AP Psyc - Learning

Learning

The process of acquiring through experience new and relatively enduring information or behaviors

habituates

decreasing responsiveness with repeated exposure to a stimulus

associative learning

learning that certain events occur together. The events may be two stimulus (as in classical conditioning) or a response and its consequences (as in operant conditioning)

stimulus

any event or situation that evokes a response

respondent behavior

behavior that occurs as an automatic response to some stimulus

operant behaviors

behaviors that operates on the environment, producing consequences

cognitive learning

the acquisition of mental information, weather by observing events, by watching others, or through language

observational learning

one form of cognitive learning, lets us learn form others experiences

classical conditioning

a type of learning in which we link two or more stimuli; ex: pavlov's dog

behaviorism

the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental process (most psychologist agree to 1 but not 2)

Neutral stimuli (NS)

in classical conditioning, a stimulus that elicits no response before conditioning

unconditioned response

in classical conditioning; an unlearned, naturally occurring response

unconditioned stimulus

in classical conditioning, a stimulus that unconditionally (naturally and automatically) triggers an unconditioned response

conditioned response

a learned to a previously neutral (but now conditioned) stimulus

conditioned stimulus

an originally neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response

acquisition

initial stage, when on e links a neutral stimulus and a unconditioned response

higher - order conditioning

a procedure in which the conditioned stimulus in one conditioning experience is pared with a new neural stimulus, creating a second conditioning stimulus

extinction

the diminishing of a conditioned response; occurs in classical condition stimulus; occurs in operant conditioning when a response is no longer reinforced

spontaneous recovery

the reappearance, after a pause, of an extinguished conditioned response

generalization

tendency for stimuli similar to the conditioned stimulus to elicit similar responses

discrimination

learned ability to distinguished between a conditioned stimulus and similar stimuli that do not signal an unconditioned stimulus

operant conditioning

a type of learning in which a behavior becomes more likely to reoccur if followed by a reinforcer or less likely to recur if followed by a punisher

law of effect

reward behavior tends to recur, and punished behavior is less likely to recur,

operant chamber (Skinner box)

containing a bar or key that an animal can manipulate to obtain a food or water reinforce; attached devices record the animals rate of bar pressing or key pecking

reinforcement

any event that strengthens (increases the frequency of) a preceding response

shaping

an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations and the desired behavior
(easier to understand definition: rewarding successive approximations, gradually move organism to goal)

discriminative stimulus

a stimulus that elicits a response after association with reinforcement

positive reinforcement

strengthens responding by presenting a typically pleasurable stimulus immediately after a response

negative reinforcement

strengthening a response by reducing or removing something negative

primary reinforcers

an innately reinforcing stimulus, such as one that satisfies a biological needs

conditioned reinforces

a stimulus that gains its reinforcing power through its association with a primary reinforces; also known as a secondary reinforce

reinforcement schedules

a pattern that define how often a desired response will be reinforced

continuous reinforcement

reinforcement that desired responses every time it occurs

partial (intermittent) reinforcement schedules

reinforcing a responses only part of the time: result in slower acquaintance of a response but much greater resistance to extinction than does continuous reinforcement

fixed-ratio schedules

a reinforcement schedule that reinforces a response only after a specified number of responses

variable-ratio schedules

a reinforcement schedule that reinforces a response after an unpredictable number of responses

fixed-interval schedule

a reinforcement schedule that reinforce a response only after a specified time has elapsed

variable-interval schedules

a reinforcement schedule that reinforces a response at unpredictable time interval

punishment

event that tends to decrease the behavior that is followed

biofeedback

a system for electronically recording, applying, and feeding back information regarding a subtle physiological state, such as blood pressure of muscle tension

preparedness

biological predisposition to learn associations

instinctive drift

the tendency of learned behavior to gradually revert to biologically predisposed patterns

cognitive map

a mental representation of the layout of one's environment

latent learning

learning that occurs but its not apparent until there is an incentive to demonstrate it later

intrinsic motivation

a desire to perform a behavior effectively for its own sake

extrinsic motivation

a desire to perform a behavior to receive promised rewards as avoid threatened punishment

problem - focused coping

attempting to alleviate stress directly - by changing the stress or the way we interact with stressors

emotion - focused coping

attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to our stress reaction

personal control

our sense of controlling our environment rather than feeling helpless

learned helplessness

the hopelessness and passive resignation an animal or person learn when unable to avoid repeated aversion events

external locus of control

the perception that chance or outside forces beyond our personal control determine our fate

internal locus of control

perception that we could control our own fate

self control

the ability to control impulses and delay short-term gratification for grater long-term rewards

observational learning

learning by observing others

modeling

the process of observing and imitating a specific behavior

mirror neurons

frontal lobe neurons that some scientists believe fire when we perform certain actions or observe another diving so

prosocial

positive, constructive, helpful behavior can also promp similar behavior in others

sea slug is being squirted with water which causes their gills to withdraw, the squirting happens a lot that the withdrawing process decreases --> what was this an example of?

habituates

light associated with crack of light

associative learning specifically classical conditioning

repeats act with food responses and avoid acts with bad responses

operant behavior

humans looking and learning

cognitive learning: specifically observational learning

Pavlov's dog experiment: dog salivates when dog food comes, the dog food was paired with a tone (bell), so now the dog salivates when bell rings
what type of learning? and find the (NS, UCR, UCS, CR, CS)

classical conditioning
NS: food
UCR: salivation to food
UCS: food
CR: salivation to bell
CS: bell

you see a guard dog and remember a previous dog biting you

higher-order conditioning

toddler fears cars can turn to fear of trucks and motorcycles

generalization

children who have been abused illustrates high brainwaves when shown a mad face on screen

generalization

associating a food you got food poisoning as bad

taste aversion

when face with a big dog --> you get scared, but with a small dos --> you are fine

discrimination

craving drugs when you are in a setting with druggies or in a space where one had drugs before

classical conditional

food and sugary substance = happiness or enjoyable pleasures

classical conditioning

Watson and Albert:
Albert was not afraid of mice until watson struck noise with a hammer near the mouse

UCR: no fear
UCS: mice
CS: hammer noise
CR: fear to mice

negative punishment

taking something good away

positive punishment

applying an aversive stimulus after an unwanted behavior (think like "normal" punishment, hitting, etc.)

aversive conditioning

counter-conditioning that associates an unpleasant state with an unwanted behavior

cognitive map

mental representation of the lay out of ones environment

latent learning

occurs but is not apparent until there is an incentive to demonstrate it

overjustification effect

when an expected external incentive such as money or prizes decreases a person's intrinsic motivation to perform a task; works short-term but not long term

Tolman honzinks rat maze study illustrate that rats place din a maze allowed to explore the maize and learned the maze in days. this illustrates what

cognitive map and a latent learning

social learning

learning by observing others

modeling

observing and imitating a specific behavior (a social learning)

insight learning

sudden and novel realization of a solution to a problem (answer just comes to us)

bobo the clown experiments by bandura
watch adult beat bobo the clown, made the kids frustrated by not letting them play with a specific toy, showed them the bobo the clown toy --> the kids began beating the doll like the adults
what does this represent?

modeling and social learning

you become ill every time you smell pizza; now you feel ill when you smell pasta. term?

generalization

Carla becomes anxious when she smells "old spice" but not other aftershaves. Term?

discrimination

bob's mother buys him an angels hat before they go on a family trip to Catalina. on the boat, bob gets seasick and throws up. the next day he feels ill when he sees his hat.
NS? UCS? UCR? CS? CR?

NS: hat
UCS: sea
UCR: seasick
CS: hat
CR: feeling ill

one evening when Taye was a senior sitting in the library studying, a guy walked past her who was wearing the same cologne as her old boyfriend. As soon as she smelled the cologne, her heart began to beat faster and she felt herself getting aroused.
NS? UCS? UCR? CS? CR?

NS: perfume
UCS: boy
UCR: aroused
CS: perfume
CR: aroused

Selling Girl Scout cookies door to door.

Variable Ratio

A worker receives $1 for every 100 envelopes stuffed and sealed.

Fixed Ratio

Waiting for a sunny day to go to the beach

Variable Interval

Fly fishing: casting and reeling back several times before catching a fish

Variable Ratio

Looking under rocks for worms

Variable Ratio

Pop quizzes

Variable Interval

You got caught saying a bad word by your parents and they spanked you.

Positive Punishment

You get caught sneaking out of your house and your parents took your cell phone for a week.

Negative Punishment

You get an A on a test and your parent give you $5

Positive Reinforcement

You helped an old lady cross the street so your parents told you that you no longer had a curfew because you are so kind.

Negative Reinforcement

You got a ticket for speeding

Positive Punishment

You throw a tantrum at the Verizon store because you want your parents to buy you the new iPhone.

If your parents buy you the phone what type of operant conditioning did they just do to you?

Positive Reinforcement

You throw a tantrum at the Verizon store because you want you parents to buy you the new iPhone.

If your parents don't buy you the phone and then tell you that you now can't see your friends over the weekend, what type of operant conditioning did they just do to you?

Negative Punishment

Your car keeps dinging loudly because you don't have your seatbelt on. You finally put it on so that the dinging stops.

Negative Reinforcement

Mr. Edwards knows that the sounds of the ocean are naturally calming. Whenever he gives a test, to reduce anxiety in his students, he plays a recording of ocean sounds. None of his students ever complain of test anxiety.
UCS?UCR?CR?CS?

UCS: Ocean sounds
UCR and CR: Calm
CS: Test