psy101 - chapter 5 reviewer

8/6/2019 PSY101 - Chapter 5 Reviewer

1/7


2/7

after repeatedly being paired with the unconditioned stimulus, it

causes the same reflexive response, making it CONDITIONED

STIMULUS [CS] .

4. CONDITIONED RESPONSE : comes as a response to the conditionedstimulus, so the response may not be as strong as the unconditioned

response.

BASIC PRINCIPLES The conditioned stimulus must come before the unconditioned

stimulus. Both stimuli must come almost simultaneously [ ANTECEDENT

STIMULI ]. Longer interval, no response, but it depends on the natureof the conditioning task.

Neutral stimulus must be paired with the unconditioned stimulus

before conditioning happens. The conditioned stimulus is distinctive and it must stand out from

other competing stimuli.

STIMULUS GENERALIZATION : Similar stimulus to the conditioned

stimulus will not cause exactly the same responsethe closer it is the

conditioned stimulus, the closer the response.

STIMULUS DISCRIMINATION : Pavlov did not give dogs food if they

responded to a general stimulus, and they learned the exact sound. Thus, an

organism learns to respond to different stimuli in different ways.

EXTINCTION : disappearance or weakening of a learned response

following the removal or absence of the unconditioned stimulus [in classical

conditioning] or [in operant conditioning].

REINFORCER : any event or object that, when following a response,

increases the likelihood of that response occurring again.

SPONTANEOUS RECOVERY : the reappearance of a learned response

after extinction has occurred.

HIGHER-ORDER CONDITIONING : occurs when a strong conditioned

stimulus is pared with a neutral stimulus. A conditioned stimulus plays the


3/7

part of the unconditioned stimulus and the neutral stimulus becomes a

second conditioned stimulus.

CONDITIONED EMOTIONAL RESPONSES [CER] are emotional

responses that have become classically conditioned to occur to learnedstimuli.

BEHAVIOURISM : John Watson said that all behaviour could be

learned, that all PHOBIAS , or irrational fear responses, could be

explained in learning. VICARIOUS CONDITIONING : classical conditioning of a reflex

response learned by watching another persons reaction.

OTHER CONDITIONED RESPONSES1. CONDITIONED TASTE AVERSION : liquid or food that shouldnt

taste bad eventually does because of the liquid or food that comes

after.

2. BIOLOGICAL PREPAREDNESS : survival mechanism where you

avoid food by smell or taste that was digested before becoming ill.

WHY DOES CLASSICAL CONDITIONING WORK ? STIMULUS SUBSTITUTION : activated same place in brain by

association. COGNITIVE PERSPECTIVE : Conditioned stimulus must provide

some kind of information about the coming of the unconditioned

stimulus in order to achieve conditioning.

OPERANT CONDITIONING is the kind of learning that applies to voluntary

behaviour.

EDWARD THORNDIKE : Cat, lever, box; the cat had to learn to push the

leaver, but Thorndike kept moving it around, and each time the cat would

learn to look for it in the place where it previously was. LAW OF EFFECT :

If an action is followed by a pleasurable consequence, it tends to be

repeated. If its followed by a displeasing consequence, it wont be.


4/7

B.F. SKINNER : operant is any behaviour that is voluntary. The heart of

operant conditioning is the effect of consequences on behaviourlearning

depends on what happens after the response.

REINFORCEMENT : any event or stimulus that when following a responseincreases the probability that the response will occur again. It is the key to

learning in operant conditioning. PRIMARY REINFORCER : naturally reinforcing by meeting a basic

biological need like hunger or thirst. SECONDARY REINFORCER : reinforcer that reinforces by pairing

with a primary reinforcer. Personally, that makes no sense

grammatically, but okay nalang. NEGATIVE AND POSTIVE REINFORCEMENT : it all boils down to

two kinds of consequencesthings they like and things they dont

like. Positive is adding, whether reward or punishment; negative is

subtracting, whether reward or punishment.

o PUNISHMENT BY APPLICATION : occurs when something

unpleasant is added to the situation.

o PUNISHMENT BY REMOVAL : punishment of a response by theremoval of the pleasurable stimulus.

o PROBLEMS WITH PUNISHMENT

1. Only suppresses behaviour temporarily.

2. Punisher may be avoided instead of the punishment.

3. Lying to avoid punishment.

4. Punishment creates fear and anxiety, emotional

responses that dont promote learning.

5. Hitting encourages aggression. Behaviour by

modeling.

o HOW TO MAKE PUNISHMENT EFFECTIVE

1. Punishment should immediately follow behaviour.

2. Punishment should be consistent.

3. Punishment of wrong behaviour should be paired with

reinforcement of correct behaviour.


5/7

SHAPING : reinforcement of simple steps in behaviour that lead to a

desired, more complex behaviour. EXTINCTION : removal of the reinforcement.

DISCRIMINATIVE STIMULUS : any stimulus that provides a cue formaking a certain response to obtain reinforcement.

PARTIAL REINFORCEMENT EFFECT : the tendency for a response

that is reinforced after some, but not all, correct responses to be

resistant to extinction. Better for ze long term. CONTINUOUS REINFORCEMENT : the reinforcement of each and

every correct response. Will learn more quickly but heh, so whut.

FIXED : the same in eachcase.

VARIABLE : a differentnumber or interval is

required in each case.

INTERVAL

SCHEDULE : timing

of the response.

FIXED INTERVAL

SCHEDULE OF

REINFORCEMENT :

reinforcer is received after

a certain fixed interval of

time has passed. Does not

produce a fast rate of

responding.

VARIABLE SCHEDULE

OF REINFORCEMENT :

schedule of

reinforcement in which

the interval of time that

must pass before

reinforcement becomes

possible is different for

each trial or event.

RATIO SCHEDULE :

certain number of

responses required

for reinforcement.

FIXED RATIO SCHEDULE

OF REINFORCEMENT :

the number of responses

required to receive

reinforcement is always the

same number. Fast rate of

responding.

VARIABLE SCHEDULE

OF REINFORCEMENT :

the number of

responses changes

from one trial to the

next. Rapid change in

response.

INSTINCTIVE DRIFT : tendency to revert back to genetically controlled

patterns.


6/7

BEHAVIOUR MODIFICATION : application of operant conditioning to

change undesirable behaviour into desirable behaviour. TOKEN ECONOMY : use of tokens to modify behaviour.

APPLIED BEHAVIOUR ANALYSIS [ABA] : modern term for a form ofbehaviour modification that uses the shaping process to mold a

desired behaviour or response. BIOFEEDBACK : feedback of a persons biological information [such

as heart rate] to create a modification plan. NEUROFEEDBACK : trying to change brain-wave activity.

COGNITIVE LEARNING THEORY involves the thoughts, feelings,

expectations that influence observable behaviour and eventually begin to

develop a cognitive learning theory to supplement the more traditional

theories of learning.

EDWARD TOLMAN : Gestalt psychologist with his rat maze. First rat

group had reinforcement, second rat group only had reinforcement on the

tenth day and OMG OMG OMG SHOCKED ZE WORLLLDDDD when they

solved the maze almost immediately, the third group had no reinforcement

whatsoever. LATENT LEARNING : information remained latent until there was a

reason to use it. Rats created a COGNITIVE MAP in their minds.

WOLFGANG KOHLER : Gestalt psychologist. Sultan the chimp with the

banana that he could reach with his arm, then with a stick, then with two

sticks. INSIGHT : the sudden perception of relationships among various parts

of a problem allowing the solution to come more quickly.

MARTIN SELIGMAN : harnessed dogs were shocked. When put in a large

group with a jumpable fence and no harness, they stayed in place. LEARNED HELPLESSNESS : the tendency to fail to act on a situation

because of a history of failure.


7/7

OBSERVATIONAL LEARNING is learning new behaviour by modeling.

ALBERT BANDURA AND THE BOBO DOLL : Child played with the toys

minded by the models. Reinforcement? The kids that were shown a rewardcopied the model beating up the Bobo doll. The ones who were shown a

punishment did not copy the model until they were given a reward.

FOUR ELEMENTS

1. ATTENTION : learner must pay attention. Certain characteristics of

models can make attention more likely.

2. MEMORY : learner must retain memory of what was done; in other

words, remembering steps.3. IMITATION : learner must be capable of imitating.

4. MOTIVATION : learner must have desire or motivation to perform the

action.

psy101 - chapter 5 reviewer

Documents