Flashcards
exam flash cards
Cards in this deck (55)
- 1Operant ConditioningOperant conditioning is a type of learning in which
behaviour is strengthened if followed by
reinforcement or diminished of followed by
punishment. Operant conditioning is a conscious
act. It involves behaviour where one can influence
their environment with behaviours which have
consequences. - 2ReinforcersAny event that strengthens the
behaviour it follows. There are two types of
reinforcement - positive and negative. - 3Positive Reinforcementstrengthens a
response by presenting a stimulus after a
response. - 4Negative Reinforcementstrengthens a response by
reducing or removing an aversive stimulus. - 5ConsequencesReinforcement and Punishment -
Increasing a response: reinforcements - Positive
reinforcement = response followed by rewarding
stimulus - reward. Negative reinforcement = response
followed by removal of an aversive stimulus - relief.
(escape learning and avoidance learning). Decreasing a
response: Punishments - Punishment - active
punishment. Penalty - removal of privileges. - 6four types of reinforcementsPrimary
reinforcer, Secondary reinforcer, Token
reinforcer, and Social reinforcer. - 7Primary ReinforcerUncleaned and natural;
satisfies biological needs, (i.e. food, water, and
sex) - 8Secondary reinforcerLearned reinforcer (i.e.
money, grades, approval, praise) - 9Token ReinforcerTangiable secondary reinforcer (i.e. money,
gold stars, poker chips) - 10Social reinforcerProvided by other people (i.e. learned desires for
attention and approval) - 11Corporal PunishmentHarsh physical punishment is associated with a variety of
negative outcomes. Make punishment consistent. Explain the punishment. Use
non-corporal punishments. APA recommends not to use corporal punishment - 12Timing of ReinforcementOperant reinforcement most effective when given
immediately after correct response. Effectiveness of reinforcement is inversely related to
time elapsed after correct response occurs. - 13Types of Consequences(two Rs for reinforcements) Positive reinforcement = reward - recieve
a reward for performing a behaviour. i.e. you get paid for going to work which increase the
likelihood you will go to work. Negative reinforcement = relief - Experience relief from
something awful. i.e. you take advil for a bad headache - your headache goes away (relief) -
you will take advil again. (Two Ps for Punishment ) Punishment - you get yelled at for leaving
your towels on the floor. You will be less likely to leave them on the floor. Penalty - You don't
do the dishes so you can't have desert. Next night you will be more likely to do the dishes. - 14Law of EffectEdward Thorndike created the Law of Effect which is - rewarded behaviour is
likely to recur. Learning serves a purpose. Our behaviours are "instrumental"
to receiving desired outcomes. - 15Principal of ReinforcementB.F skinner created the Principal of Reinforcement which is - "A
response is strengthened because it leads to rewarding consequences". - 16Operant conditioninglearning based on the consequences of
responding; we associate responses with their consequences.
Operant reinforcer - Any event that follows a response and
changes its likelihood of recurring. - 17Behaviour AnalysisA --> B --> C - Antecedent (A) -->
Behaviour (B) --> Consequence (C) - 18Antecedentwhat's going on. The context. Could be internal or external.
- 19Behaviourthe choice of how to act upon the antecedent.
- 20ConsequenceEffect of B. No choice. Makes B more likely (but not
100%). Positive reinforcement or punishment. - 21Basic Processes in operant conditioningAcquisition, Shaping, Extinction
(the renewal effect), Stimulus control ( generalization and discrimination) - 22AcquisitionEach paired presentation of the CS with UCS is referred to as a trial.
Acquisition is the overall process during which the organism learns to associate two
events. The rate of learning is often very fast in the early stages of the acquisition
phase. Timing of the CS and UCS pairing is critical. Pavlov found that a very short
time between presentations of the two stimuli was most effective. Acquisition is
more rapid when the CS occurs and remains present until the UCS is presented. The
end of the acquisition stage is said to occur when the CS alone produces the CR. - 23ShapingA procedure in operant conditioning in which reinforcers
guide behaviour closer and closer towards a goal-useful for complex
behaviours. Each step toward the goal behaviour is called a
"successive approximation". - 24ExtinctionA conditioned stimulus response association can fade over time or disappear altogether.
Extinction is the gradual decrease in the strength or rate of a CR that occurs when the UCS is no longer
presented. Extinction is said to have occurred when a CR no longer occurs following presentation of the CS.
i.e. Pavlov's dogs eventually ceased salivating (CR) in response to the bell (CS) presented alone after a
number of trials in which the food (UCS) did not follow the sound of the bell. There is some variation
between individuals in the rate at which extinction of the same conditioned response will occur. There is
also considerable variation between the rates at which different response will be extinguished. - 25Stimulus GeneralisationPavlov observed that his dogs salivated to other noises that sounded like a bell. This is
known as stimulus generalisation which is the tendency for another stimulus to produce that is similar to the
CR. The greater the similarity between stimuli, the greater the possibility that a generalisation will occur. i.e. is a
stimulus generalisation to the sounds of a bell occurred with one of Pavlov's dogs, the dog might also salivate in
response to the ringing of the front-door bell. However, the amount of saliva produced by the dog would tend to
be less than the amount produced by the original bell to which the dog was conditioned. - 26Stimulus DiscriminationStimulus discrimination occurs when a person or animal responds to the CS only,
but not to any other stimulus that is similar to the CS. I.e. in a CC experiment, stimulus discrimination
would be observed when a dog salivated only in response to the sound of the experimental bell and not in
response to any other similar sound as a door bell. - 27Continuous Reinforcementreinforcing
the desired response every time it
occurs. (quick acquisition. quick
extinction) - 28Partial ReinforcementReinforcing a
response only part of the time. The
acquisition process is slower. Greater
resistance to extinction. - 29Fixed-Ratio SchedulesA schedule that
reinforces a response only after a specified
number of responses. i.e. i give cookie
monster a cookie every 5 times he sings "C is for cookie". - 30Variable-Ratio ScheduleA schedule
of reinforcement that reinforces a
response after an unpredictable
number of responses. i.e. I give
Homer a donut at random times
when he says "DOH!!!" - 31Fixed-interval ScheduleA
schedule of reinforcement that
reinforces only after a specified
time has elapsed. i.e. I give Bart
a Butterfinger every 10 minutes
after he moons someone. - 32Variable-Interval ScheduleA
schedule of reinforcement that
reinforces a response at
unpredictable time intervals. - 33Classical ConditioningAlso known as respondent conditioning refers to a form of learning that occurs
through the repeated association of 2 or more different stimuli. Learning is only
said to have occurred when a particular stimulus consistently produces a response that it did not previously produce. In classical conditioning, a response that is automatically produced by one stimulus becomes associated, or linked, with another stimulus that would not normally produce this response. - 344 Key elements of Classical Conditioning1) Unconditioned stimulus (UCS) , 2) Unconditioned Response (UCR) , 3) Conditioned Stimulus (CS) , 4) Conditioned Response (CR)
- 35Unconditioned stimulus (UCS)The UCS is any stimulus that
consistently produces a particular, naturally occurring, automatic
response. This response is usually involuntary and controlled by the PNS.
In Pavlov's experiment, the UCS was the food (meat powder). - 36Unconditioned Response (UCR)The UCR is the response that
occurs automatically when the UCS is presented. A UCR is a reflexive,
involuntary response that is predictably caused by a UCS. In Pavlov's
experiments, the UCR was the salivation. - 37Conditioned Stimulus (CS)The CS is the stimulus that is neutral at the start
of the conditioning process and does not normally produce the UCR. Yet,
through repeated associated with the UCS, the CS triggers a very similar
response to that caused by the UCS. Association refers to the pairing or linking
of 1 stimulus with another stimulus. In Pavlov's experiments, the bell and
subsequently other stimuli were initially neutral, but each became associated
with the meat powder. Once conditioning has occurred and the originally
neutral stimulus produces the response of salivating, then it is called the CS. - 38Conditioned Response (CR)The CR is the learned response that is produced by
the CS. The CR occurs after the CS has been associated with the UCS. The behaviour
involved in a CR is very similar to that of the UCR, but it is triggered by the CS alone.
Pavlov's dogs displayed a CR (salivation) only when they began to salivate to a CS.
When the dog responded to a CS, such as the sound of a bell, classical conditioning
had taken place because salivation would not be a usual response to the sound of a
bell. - 39Key Processes in Classical ConditioningSame as Operant Conditioning except for Spontaneous Recovery
- 40Spontaneous RecoveryExtinction of a CR is not always permanent. In CC, spontaneous recovery is the
reappearance of a CR when the CS is presented to have been extinguished. Spontaneous recovery does
not always occur and when it does it is often short-lived. Furthermore the CR tends to be weaker than it
was originally. - 41Observational LearningObservational learning is learning by observing others but is also called Social Learning.
- 424 Key Processesattention, retention,
reproduction, motivation. Acquisition
vs. Performance - 43Basic Premise of Observational LearningWe learn behaviour
through observation. Vicarious
reinforcement: learn through observing
consequences of behaviours of others. - 44ModelingObserve behaviour of others
and repeat the behaviour. Bobo doll
studies (1963). Disinhibition: weakening
of inhibition through exposure to a
model. - 45Bobo Doll ExperimentBandura had a women being recorded kicking, throwing,
and beating up a Bobo doll and showed some kids the
video and and then put those kids in a room with a Bobo
doll to see how they would treat the doll. Bandura had
another group of kids that did not see the video and also
put them in a room with the Bobo doll. The kids that saw
the video kicked, threw, and beat up the doll. The kids
that did not see the video treated the doll nicely. - 46ModellingThe Process of observing and
imitating a specific behaviour. - 47Factors influencing modellingcharacteristics of the models:
similarity, age, sex, status, prestige, simple vs. complex behaviour.
Characteristics of observers: Low self-confidence, low self-esteem,
reinforcement for imitation. Reward consequences of behaviour:
Directly witnessing associated rewards. - 48Necessary Conditions for Effective ModellingAttention - One's
characteristics (such as sensory capacities, arousal level, perceptual set, past
reinforcement) affect attention. Retention - Remembering what you paid
attention to, including symbolic coding and rehearsal, mental images,
cognitive organization, motor rehearsal. Reproduction - being able to
reproduce the image, including physical capabilities, and self-observation of
reproduction. Motivation - includes having a good reason to imitate. - 49Attentional ProcessesDeveloping cognitive processes to pay attention to
a model - more developed processes allow for better attention. Must
observe the model accurately enough to imitate behaviour. - 50Retention ProcessesTo later imitate behaviour, must remember aspects of
the behaviour. Retain information in 2 ways: 1- Imaginal internal
representation: visual image i.e. forming a mental picture. 2- Verbal
description of behaviour i.e. silently rehearsing steps in behaviour. - 51Production ProcessesTaking imaginal and verbal representations and
translating into overt behaviour - practice behaviours. Receive feedback on accuracy
of behaviour. Important in mastering difficult skills i.e. driving a car. - 52Incentive and Motivational ProcessesWith incentives, observation more quickly
becomes action, pay more attention, retain more information. Incentive to learn by
anticipated reinforcements. - 53Aspects of the selfSelf-reinforcement and self-efficacy -
Self-reinforcement: Rewards or punishments given to oneself for reaching,
exceeding or falling short of personal expectations i.e. pride, shame, guilt.
Self-efficacy: belief in ability to cope with life - meeting standards:
enhances self-efficacy, failure to meet standards: reduces self-efficacy. - 54Prosocial EffectModelling can promote positive, constructive, helpful
behaviour. The opposite of antisocial behaviour. - 55Antisocial EffectAbusive parents might have aggressive children. Repeated
exposure to violence and antisocial behaviour on T.V has correlation with
increase in bullying, easy sex (untrue belief of no consequences), reduced
empathy, gender stereotyping
Information
- Description
- SEC I psychology Flashcards on exam flash cards, created by jayna miller on 02/12/2016.
- Created by
- jayna miller · Dec 2016
- Updated
- Apr 6, 2018
- Views
- 0
- Rating