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Flashcards

Learning

Isaac Gilbert Psychology Inglês 58 flashcards

Flashcards do conjunto (58)

  1. 1EmpiricismAll knowledge acquired thru experience
    Locke, Berkeley, Hume
  2. 2Physiological traditionsHelmholz – speed of nerve impulse
    Weber/Fechner – quantify relationship between a stimulus
    and perception of that stimulus
  3. 3StructuralismWundt
    Uses the method of introspection, thinking about what is the building backs of proceptions, break down a quality
  4. 4FunctionalismWilliam James
    Look at function not the structure. Based on goals.
  5. 5GestaltGestalt (Wertheimer) - ‘whole > S(parts)’
    Law of proximity and law of similarity
    hurts structuralism
  6. 6Psychodynamic approachCan determine the building blocks cause there are unconscious parts
  7. 7BehaviorismBasic tenets of Behaviorism
    – anti-mentalistic
    – measure overt behavior
    – characterize all animal behavior
    “Learning” is synonymous with Behaviorism
    – JB Watson (1913)
    – BF Skinner (1938)
  8. 8Watson’s 1913 Manifesto(1) Subject of psychology is not the mind but behavior (i.e., observable actions).
    (2) Goal of psychology is to identify environmental
    conditions that cause individuals to behave in certain ways.
    (3) Only describe environment-behavior
    relationships; no reference to the mind.
    (4) No difference between human and animal behavior.
  9. 9What is Learning: Historical PerspectiveWatson: environment -> behavior
    stimulus -> response
    S -> R
    S -> black box -> R
    Skinner: behavior -> consequence
    (response) (stimulus)
    Learning: nurture, not nature
  10. 10Habituationthe simplest form of learning
    learning not to respond
  11. 11unconditional responseIn classical conditioning, an unconditioned response is an unlearned response that occurs naturally in reaction to the unconditioned stimulus.
  12. 12unconditional responseAn unconditioned stimulus is a stimulus that leads to an automatic response. In Pavlov's experiment, the food was the unconditioned stimulus.
  13. 13conditional stimulusIn classical conditioning, the conditioned stimulus is a previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response.
  14. 14conditioned responseIn classical conditioning, the conditioned response is the learned response to the previously neutral stimulus. The previously neutral stimulus will then evoke the response all on its own. At this point, the response becomes known as the conditioned response.
  15. 15neutral stimulusA neutral stimulus doesn't trigger any particular response at first, but when used together with an unconditioned stimulus, it can effectively stimulate learning. A good example of a neutral stimulus is a sound or a song. When it is initially presented, the neutral stimulus has no effect on behavior.
  16. 16Classical ConditioningBefore Training:
    US -> UR
    NS -> no response
    Training:
    NS/CS + US
    After Training:
    CS -> CR
  17. 17Extinctiondisappearance of a CR when the US is withheld
  18. 18Reconditioningafter extinction, when CS is again paired with US, CR
    returns quickly, after 1 or 2 trials
  19. 19Spontaneous recoveryLong after extinction, when CS is presented alone, reappearance of CR
  20. 20Relevant factors: stimulus generalizationThe range in stimulus still proves the CR
  21. 21Relevant factors: stimulus discriminationIs the flip side is being able to determine which response is which CS
  22. 22Relevant factors: TimingThere should be CS precede US by 0.5-1 second for optimal
  23. 23Relevant factors: predictabilityCS always/only signals US
  24. 24Relevant factors: signal strengthCS and US be strong stimuli
  25. 25Relevant factors: attentionMost attended to stimuli CS and US
  26. 26ApplicationsLearned immune responses, phobias, predator control
  27. 27ThorndikeInstrumental Conditioning
    puzzle boxes
    learning by trial and error
    law of effect
  28. 28puzzle boxesThe puzzle box is the laboratory device that E. L. Thorndike invented in order to study instrumental or operant conditioning in cats. Hungry cats were individually placed into a box that could be opened by the animal via a device such as a latch.
  29. 29learning by trial and errorAnimals learn gradual from trial and error, this is a gradual
  30. 30law of effectThe behavior of an organism is
    controlled by the effects it produces.
    Thorndike states that in learning is process between stimulus and respond.
  31. 31SkinnerOperant Conditioning
    Skinner boxes
    basic components of operant conditioning
  32. 32operantany behavioral act that has some effect on the environment
  33. 33operant conditioningwhen an operant response changes the likelihood of that response occurring again
  34. 34discriminative stimulusstimulus that signals whether reinforcement is available if a certain response is made
  35. 35schedules of partial reinforcers– reward only some of the responses
    – overall, leads to better learning
  36. 36Skinner boxesWhat is a Skinner box and how does it work?
    A Skinner Box is a often small chamber that is used to conduct operant conditioning research with animals. Within the chamber, there is usually a lever (for rats) or a key (for pigeons) that an individual animal can operate to obtain a food or water within the chamber as a reinforcer.
  37. 37What is a Schedules of partial reinforcementfixed ratio
    variable ratio
    fixed interval
    variable interval
  38. 38ratioreinforcement after certain # of responses
  39. 39intervalreinforcement after certain # of seconds
  40. 40fixedreinforcement after x amount
  41. 41variablereinforcement after x amount, on average
  42. 42ReinforcementAny process that increases the likelihood that a particular response will occur
  43. 43PunishmentAny process that decreases the likelihood that a particular response will occur
  44. 44Positivestimulus is presented
  45. 45Negativestimulus is removed
  46. 46Types of components of operant conditioningpositive reinforcement give reward
    negative reinforcement removal of pain
    positive punishment give pain
    negative punishment removal of reward
  47. 47shapingsuccessively closer approximations to the desired response reinforced until the response finally occurs
  48. 48Cognitive views of learningS => O => R [O = organism]
    O interprets and assigns meaning to S
  49. 49latent learninglearning that is not immediately demonstrated in behavior
  50. 50cognitive mapsmental representation of the
    world
  51. 51Observational learning“social learning”- learning by watching others, imitating others especially when the have social status
    Bobo doll experiment kids watch an adult beat up a doll the some saw the adult get punished and other saw it get reward, this effected kids behavior these where to greater than kids who saw and adult be nice to bobo
    infants imitates adult parents
  52. 52Language learningover-regularization of verb past tense
    regular vs. irregular verbs: jump vs. go
    “went” => “goed” => “went”
    Around at 4, parents often do not correct over-regularization
    Not learn through praise and punishment
  53. 53Misbehavior of animals“instinctual drift”
    animal’s behavior drifts towards the response it is biologically predisposed to perform
    instinctual behavior can interfere with learning
    relationship between response (behavior) & reinforcer (outcome)
    Same action such as pecking could learned in different ways when wanting different stimuli
  54. 54Food aversions1-trial learning (avoids after getting ill once)
    works up to 24 hr; optimal effect is 1 hr
    biologically adaptive behavior
    It is based on different sense for each animal
  55. 55Imprintingspecies-specific learned attachment
    Learn to attach to a mother
    limits of imprinting:
    (a) object has to move;
    (b) critical period (2 days; 15 hrs optimum)
  56. 56Not all learning is conditioningCognitive processes in learning
    – Latent learning & cognitive maps (Tolman)
    – Insight (Kohler)
    – Observational learning (Bandura)
    – Language learning (Chomsky)
    Evolutionary / biological constraints
    – Misbehaviour of animals / instinctual drift
    – Food aversions (Garcia)
    – Imprinting (Lorenz)
  57. 57Evolutionary ConsiderationsBiological Constraints
    – Misbehaviour of animals / instinctual drift
    – Food aversions (Garcia)
    – Imprinting (Lorenz)
  58. 58H.MHippocampus was damages stop him learning new explicate information but could learn new Implicit information

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Psychology FlashCards sobre Learning, criado por Isaac Gilbert em 09-11-2021.
Criado por
Isaac Gilbert
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