Chapter 5 Psychology 

Define learning- a relatively permanent change in behavior that arises from experience.

Classical conditioning deals with -deals with the association of stimuli*

stimulus-something that brings about a response

response- the outcome of being exposed to a stimulus

unconditioned-happens automatically (does not have to be trained

conditioned -must be trained

neutral-has no effect

reflex-unconditioned response (UCR)

BFW how Pavlov's research is associated with classical conditioning.

10. What are the basic principles of classical conditioning?

11. CS must come before the UCS

12. CS and UCS must be close together in time (ideally, no longer than 5 seconds apart) - "contiguity"

13. Neutral stimulus must be paired with the UCS repeatedly

14. CS is usually distinctive and stands out from others stimuli

15. acquisition-Training stage during which a particular response is learned

16. extinction-when the CS no longer brings about a response.(i.e. when the dog no longer salivates to the sound of the bell after once being trained to do so)

17. spontaneous recovery-when the CS again brings about a previously extinguished response. (after the passage of time)* example: pink paint

18. generalization exhibiting a CR after a variety of similar stimuli. Examples: 1. Pavlov - many bells 2. traffic lights

19. discrimination-responding to only one of many similar stimuli. (basically, telling the difference b/t stimuli) Examples: 1. Pavlov - single bell 2. dogs barking

20. Who was "little Albert" and what is a conditioned emotional response?-Experiment to find out if fear could be conditioned (trained). (p.204) • Trained an 11 month-old child to be afraid of a lab rat and other furry creatures. • Is an example of conditioned emotional response (CER) - the learning of phobia

21. What is conditioned taste aversion and how is it different from other classically conditioned responses?*Is different than other classical conditioning because:

22. Only requires one association of the CS &
    UCS. (you don't have to eat at a place and
    get sick several times to figure it out)

23. CS & UCS do not have to be close together
    (food and nausea may be hours apart)

24. BFW the tx methods associated with classical conditioning. Flooding, Systematic desensitization, counter conditioning

25. Flooding-being directly exposed to the fear evoking stimuli (single session)example: room full of snakes

26. SYSTEMATIC DESENSITIZATION-gradual exposure to the fear evoking stimuli. (several sessions)example: spider in a cage

27. COUNTERCONDITIONING-pleasant stimulus is paired w/ the fear evoking stimuli. example: cookies and a rat

28. Ope-rant conditioning deals with -Dealing with the consequences or results of behavior. * EDWARD THORNDIKE

29. Thorndike's -contributions to learning theory including the law of effect. behaviors that are rewarded are more likely to be repeated; behaviors that are not rewarded or are punished are less likely to be repeated.

30. BFW Skinners contributions to learning theory -Coined the phrase "operant conditioning. Operant chamber ("Skinner box") .Cumulative recorder

31. reinforce- increases the probability that a behavior will occur. Strengthens responses Can be positive (+) or negative (-)

32. += presentation or delivery of a stimulus to increase behavior*

33. (-) = removal of a stimulus to increase behavior*

34. What is the difference between primary and secondary reinforcer

35. PRIMARY REINFORCES*-are effective because they are important to survival. "gotta haves"

36. SECONDARY (conditioned) REINFORCES*: are valuable because they are associated with primary reinforces. (i.e. may allow us to trade for or acquire primary reinforces) "wanna haves

37. BFW the schedules of reinforcement.

38. INTERVAL: (relates to a period of time)

39. RATIO: (relates to the # of responses)

40. BFW the Premack Principle The opportunity to participate in a desired activity can reinforce less preferred activities. • Also known as "Grandma's rule" - eat your veggies and you get dessert.

41. punisher (i.e. how they affect behavior, negative v. positive) decrease the likelihood that a behavior will occur.(-) = removal of a stimulus to decrease behavior* (+) example:

42. (-) example: (1) (taking child away from fun stuff) (

43. 2) (taking fun stuff away from child Name the guidelines for the use of punishers.

44. Be consistent (most important)

45. (2) Punishment should immediately follow the undesirable behavior

46. (3) Be specific as to what exact behavior is being punished and explain what alternative behavior is expected.

47. (4) Punishment should not be more dangerous than the behavior. (punishment should fit the crime)

48. (5) Punishment for wrong behavior should be paired with reinforcement for right behavior when possible

49. How are reinforcement and punishment affected by being immediate or delayed?

50. Delayed gratification: putting off a small reward to get a bigger reward later (ex: saving money for a car) •

51. immediate gratification is often more powerful than delayed punishment (ex: smoking, alcoholism, overeating)

52. What is a discriminative stimulus? A CUE THAT A BEHAVIOR WILL BE REINFORCED. (says "act now" for a reward) example: phone ringing asking for a raise

53. shaping-Reinforcing progressive steps (successive approximations) toward the goal. example: teaching dog to fetch paper

54. BFW the tx methods associated with operant conditioning. TOKEN ECONOMY: rewarding desired behavior.

55. Parents may use the Premack principle to get kids to engage in low probability behavior. (example: school children, support tx clients)

56. APPLIED BEHAVIOR ANALYSIS (ABA): • Skills broken down into simple steps and reinforced independently • Similar to shaping, used for more complex tasks (example: autism)

57. BIOFEEDBACK: "feedback from the body"

58. What is latent learning-Learning that happens without reinforcement • Behavioral effects not seen immediately (example: Tolman's rats in a maze - reinforced at different times)

59. What is insight learning When one develops a sudden understanding of a problem's solution. • Requires thinking "outside the box" • (ex: word puzzle / joke)

60. What is observational learning -LEARNING BY WATCHING OTHERS Attention (to the model)

61. Memory ("retention")

62. Imitation ("motor reproduction")

63. Motivation (and opportunity) - influenced
    by seeing the model be reinforced (or
    punished) for the target behavior