the S CurveSlow Learning
  57. 57Middle of S CurveSteep Increase
  58. 58Top of S CurvePlateau
  59. 59Law of EffectThorndike's Key Law: Responses just before a satisfying state of affairs are more likely to be repeated; responses just before an annoying state of affairs are more likely to not be repeated.
  60. 60Tied to Behavior and Sounds like Natural Selection:Law of Effect
  61. 61If a food deprived rat receives a food pellet after turning in a circle, the rat is more likely to turn in a circle again:Law of Effect
  62. 62Law of ReadinessThis law deals with when the learner will be satisfied or annoyed.
  63. 63SatisfactionWhen there is a strong stimulus to carry out a particular response sequence and the sequence is carried out smoothly.
  64. 64AnnoyanceWhen the sequence is blocked. Or, when action is fatigued or satiated but must be repeated or continued.
  65. 65Child getting ice cream out of the freezer by themselves:Law of Readiness
  66. 66Law of ExerciseThis was included to address methodological behaviorists. 1.) Law of Use and 2.) Law of Disuse
  67. 67Connections are strengthened with practice:Law of Use
  68. 68Connections are weakened when practice has stopped:Law of Disuse
  69. 69Playing a musical instrument:Law of Exercise
  70. 70Operant ConditioningA type of learning in which the future probability of a behavior is affected by its consequences. Also known as instrumental learning. The behavior operates on environment. The behavior is emitted by the learner.
  71. 71Respondent ConditioningClassical conditioning. Pavlov. Behavior is elicited by a stimulus. The stimulus is in control. ANS.
  72. 72Positive ReinforcementThe presentation of an appetitive stimulus after a behavior to increase the probability of the behavior occurring.
  73. 73A student getting money for good grades: Desirable consequence of the behavior leads to probability of increasePositive Reinforcement
  74. 74Negative ReinforcementThe removal of aversive stimulus following a behavior to increase the future probability of the behavior occurring.
  75. 75After child finishes homework, they do not have to wash the after-dinner dishes. Their behavior had a desirable consequence, thus, they are likely to repeat the behavior in the future:Negative Reinforcement
  76. 76Positive PunishmentThe presentation of an aversive stimulus following a behavior to decrease the future probability of the behavior occurring.
  77. 77After swearing, a child receives soap in their mouth. Since the behavior led to an undesirable consequence, the probability of that behavior decreases:Positive Punishment
  78. 78Negative PunishmentThe removal of an appetitive stimulus following a behavior to decrease the future probability of the behavior occurring.
  79. 79After teenager arrives home past curfew, their cell phone is taken away. The removal of something that they want was not a desirable consequence for their behavior. Thus, the probability of that behavior occurring again is decreased:Negative Punishment
  80. 80Two Factors Affecting Positive Reinforcement:1.) Timing of Reinforcement
    2.) Nature of Reinforcement
  81. 81Timing of Positive ReinforcementShorter time between the behavior and the reinforcement means a stronger effect on behavior. An immediate reinforcement is more effective than delayed.
  82. 82Nature of ReinforcementParallels Classical Conditioning: Primary, Secondary, Generalized
  83. 83Primary ReinforcementEvent that is naturally reinforcing: Food, Water.
    Important for survival.
  84. 84Secondary ReinforcementEvent that is reinforcing because it has been associated with primary reinforcement (good grades). The conditioned stimulus is associated with appetitive US = secondary. Dolphin Show is an example.
  85. 85Generalized ReinforcementEvent that is reinforcing because it is associated with many reinforcers. This is a secondary reinforcer. Getting a job promotion, or winning a large sum of money.

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Fichas sobre Learning Exam Two, creado por S. Hodge el 28/10/2015.
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