PSYC2050

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41 Terms

1
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what is learning?

an adaptive process where the tendency to perform a specific behaviour, emotion and/or thought is changed by experience

2
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what is experience?

any effects of the environment mediated by a sensory system

3
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what are the three common features of learning definitions?

- change is lasting

- experience and practice

- learning situation is important

4
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what are the two major ways of learning?

- non-associative

- associative

5
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what is a type of non-associative learning?

habituation

6
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what is habituation?

- the organism gets used to a novel stimulus

- simplest form of learning

- does not require linking stimuli together

- decline/disappearance of reflexive response when the same stimulus is repeatedly presented

7
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what orienting responses do a novel stimulus lead to?

- head turns towards the stimulus

- heart rate slows down

- person "attends" to stimulus

8
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what happens after prolonged exposure to a novel stimulus?

- stimulus no longer novel

- no longer have orienting response

- organism has "learned" that this stimulus has no special significance

- habituation taken place

9
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why is habituation adaptive?

allows us to learn that a stimulus is not significant and therefore you don't have to be distracted by petty events

10
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what is associative learning?

- forming new associations

- connecting stimuli with each other and with behaviour

11
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what is cognitive psychology?

study of mental processes such as perceiving, attending, remembering and reasoning

12
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what does low level cognition mean?

- close to input from our senses (vision, hearing, touch, taste and smell)

- mental representations correspond to objects and events in the environment

13
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what does high level cognition mean?

- abstract, conceptual, relational

- abstract mental representations

- derived from many individual experiences

14
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what is the free energy principle?

- global theory of how the brain works

- a formulation of how adaptive systems (that is, biological agents, like brains) resist a natural tendency to disorder

- biological systems must maintain their states despite a constantly changing environment (both external and internal)

- physiological and sensory states in which an organism can be is limited (low entropy)

- biological agents must minimise the long-term average of surprise to keep sensory entropy low

15
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what is entropy?

surprise

16
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what is classical conditioning?

- discovered by pavlov

- involuntary

- a learning process that occurs when two stimuli are repeatedly paired

17
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what are the four elements of classical conditioning?

- unconditioned stimulus (US)

- unconditioned response (UR)

- conditioned stimulus (CS)

- conditioned response (CR)

18
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what does unconditioned mean in classical conditioning?

connection between stimulus and response is innate

19
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what does conditioned mean in classical conditioning?

connection between stimulus and response is learned

20
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explain classical conditioning through dog salivation

1. before conditioning

unconditioned stimulus: food

unconditioned response: salivation

2. before conditioning

neutral stimulus: whistle

no salivation because no conditioned response

3. during conditioning

whistle + food = salivation

salivation is still unconditioned

4. after conditioning

conditioned stimulus: whistle

conditioned response: salivation

21
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what does unconditioned stimulus (US) refer to in classical conditioning?

stimulus that elicits an unlearned response

22
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what does unconditioned response (UR) refer to in classical conditioning?

unlearned response to a US

23
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what does conditioned stimulus (CS) refer to in classical conditioning?

stimulus to which an organism must learn to respond

24
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what does conditioned response (CR) refer to in classical conditioning?

response to a CS (which is learned)

25
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what are the three stages of a typical classical conditioning experiment?

habituation, acquisition and extinction

26
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explain the habituation stage of a typical classical conditioning experiment

CS is presented alone

27
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explain the acquisition stage of a typical classical conditioning experiment

CS presented along with US

28
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explain the extinction stage of a typical classical conditioning experiment

CS presented alone again

29
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what is measured throughout a typical classical conditioning experiment?

a response (UR/CR)

30
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what are two factors that influence the acquisition curve?

- intensity of the US (more intense, more rapid learning)

- order and timing (the CS coming before the US is better)

31
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what is delay conditioning (short)?

- interstimulus interval (ISI) occurs during CS but before US

- US occurs after ISI while CS is still ongoing

32
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what is delay conditioning (long)?

- interstimulus interval (ISI) occurs during CS but before US

- ISI occurs for longer than delayed conditioning (short)

- US occurs after ISI while CS is still ongoing

33
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what is trace conditioning?

- CS occurs first

- trace interval in between (CS and US not present)

- US occurs after trace interval

34
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what is simultaneous conditioning?

CS and US occur at the same time

35
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what is backward conditioning?

- US occurs first

- CS occurs after US

36
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what is temporal conditioning?

a form of classical conditioning in which the CS is the passage of time

37
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what is it called when the stimulus that the animal is learning about (CS) is presented before the stimulus that already holds some meaning (US) but there is a delay between the end on the first stimulus and the beginning of the second?

trace conditioning

3 multiple choice options

38
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in a typical conditioning experiment, a neutral stimulus (CS) is presented along with a stimulus that we already know something about (US). What is this phase called?

acquisition

3 multiple choice options

39
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what are the two types of pavlovian conditioning?

excitatory and inhibitory

40
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what is excitatory conditioning?

- CS predicts the occurrence of US

- pavlovs dog

- if 'A' was a bell → A-US, A-US, A-US (A leads to a CR)

41
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what is inhibitory conditioning?

- CS predicts absence of US

- if 'B' was a light → A-US, A-US, AB, A-US, AB (B predicts the absence of US)

- the organism learns that B predicts the absence of US and therefore doesn't make a CR