6.4 Conditioned Stimulus and Higher Order Classical Conditioning

Unit 4: Learning

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Review Questions 1. Which of the following is an example of a reflex that occurs at some point in the development of a human being? a. child riding a bike b. teen socializing c. infant sucking on a nipple d. toddler walking 2 Learning is best defined as a relatively permanent change in behavior that ________. e. is innate f. occurs as a result of experience g. is found only in humans h. occurs by observing others 3. Two forms of associative learning are ________ and ________. i. classical conditioning; operant conditioning j. classical conditioning; Pavlovian conditioning k. operant conditioning; observational learning l. operant conditioning; learning conditioning 4. In ________ the stimulus or experience occurs before the behavior and then gets paired with the behavior. m. associative learning n. observational learning o. operant conditioning p. classical conditioning 5. A stimulus that does not initially elicit a response in an organism is a(n) ________. q. unconditioned stimulus r. neutral stimulus s. conditioned stimulus t. unconditioned response 6. In Watson and Rayner’s experiments, Little Albert was conditioned to fear a white rat, and then he began to be afraid of other furry white objects. This demonstrates ________. u. higher order conditioning v. acquisition w. stimulus discrimination x. stimulus generalization 7. Extinction occurs when ________. y. the conditioned stimulus is presented repeatedly without being paired with an unconditioned stimulus z. the unconditioned stimulus is presented repeatedly without being paired with a conditioned stimulus aa. the neutral stimulus is presented repeatedly without being paired with an unconditioned stimulus ab. the neutral stimulus is presented repeatedly without being paired with a conditioned stimulus 8. In Pavlov’s work with dogs, the psychic secretions were ________. ac. unconditioned responses ad. conditioned responses ae. unconditioned stimuli af. conditioned stimuli 9. ________ is when you take away a pleasant stimulus to stop a behavior. ag. positive reinforcement ah. negative reinforcement ai. positive punishment aj. negative punishment 10. Which of the following is not an example of a primary reinforcer? ak. food al. money am. water an. sex 11. Rewarding successive approximations toward a target behavior is ________. ao. shaping ap. extinction aq. positive reinforcement ar. negative reinforcement 12. Slot machines reward gamblers with money according to which reinforcement schedule? as. fixed ratio at. variable ratio au. fixed interval av. variable interval 13. The person who performs a behavior that serves as an example is called a ________. aw. teacher ax. model ay. instructor az. coach 14. In Bandura’s Bobo doll study, when the children who watched the aggressive model were placed in a room with the doll and other toys, they ________. ba. ignored the doll bb. played nicely with the doll bc. played with tinker toys bd. kicked and threw the doll 15. Which is the correct order of steps in the modeling process? be. attention, retention, reproduction, motivation bf. motivation, attention, reproduction, retention bg. attention, motivation, retention, reproduction bh. motivation, attention, retention, reproduction 16. Who proposed observational learning? bi. Ivan Pavlov bj. John Watson bk. Albert Bandura bl. B. F. Skinner

1. Latent Learning: Learning that occurs without obvious reinforcement and only becomes apparent when there is an incentive to demonstrate it. 2. Insight Learning: A sudden realization or “aha” moment in problem-solving, often involving the reorganization of information rather than trial-and-error learning. 3. Modeling: Learning by observing and imitating the behavior of others. 4. Vicarious Conditioning: Learning that occurs by observing others being rewarded or punished, influencing the observer’s behavior. 5. Social Learning Theory: A theory proposing that learning occurs through observation, imitation, and modeling, incorporating cognitive processes in addition to environmental influences. 6. Partial Reinforcement: A reinforcement schedule in which a behavior is not rewarded every time it occurs, making it more resistant to extinction. 7. Continuous Reinforcement: A reinforcement schedule in which every instance of a behavior is reinforced, leading to rapid acquisition but less resistance to extinction. 8. Learned Helplessness: A condition in which exposure to uncontrollable aversive events leads to a failure to act or escape, even when opportunities to do so are available. 9. Instinctive Drift: The tendency for an animal’s innate responses to interfere with conditioned behaviors. 10. Shaping: Gradually reinforcing successive approximations of a target behavior until the desired behavior is achieved. 11. Primary Reinforcer: A stimulus that is naturally reinforcing because it satisfies a biological need (e.g., food, water). 12. Law of Effect: Thorndike’s principle stating that behaviors followed by satisfying consequences are more likely to be repeated, while those followed by unpleasant consequences are less likely to occur. 13. Punishment: A consequence that decreases the likelihood of a behavior occurring again. 14. Reinforcement: A consequence that increases the likelihood of a behavior occurring again. 15. Operant Conditioning: Learning in which the consequences of a behavior determine the likelihood of its recurrence. 16. Habituation: A decrease in response to a stimulus after repeated exposure, demonstrating a basic form of learning. 17. Preparedness (Biological): The predisposition of certain species to learn associations that have survival value more easily than others. 18. Taste Aversion (Conditioned): A learned avoidance of a particular taste or food after it has been associated with illness or discomfort. 19. Counterconditioning: A technique where an undesirable response is replaced with a desirable one by associating the stimulus with a new response. 20. Higher-Order Conditioning: A process in which a conditioned stimulus becomes associated with a new neutral stimulus, creating a second conditioned stimulus. 21. Generalization: The tendency for stimuli similar to the conditioned stimulus to elicit the conditioned response. 22. Discrimination (Classical Conditioning): The ability to differentiate between similar stimuli and respond only to the conditioned stimulus. 23. Spontaneous Recovery: The reappearance of a conditioned response after extinction and a rest period. 24. Extinction: The weakening and eventual disappearance of a conditioned response when the conditioned stimulus is repeatedly presented without the unconditioned stimulus. 25. Conditioned Stimulus (CS): A previously neutral stimulus that, after being paired with the unconditioned stimulus, elicits a conditioned response. 26. Conditioned Response (CR): The learned response to the conditioned stimulus. 27. Unconditioned Stimulus (US): A stimulus that naturally triggers a response without prior conditioning. 28. Unconditioned Response (UR): The natural, reflexive response to the unconditioned stimulus. 29. Acquisition: The initial stage of learning during which the association between the conditioned stimulus and unconditioned stimulus is established. 30. Classical Conditioning: A learning process in which a neutral stimulus becomes associated with an unconditioned stimulus, resulting in a conditioned response.

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