Lecture Notes Review: Learning, Shaping, Habituation & Sensitization

Forty fill-in-the-blank flashcards covering key concepts from the notes on Latent learning, levels of analysis, naturalistic vs. experimental methods, shaping, MAPs, reflexes, and habituation/sensitization.

Latent learning often involves relations (S-S learning).

Stimulus-Stimulus

Learning is a realistically long-lasting change in .

behavior

Fatigue is a temporary decrease in responding which results from repeated or excessive use of .

muscle

Motivation is a hypothetical state which can energize .

responding

Practice is repetition of a behavior which produced measurable improvements in .

performance

Maturation is changed in behavior due to physical or psychological .

development

Evolution: changes in behavior across generation due to reproductive .

success

Performance: observable actions.

behavioral

Latent Learning may be due to the relation between not a preformed response.

stimuli

Learning involves changes in several at different levels.

systems

Naturalistic observation cannot establish a relationship.

cause-effect

Experimental observations provide the only way to reach a conclusion.

causal

Independent variable = the specific training .

experience

Dependent variable = the resultant change in .

behavior

The fundamental learning experiment must compare behavior in at least two .

conditions

Experimental condition = the relevant or training.

experience

Control condition = in which participants do not receive the relevant experience or training, but are otherwise treated .

equally

When comparing two separate groups of individuals, this is called a design.

between-group experimental

Single-case designs present results .

individually

They do not include an explicit group.

control

Baseline data are required in single-case studies to establish .

baseline

ABA design: a refinement is to return individuals to baseline: design.

ABA

The general-process approach assumes learning mechanisms or processes are the same across different learning .

situations

Example: basic principles of learning are the same whether a child is learning to operate a or a rat is learning to navigate a maze.

tablet

Natural selection may have prepared different species to contend with a variety of different contingencies of .

survival

Modal Action Patterns are also known as .

Fixed Action Patterns

A sign stimulus is a particular feature of a stimulus that is sufficient to elicit a MAP .

MAP

Pecking response of herring gull chicks is elicited by the red spot on parent's .

bill

MAPs are species- behaviors.

typical

MAPs have a strong genetic .

basis

MAPS involve the entire .

organism

HYDRAULIC MODEL - Hunger lowers the threshold for activating food-related MAPs in the presence of a sign stimulus.

food-related

Estrus lowers the threshold for activating reproduction-related MAPs in the presence of a rat.

male

Performing the MAP reduces the pressure in the .

system

Appetitive Behavior comprises the initial components of the behavioral sequence and occurs before a sign stimulus.

stimulus

Consummatory Behavior completes the behavioral sequence and is .

stereotyped

Feeding example: Appetitive: a squirrel will use spatial cues to identify trees and bushes that might contain .

nuts

Consummatory: the squirrel will crack the open nut using its front paws, then chew and .

swallow

KA-KAW is the loud vocalization used by male Japanese quail to attract a mate; this is a sound.

vocal

In reproduction Appetitive: the male quail will search for a female and call for her by making a loud .

KA-KAW