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PYCH FINAL
| Question | Answer |
|---|---|
| Hull | He developed the most sophisticated learning theory – it was called hypothetical deductive theory or drive reduction theory of learning. |
| Identical elements theory of transfer | According to Thorndike, the likelihood of a response learned in one situation transferring to another situation is dependent on the number of common elements in the two situations. |
| Principle of refutability (falsification) | Popper’s statement that an good theory must make risky predictions that may or may not be supported. |
| rG | According to Hull, this response is conditioned to the stimuli which are immediately before the ingestion of a primary reinforcement – the fractional antedating goal response. |
| SHR | Hull’s symbol for the strength of the association between a stimulus and response. The Magnitude of the SHR depends on the number of reinforced pairing between the stimulus and the response. |
| Skinner | He developed operant conditioning and mainly focused on the effects of schedules of reinforcement. |
| Thorndike | He was the first modern learning theorist and discussed trial-and-error learning. Most other theories were stimulated by his. |
| heuristic value of a theory | its value in stimulating additional research. The research may be designed to support or to not support the theory but the theory stimulated the research. |
| principle of parsimony | states that if two theories are equally useful in explaining a situation, take the simpler one |
| anthropomorphizing | Anthropomorphizing is attributing human characteristics to nonhuman animals. “My dog is happy to see me.” |
| Law of effect | behaviors which are followed by a satisfying state of affairs are likely to be repeated while behaviors which are followed by an annoying state of affairs are not likely to reoccur. Basically this law has to do with reinforcement and punishment. |
| Operant condition | not elicited by a stimulus that we know but is simply emitted by the animal. Respondent condition is a response that is elicited by a know stimulus – it is classical conditioning. |
| Operant level | the frequency at which a response occurs before it is reinforced |
| Superstitious behavior | a behavior that appears to be regulated by a belief that it is required for reinforcement when in actuality the reinforcement is not contingent on that behavior |
| Fixed interval reinforcement schedule (FI) | Reinforcement is delivered for the first response following a fixed time period. |
| Fixed ratio reinforcement schedule (FR) | Reinforcement is delivered after a fixed number of responses. |
| reactive inhibition IR | • A tendency not to respond produced by fatigue & is associated with the amount of muscular activity involved in making the response |
| Backward conditioning | an experimental arrangement where the conditioned stimulus is presented to the animal after the unconditioned stimulus – it doesn’t work. |
| Generalization | the tendency of the animal to respond to not only the original stimulus to which it was conditioned but also to related stimuli. |
| Discrimination | when the animal learns to respond to a particular stimuli and not those closely related to it. |
| The first signal system | refers to physical events in the environment and how the animal responds to them – food for example. |
| The second signal system | refers to the symbols that actually represent certain environmental events. For example is you are conditioned to blink when a light is presented because of its previous pairing with a puff of air into your eye and then the experimenter says the word “li |
| Conditioned emotional response (CER) | A procedure used to determine the strength of a relationship between a CS and a US that combines operant or instrumental conditioning and classical conditioning. |
| Conditioned response | A response that is made to a stimulus not originally associated with the response |
| Conditioned stimulus | A stimulus that before conditioning does not cause an organism to respond in any particular way. |
| Conditioned suppression | The inhibition of a conditioned response caused by conditioned emotional responses (CERs). |
| Continuity-noncontinuity controversy | Another label for the debate over whether learning occurs gradually and in small increments or in large steps in an all-or-none fashion. |
| Error factors | False strategies that operate against the solution of a problem |
| Extinction | The procedure whereby a conditioned stimulus is presented but is not followed by reinforcement and results in the conditioned stimulus losing its ability to elicit the response |
| Garcia effect | The name given to the observation that animals form strong taste aversions easily and in apparent contradiction to several principles of classical conditioning |
| Irradiation (Pavlov) | The tendency for excitation or inhibition in a specific area of the brain to spill over into neighboring brain regions - use by Pavlov to explain generalization. |
| Law of contiguity | Guthrie's one law of learning |
| Learned helplessness | When organisms learn that their behavior is independent of outcomes, they sometimes give up trying. |
| Movement-produced stimuli | Stimulation caused by the receptors found in the muscles, tendons, and joints of the body. |
| Second signal system | Symbols that represent environmental events - such as language |
| Semantic generalization | Generalization to symbols that have a meaning similar to the meaning of the conditioned stimulus used during training. |
| Spontaneous recovery | Following a delay after extinction, the conditioned stimulus again elicits conditioned responses. |
| theta (θ) | The constant proportion of S experienced by the subject at the beginning of each learning trial. |
| Unconditional stimulus | A stimulus that causes a natural and automatic response from the organism. |
| Unconditional response | The natural and automatic response that is elicited when an unconditioned stimulus is presented to an organism. |
| What is a schema for Piaget | A schema is part of the person’s cognitive structure and is the general tendency to engage in a class of actions. |
| Molar behavior | a large segment of behavior that is goal directed and has a purpose. |
| Molecular behavior | a small unit of behavior that is isolated for detailed study. |
| Latent extinction | takes place when the animal is shown that the reinforcement is no longer available. |
| Response learning | refers to an animal learning a specific response such as a right turn. |
| Inhibition for Bandura | the decreased probability of engaging in a previously learned behavior due to observing someone punished for that behavior. |
| Vicarious punishment | the decrease in the probability of a behavior after seeing someone punished for that behavior. |
| Real self-efficacy | what one is actually capable of doing while perceived self-efficacy is one’s impression of what they are capable of doing. |
| Accommodation | the modification of a cognitive structure that results from experiences that cannot be taken into an existing cognitive structure. It is roughly equivalent to learning |
| Assimilation | taking new information into an existing cognitive structure. |
| For Tolman a cognitive map is | is a mental picture of the environment |
| concrete operations | The stage of intellectual development in which children can deal logically with only those events that they can experience directly |
| Conservation | The ability to realize that number, length, substance, or area remains constant even though they may be presented in a number of different ways. |
| disinhibition | Observing the model's behavior provides the subject with an indication that the previously inhibited behavior can be exhibited |
| equilibration | Piaget's driving force behind intellectual growth – his major motivational concept. |
| formal operations | Piaget’s stage of intellectual development in which the individual can deal logically with hypothetical events |
| Interiorization | The gradual decreasing of dependence on the physical environment and the increased utilization of cognitive structures |
| insightful learning | Learning that occurs very rapidly, is remembered for a considerable length of time, and transfers readily to situations related to the one in which the learning took place. |
| latent learning | Learning that occurs but is not immediately performed |
| Law of Pragnanz | The overriding principle in Gestalt psychology, which states that all mental events tend toward completeness, simplicity, and meaningful. |
| learning dilemma | All learning depends on failure. |
| life space | A concept employed by Lewin to describe the simultaneous influences on a person at a given time. |
| memory trace | The remnants of an environmental experience that remains after the experience is terminated. |
| place learning | Learning where an object is located. |
| purposive behavior | Behavior directed toward some goal. |
| sensorimotor stage | Piaget's stage in which the child is egocentric. |
| vicarious reinforcement | The process whereby observing someone else being rewarded for a certain behavior makes it more likely that you will engage in that behavior |
| Zeigarnik effect | The tendency to remember uncompleted tasks longer than completed ones |
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lgamarra
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