Learning And Behavior Exam 1

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behavior

Back 1

any activity of an organism that can be observed

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learning

Back 2

a change in behavior that results from an experience

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*****classical conditioning*****

Back 3

INVOLUNTARY behaviors that occur in novel situations (behaviors you don't choose)

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*****operant conditioning*****

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VOLUNTARY behaviors that strengthen or weaken as a result of consequences (behavior you do choose, reward or punishment)

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observational learning

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learned by modeling (monkey see, monkey do)

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nativist

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believes that a person's characteristics are inborn (plato) (nature) (genes)

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empiricist

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believes a person's characteristics are learned (aristotle) (nurture) (environment) (more than parenting)

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aristotle's laws of association

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why any 2 items may become associated with one another

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aristotle's law of similarity

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any 2 items that are similar/alike will be associated

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aristotle's law of contrast

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pair things when opposite

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aristotle's law of contiguity

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close in space/time= association (Ex: thunder and lightning, the columbia water tower= "I'm home")

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*****aristotle's law of frequency*****

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with more frequency, 2 items are associated. paired= more association (Ex: tex-mex and prof. crying)

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descartes (mind-body dualism)

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behavior arises from 2 sources

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body

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mechanical component, behavior can arise from reflexive responses out of our control (classical conditioning)

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mind

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non-physical component, behavior can be freely chosen and controlled (we choose= operant conditioning)

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John Locke

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empiricist; all knowledge is the function of experience, tabula rasa

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structuralism

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Wundt/Titchner, one can study the mind by studying the elements of which it is composed, the structure

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introspection

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a person's attempt to accurately report their conscious thoughts, emotions, and sensory experiences... the mind adds stuff, so not very accurate

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William James

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functionalism; mind viewed as a result of adaptive processes and those evolutionary processes should be studied (why the brain works the way it does)

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adaptive value

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any characteristic about an individual could be analyzed in these terms (Ex: peripheral vision sensitivty= detects motion and you look)

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*****JB Watson*****

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METHODOLOGICAL behaviorist; behaviorism

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behaviorism

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OBSERVABLE behavior

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law of parsimony

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simple explanation,

input-output idea,

behavior alone is a good place to start

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methodological behaviorism

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only directly observable behaviors should be studied,

manipulate and observe,

variables= changes in environment,

ignore cognition to simplify things

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stimulus-response theory

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how do you stregnthen or remove connections? (Ex: food= stimulation, salivation= response)

contradicts Freud

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Watson's Little Albert Experiment

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phobia experiment,

not ethical,

paired exposure

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Rosalie Rayner

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one of Watson's graduate students

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After research, Watson went into

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advertising

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Hull

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neobehaviorism school,

not only environment, but there are intervening variables between environment and behavior (Ex: see an attractive guy, straighten hair)

not everyone reacts the same way

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Tolman

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cognitive behavioral school (not 100% cognitive psychology), cognition intervenes between environment and behavior,

cognitive map,

latent learning

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cognitive map

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internal map of one's environment (rats have this, too!)

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latent learning

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learning without reinforcement or evidence of learning

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Bandura

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social learning theory school, bobo doll study, observations made in a social setting,

reciprocal determinism

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reciprocal determinism

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you choose your environments, you make you a little more YOU. you seek a particular environment that reinforces what you are like. (Ex: Job makes you more like yourself)

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*****skinner*****

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RADICAL behaviorist,

go back to the basics!

environment affects behavior (there are no cognitive variables getting in the way)

covert, overt, countercontrol, operant chamber, all nature

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covert behaviors

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unobserved, hidden behaviors

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overt behaviors

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observable behaviors

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countercontrol

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manipulation of environment to influence or control behavior.

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skinner box/ operant chamber

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microcosm/ simplified version of the world

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why not study internal events?

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unreliable (Ex: trying to teach someone how to correctly label the feeling of pain= unreliable),

difficult to determine actual relationship of thoughts and feelings to behavior,

don't have a means of directly changing internal events,

internal explanations are sometimes only pseudo explanations

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variable

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any characteristic about a topic or individual that can change over time

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independent variable

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in an experiment, that variable which is manipulated by the experimenter

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dependent variable

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in an experiment, that variable which is affected by the independent variable

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functional relationship

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relationship between an independent variable and a dependent variable; the cause-and-effect relationship- usually graphed

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stimulus

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anything that impacts behavior (Ex: seeing others yawn)

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response

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any behavioral act (Ex: you yawn)

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overt

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observable

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covert

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hidden (Ex: passive-aggressiveness)

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appetitive

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satiating, sought out, good (Ex: food, shelter, water)

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aversive

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anything an organism will avoid (Ex: pain, discomfort)

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establishing operations

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those procedures utilized to bring about a desired state in a subject for experimental purposes- affects the appetiveness or aversiveness of a stimulus

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depravation

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withdrawal of a desirable stimulus resulting in desire for the stimulus, think: deprived

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satiation

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prolonged exposure to an event resulting in a decreased desire for the event (Ex: too many pb&j sandwiches), think: satisfied

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contiGUITy

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relationship or association,

temporal or spatial

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temporal contiGUITy

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close in time

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spatial contiGUITy

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close in space

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contiNGENCy

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dependent relationship between two events, think: _____ plan: if _____ happens, we do _____.

(Ex: must press bar to be reinforced)

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objective

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others would agree regarding its characteristics (Ex: yelling= vocalization lasting longer than 3 seconds which can be heard through a closed door)

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clear/unambiguous

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the definition can reference only one item/event/characteristic

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rate of response

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frequency of a given behavior.

can be recorded with a cumulative recorder

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intensity

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stregnth of a given behavior

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duration

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time elapsed when an organism repeatedly or continuously preforms a behavior

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speed

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time elapsed between onset and completion of a behavior

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latency

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time elapsed before the behavior begins (Ex: Don't run in the street= you want this time to be low)

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interval recording

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recording a behavior within continuous intervals (We did this with our hamsters.)

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time sample recording

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recording a behavior in discontinuous intervals (Ex: every 20 seconds for 20 min= look up... we did this in lab)

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topography

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exact physical form of a behavior (Ex: when you serve in tennis: walk up to line, throw up ball in trophy stance, bend knees, coil, unload, follow-through... aka: action progressions)

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number of errors

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Example: if we want rufus to go left every time and he goes right, that is equal to one

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descriptive research

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describing a behavior in natural circumstances; doesn't seek to explain

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anthropomorphic

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attribute/project person-like characteristics onto animal

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naturalistic observation

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observation of an organism within its natural environment for data collection (Ex: Jane Goodall with chimps and gorillas)

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case studies

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extensive research preformed on one subject, usually an anomaly (Ex: prof's kidney cancer)

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experimental research

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compares 2 different settings to see if differences exist

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control group designs

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compares an experimental group to control group, providing each subject was randomly assigned to each group

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*****single-subject designs (advantages)*****

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only one experimental group, with manipulations over time

(Ex: in therapy, get a medicine, fiddle with it to see perfect dose for client)

A= BASELINE, b= treatment.

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benefits of control group designs

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can assess the general effects of certain variables,

can determine cause and effects,

can be fairly confident that differences between groups in performance were the result of differences in independent variables,

characteristics are likely to be evenly distributed

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limits of control group designs

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require a large number of subjects,

not well suited for investigating an effect of certain treatments on a particular individual,

focus on average (not tailored) performance on all subjects,

results are often analyzed and interpreted only at the end of the experiment

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single-compare (AB)

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baseline condition compared to treatment (in one person)

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reversal (ABAB)

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cyclic, reverts to baseline and treatment for comparison. can be unethical in depression medicine, don't take it away, because it is working!

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2 treatment design (ABCAC)

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sequentially apply treatment and baseline comparisons

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*****multiple baseline design*****

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delaying treatment across people or situations/settings (Ex: husband and dipping), some people stay in control longer than others

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changing-criterion designs

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delayed measurement across people or situations

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*****benefits of using animals in research*****

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more control capability in genetic makeup and history,

cost effective,

time effective,

if too dangerous, harmful, or unethical for humans= animals get it first

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ethical considerations of using animals for research

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there is an ethics board (IACUC) that evaluates all animal research at school,

this is the reason why the animal was born.

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*****elicited behaviors*****

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those behaviors that are typically involuntary, AUTOMATIC,

rely on a stimulus to occur (Ex: salivation, blinking, sneezing, jumping at noises...)

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reflex

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a simple, involuntary response to a stimulus

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startle response

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jumping at a novel stimulus (Ex: cucumber cats)

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orienting response

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looking at a novel stimulus (Ex: babies stare at stuff???)

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flexion response

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response to pain or burning (Ex: pull hand away without thinking)

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reflex arc

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the neural pathway of a reflex,

doesn't travel to brain until action has been taken, so you can save tissue!

act, then realize.

only 3 cells involved.

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fixed action pattern

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fixed sequence of response elicited by a stimulus,

big and complex,

species specific

(Ex: Albatross dance= mating ritual)

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sign stimulus (releaser)

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that stimulus which elicits a fixed action pattern response (Ex: Beta fish can't recognize self, dances of birds)

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species specific behavior

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fixed action patterns associated with a particular species (Ex: dogs showing "play," deer zigzag run)

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habituation

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a decrease in the strength of an elicited behavior followed by repeated presentations of the stimulus,

higher tendency to do this to stimuli that are currently irrelevant and low-intensity (Ex: senior year, we don't care about the train)

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DIShabituation

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reappearance of a habituated response following the presentation of a seemingly irrelevant novel stimulus (Ex: hear sniffing during a test= makes you aggrivated)

were used to it + under stress= aggrivated

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sensitization

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increase in the stregnth of an elicited behavior following repeated presentations of the elicited stimulus.

extremely relevant + high intensity= this

(Ex: war zone, baby crying... can be generalized to other stimuli)

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if you shock a dog, heart rate will...

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increase and then slightly decrease.

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when the shock stops, the dog's heart rate will...

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go below baseline, and then slowly return to baseline

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*****opponent-process theory of emotions*****

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explains the after effects of strong emotions since an emotional effect elicits 2 competing processes (an A-process/primary process and a B-process/opponent process)

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A-process/primary process

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directly elicited by the event,

correlates closely with the presence of the emotional event,

when the shock is presented, heart rate immediately jumps.

when the shock is removed, heart rate immediately decreases.

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B-process/opponent process

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elicited by the A-process,

slow to act, slow to increase intensity and slow to turn off,

slowly this process begins to oppose the first process, causing a slight decrease in heart rate before stabilizing,

when shock is removed, first process goes away, and this one begins.

can be classically conditioned, so can be associated with behaviors (Ex: "tolerance")

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what if you continue to shock the dog over and over (opponent process theory)

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the B-process will get stronger and stronger, and longer and longer (increase in strength and duration)

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*****opponent-process theory definition*****

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a 2-process theory (1) primary process/A-process, elicited by the event (2) a competeing, opposite process (B-process) is elicited by the primary process/A-process

(Ex: drug addiction, caffiene addiction)

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*****characteristics of the opponent-process theory*****

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A-process/primary process correlates closely to the event,

B-process/opponent process has a slow onset and end,

with repeated exposure to the event, B-process/opponent process shifts