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68 Cards in this Set
- Front
- Back
What are the 3 types of learning? |
Habituation Sensitization Perceptuallearning |
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What is habituation? |
Adecrease in the strength or occurrence of a behavior due to repeated exposureto the stimulus that produces the behavior
Example:Acoustic Startle Response |
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What Is Sensitization? |
increase inthe strength or occurrence of a behavior due to exposure to an arousing or noxiousstimulus Example: more acoustic startle |
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Perceptuallearning |
becoming better at processing/ recognizing a frequent stimulus |
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Behaviorist approach |
defines habituation as a decreasein behavior – don’t have to care about rat’s feelings/emotions |
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dishabituation |
Anovel/arousing stimulus can temporarily recover responses to the habituatingstimulus. Thisfades quickly, though. |
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stimulusspecificity |
Generally,responses only decrease to the habituating stimulus.Forvery similar stimuli, however, there can be some generalization |
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Spontaneous Recovery |
Whenrepeated stimulus stops, behavior gradually returns to normal. Timefor recovery depends on several factors |
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theDual-Process Theory |
•Groves& Thompson (1970) proposed that habituation and sensitization reflectdifferential activation of two different systems: –Alow-threshold reflex pathway that weakens with repeated use –Ahigh-threshold “state system” that, when activated, increases responsesglobally |
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ComparatorModel |
•Newstimulus compared with memory for stimulus •Ifthere is a strong match, pay no attention •Ifthere is not a strong match, pay attention and respond |
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•Priming |
1.Prime some participants with initial exposure to stimulus (can be without explicit processing). 2.Re-expose participants to stimulus or partial stimulus. 3.Due to prior exposure, participants more likely to recognize stimulus and faster to process it. |
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•DifferentiationModel |
Similarto comparator theory, but more generalized; no claims about the relationshipbetween match and responsiveness Connectsthe slow build of the memory to the limited capacity of the brain to take ininformation (little bit at a time) |
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Discrimination Training |
Withpractice andfeedback,humans and other animals can learn to make such fine distinctions |
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thebrain areas responsible for perceptual learning |
somatosensorycortex |
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receptivefield |
the particular region of the sensory space in which a stimulus will modify the firing of that neuron |
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corticalplasticity |
refinementin the receptive fields of neurons of the sensory cortex due to development orexperience |
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•Stroke |
Disruptionof brain blood flow, which rapidly causes brain damage Strokecan cause loss of sensation without loss of motor control |
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Cochlear Implant |
electronic medical device that replaces the function of the damaged inner ear |
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Unconditioned Stimulus |
a stimulus that naturally (withoutconditioning) evokes some response |
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Unconditioned Response |
the natural response that occurs with theunconditioned stimulus You DO NOT need learning with the US andUR, the relationship occurs naturally |
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Conditioned Stimulus |
•A cue that is paired with anunconditioned stimulus and comes to elicit a conditioned response. |
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Conditioned Response |
the trained response to a conditionedstimulus in anticipation of the unconditioned stimulus that it predicts. |
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Classical conditioning |
refers to a learning procedure in which a biologically potent stimulus (e.g. food) is paired with a previously neutral stimulus (e.g. a bell). |
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Odor Conditioning |
•Exposureto shock (US) innately produces escape/avoidance behavior (UR) •CS isan odor, initially neutral •AfterCS is paired with US, CS comes to produce avoidance (CR) |
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aversive conditioning |
typeof behavior conditioning in which a noxious stimulus is associated with anundesirable behavior, in order to modify or eliminate the behavior. Learning toavoid or minimize the consequences of an expected aversive stimuli. EXAMPLES• Givinga dog a shock whenever they bark or jump on a stranger |
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Conditioned compensatory response |
aconditioned responsethat opposes, rather than being the same as, the unconditional response. Itfunctions to reduce the strength of the unconditional response. Eventually,CS comes to produce a decrease in heart rate (CR) that helps maintain homeostasis(balance)against expected adrenaline injection.Weobserve this as tolerance, as the testing chamber evokes a CR thatweakens the overall effects of the drug |
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Blocking |
the conditioning of an association between two stimuli, a conditioned stimulus (CS) and an unconditioned stimulus (US) is impaired if, during the conditioning process, the CS is presented together with a second CS that has already been associated with the unconditioned stimulus |
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Latent Inhibition |
refer to the observation that a familiar stimulus takes longer to acquire meaning than a new stimulus |
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timing |
“Backwards”conditioning: US then CS, no learning! |
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associative bias |
Classical conditioning is a form of associative learning in which a neutral stimulus is associated with an instinctual stimulus-response pathway through repeated pairings |
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The Rescorla–Wagner model |
The Rescorla–Wagner model ("R-W") is a model of classical conditioning, in whichlearning is conceptualized in terms of associations between conditioned (CS) and unconditioned (US) stimuli |
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hippoampus |
–doeseliminate latent inhibition –Alsodisrupts other paradigms that depend on changes in the processing of the CS |
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cerebelum |
USmodulation (Recorla-Wagner)occurs there |
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Operant conditioning |
•theprocess whereby organisms learn to make responses in order to obtain or avoidcertain outcomes. •“Discovered”by Edward Thorndike–Studiedhow cats learned to escape from puzzle boxes |
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–S->R->O |
–stimulus(S),Response (R) produces Outcome (O) |
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Operant vs. Classical Conditioning |
Operant Animal operates on theenvironment Stimulus evokes a response toproduce an outcome (S->R->O) Animal connects context,behavior, and outcome Classical Environment operates on theanimal Stimulus evokes response(S->R) Animal learns CS predicts US |
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Skinner Box |
animal is ‘free’ in the chamber, noexperimenter intervention |
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Positive reinforcement |
positive reinforcement involves the addition of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again in the future Positivereinforcement•Presslever (R) -> Get food |
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Positive Punishment |
works by presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future PositivePunishment••Presslever (R) -> Get shocked |
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Negative Reinforcement |
occurs when something already present is removed (taken away) as a result of a behaviour NegativeReinforcement••Presslever (R) -> End shock |
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Negative Punishment |
Positive punishment works by presenting a negative consequence after an undesired behavior is exhibited NegativePunishment••Presslever (R) -> Food stops |
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Training |
•contingency isintroduced: If S, R->O |
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Acquisition |
animaldiscoverscontingency,rate of R increases |
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Extinction |
contingencyis eliminated (R->__), rate of R decreases |
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Shaping |
Shaping through successive approximationbuilds a complex R incrementally |
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Chaining |
Chaining builds complex R sequencesby linking together S->R->O conditions Initially,train animal to pick up object Next,reward for picking up and then throwing it |
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Punishment and is it effective |
punisher is an outcome that decreases thefrequency of the behavior. Althoughpunishment can produce a general decrease in behavior, the punished behaviordecreases much more. Punishmentdoes not always wear off. This is a problem only with weak punishers, which cancause habituation. |
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•What determines the effectiveness of operant conditioning? |
Fixed interval: slow, unsustained responding If I’m only paid for my Saturday work, I’m not going to work as hard on theother days. Variable interval: slow, consistent responding I never know which day my lottery number will pay off, Ibetter play every day. |
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What are the different variable reinforcement schedules? |
Fixed ratio: high rate of respondingBuy two drinks, get one free? I’ll buy a lot of them! Variable ratio: high, consistent responding, even if reinforcementstops (resists extinction)If the slot machine sometimes pays,I’ll pull the lever as many times aspossible because it may pay this time! |
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What is behavioral economics and the bliss point? |
•Behavioraleconomics—thestudy of how organisms distribute their time and effort among possiblebehaviors Blisspoint—theideal distribution for the organism; provides maximum subjective value |
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What roll does Operant Conditioning play in drug addiction and treatment? |
(Cognitive)behavior therapies: e.g.,extinction, distancing, reinforcement of alternative behaviors, delayedreinforcement |
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Generalization |
transferringpast experiences to new situations Generalizationhelps apply the lessons of the past to the present. |
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Discrimination |
the perception of differencesbetween stimuli Discriminationopens us up to new experiences. |
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Generalization gradient |
graphshowing how physical changes in stimuli correspond to behavioral responsechanges ishighest for physically similar stimuli but falls gradually away for lesssimilar stimuli |
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Discrete-component representation |
Each individual stimulus is represented by its own node or“component |
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Distributedrepresentation |
••Each stimulus isrepresented by overlapping sets of nodes or stimulus elements. ••Apple represented by:red + round + crispy nodes |
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Distributedrepresentation + configural nodes |
••Distributed nodes plusadditional nodes to represent all possible conjunctions of nodes |
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Multi-layerdistributed representation |
••Distributed nodes withmultiple, flexible layers that can represent both basic and conjunctiveproperties |
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•Whatare , and error discriminationlearning? |
providingtwo different consequences for stimuli initially treated by an animal assimilar |
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discrimination training |
providingtwo different consequences for stimuli initially treated by an animal assimilar |
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learned specificity |
achange in the generalization gradient for less generality |
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Errorless Discrimination Learning |
trainingbegins with a discrimination task that is readily learned and then transitionsto a similar but different discrimination task that is harder to learn |
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negative patterning |
Combinationsof stimuli can have very different meaning than when encountered on theirown. Momat home? Eat dinner in the kitchen. Dadat home? Eat dinner in the kitchen |
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Sensory Preconditioning |
Pairing of two dissimilarstimulienables learning about one of them to generalize to the other. |
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Acquired equivalence |
Priortraining in stimulus equivalence increases amount of generalization between twostimuli, even if stimuli are superficially dissimilar |
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•What is categorization learning and how does combinatorial explosion impact it? |
wherehumans learn to classify stimuli into categories –Withmany stimuli, too many nodes (combinatorial explosion) |
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Understand what Schizophrenia is and the impact the disorder has on learning. |
deficitsin using relational information about associations |
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How do the scientific terms generalization and discrimination relate to bias and racism? |
Thereare two common ways in which a statistically accurate generalization aboutother people can be misused: –Assumethat all members of a category must inflexibly conform to the generalization. –Faultyinverse reasoning. |