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PSYC Chapter Six
MTA PSYC 1001 Chapter Six: Learning
| Term | Definition |
|---|---|
| Learning | Is the change in an organism's actions, thoughts, or emotions as a result of experience. |
| Habituation | Is the process by which we respond less strongly over time to repeated stimuli. |
| Sensitization | Is the process by which we respond more strongly over time to repeated stimuli. |
| British Associationists | A school of thinkers that believed humans acquire all their knowledge by conditioning, by forming associations among stimuli. |
| Classical Conditioning | A Pavlovian form of learning in which animals come to respond to a previously neutral stimulus that had been paired with another stimulus that elicits an automatic response. |
| Unconditioned Stimulus | A stimulus that elicits an automatic response without prior conditioning. |
| Unconditioned Response | Is the automatic response to a nonneutral stimulus that does not need to be learned. |
| Conditioned Response | Is a response previously associated with a nonneutral stimulus that is elicited by a neutral stimulus through conditioning. |
| Conditioned Stimulus | A initially neutral stimulus that comes to elicit a response due to association with an unconditioned stimulus. |
| Acquisition | The first phase of classical conditioning, which is named the "learning phase", during which a conditioned response is established. |
| Extinction | The second phase of classical conditioning, where the gradual reduction and eventual elimination of the conditioned response after the conditioned stimulus is presented repeatedly without the unconditioned stimulus. |
| Spontaneous Recovery | The third and final phase of classical conditioning, where there is a sudden re-emergence of an extinct conditioned response after a delay following an extinction procedure. |
| Renewal Effect | Is the sudden re-emergence of a conditioned response following extinction when an animal is returned to the environment in which the conditioned response was acquired. |
| Phobia | Intense, irrational fears. |
| Stimulus Generalization | Is the process by which conditioned stimuli that are similar to the original conditioned stimulus elicit a conditioned response. |
| Generalization Gradient | The more similar to the original Conditioned Stimulus the new Conditioned Stimulus is, the stronger the Conditioned Response will be. |
| Stimulus Discrimination | The process by which organisms display a less pronounced conditioned response to conditioned stimuli that differ from the original conditioned stimulus. |
| Higher-Order Conditioning | Developing a conditioned response to a conditioned stimulus because of its association with another conditioned stimulus. |
| Latent Inhibition | Is the difficulty in establishing classical conditioning to a conditioned stimulus we've repeatedly experienced alone, without the unconditioned stimulus. |
| Conditioned Compensatory Response | A conditioned response that is the opposite of the unconditioned response and serves to compensate for the unconditioned response. |
| Fetishism | Is the sexual attraction to nonliving things. |
| Pseudoconditioning | Occurs when the conditioned stimulus triggers the unconditioned response by itself. |
| Operant Conditioning | Is learning controlled by the consequences of the organism's behavior, also referred to as instrumental conditioning. |
| Target behavior in classical conditioning is... | Elicited automatically. |
| Target behavior in operant conditioning is... | Emitted voluntarily. |
| Behavior of classical conditioning is a function of... | Stimuli that precede the behavior. |
| Behavior of operant conditioning is a function of... | Consequences that follow the behavior. |
| Classical conditioning behavior primarily depends on... | The autonomic nervous system. |
| Operant conditioning behavior primarily depends on... | The skeletal muscles. |
| Law of Effect | Is the principle that states if a stimulus followed by a behavior results in a reward, the stimulus is more likely to create the behavior in the future. |
| S-R Psychology | Is an early form of behaviorism, that believes most of our complex behaviors reflect the accumulation of associations between stimuli and responses. |
| Insight | Grasping the underlying nature of a problem. |
| Aha! Reaction | Is the moment where an animal solves a problem and gets the same problem correct just about every time after. |
| Skinner Box | Also known as an operant chamber, it is a small animal chamber that allows for sustained periods of conditioning to be administered and for behaviors to be recorded unsupervised. |
| Cumulative Record | A graph of an animal's responses by using electrical methods. |
| What are the three key concepts in Skinnerian Psychology? | Reinforcement, punishment, and discriminative stimulus. |
| Reinforcement | Is the outcome or consequence of a behavior that strengthens the probability of the behavior. |
| Positive Reinforcement | The presentation of a pleasant stimulus following a behavior that strengthens the probability of the behavior. |
| Negative Reinforcement | The removal of an unpleasant stimulus following a behavior that strengthens the probability of the behavior. |
| Punishment | Is the outcome or consequence of a behavior that weakens the probability of the behavior. |
| Positive Punishment | The addition of a stimulus that someone wants to avoid. |
| Negative Punishment | The removal of a stimulus that someone wants. |
| Discriminative Stimulus | The stimulus associated with the presence of reinforcement. |
| Operant Extinction | Occurs when the reinforcement stops being delivered to a reinforced behavior. |
| Operant Extinction Burst | Shortly after removing reinforcement, the undesired behavior initially increases in intensity. |
| Operant Stimulus Discrimination | Displaying a less pronounced response to stimuli that differ from the original discriminative stimulus. |
| Operant Stimulus Generalization | The increased chance of responding in the presence of stimuli similar to the original discriminative stimulus. |
| Schedule of Reinforcement | The pattern of reinforcing a behavior. |
| Continuous Reinforcement | The pattern of reinforcing a behavior every time it occurs, resulting in faster learning but faster extinction. |
| Partial Reinforcement | The pattern of only occasionally reinforcing behavior, which results in slower extinction. |
| What are the two dimensions of reinforcement schedules? | The consistency, either fixed or variable, and the basis, either ratio or interval. |
| Fixed Ratio Schedule | The pattern in which reinforcement is provided following a regular (fixed) number of responses. |
| Variable Ratio Schedule | The pattern in which reinforcement is provided after a specific number of responses on average, with the individual numbers varying randomly. This schedule yields the highest rates of responding. |
| Fixed Interval Schedule | The pattern in which reinforcement is provided for a response at least once following a specified time interval. |
| Variable Interval Schedule | The pattern in which reinforcement is provided for a response at least once during an average time interval, with the interval itself varying randomly. |
| Superstitious Behavior | Actions linked to reinforcement by sheer coincidence. |
| Shaping by Successive Approximations (shaping) | Is conditioning a target behavior by progressively reinforcing behaviors that come closer and closer to the target. |
| Chaining | Is linking several interrelated behaviors to form a longer series, where each behavior in the chain becomes a cue for the next behavior. |
| Token Economy | Are systems that help reinforce appropriate behaviors and extinguishing inappropriate ones. by using tokens, points, and other secondary reinforcers. |
| Secondary Reinforcers | Are neutral objects that become associated with primary reinforcers. |
| Primary Reinforcers | Are things like food and drinks. |
| Two-Process Theory | This theory states that we need both classical and operant conditioning to explain the persistence of anxiety disorders. |
| Radical Behaviorism | States that observable behavior, thinking, and emotion are all governed by the same laws of learning, namely, classical and operant conditioning. |
| S-O-R Psychology | Stimulus - Organism - Response Psychology, a less radical approach to Stimulus-Response Psychology, where the organism's response to a stimulus depends on what the stimulus means to it. |
| Cognitive Conditioning | Our interpretation of a situation affects conditioning. |
| Latent Learning | Learning that is not directly observable. |
| Edward Chace Tolman | Was on of the first psychologists to challenge the radical behaviorist account of learning. |
| Competence | Is what we know. |
| Performance | Is showing what we know. |
| Cognitive Map | A mental representation of how a physical space is organized. |
| Observational Learning | Learning by watching others. |
| Mirror Neurons | Are cells in the prefrontal cortex that become activated by specific motions when an animal both performs and observes an action. |
| Conditioned Taste Aversions | Also known as the sauce bearnaise syndrome, refers to the fact that classical conditioning can lead us to develop avoidance reactions to the taste of food. |
| Equipotentiality | The claim that we can classically condition all conditioned stimuli equally well to all unconditioned stimuli. |
| Preparedness | The evolutionary predisposition to learn some pairings of feared stimuli over others, owing to their survival value. |
| Instinctive Drift | The tendency for animals to return to innate behaviors following repeated reinforcement. |
| Sleep-Assisted Learning | A learning technique where you learn new material while sleeping. |
| Accelerated Learning | Also known as Superlearning or Suggestive Accelerative Learning and Teaching Techniques (SALTT), use methods such as generating expectations, visualizing information, playing classical music, and regular rhythm breathing while learning. |
| Discovery Learning | Giving students the materials needed to learn something and having them figure it out on their own. |
| Direct Instruction | Where you tell students how to solve a problem. |
| Learning Styles | An individual's preferred or optimal method of acquiring new information. |
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