Instrumental Conditioning Overview

<p>The impact of behavior on the environment. (B)</p> Signup and view all the answers

<p>Instrumental Conditioning (B)</p> Signup and view all the answers

<p>They weaken the association between stimulus and response. (C)</p> Signup and view all the answers

<p>Discrete-trial measures responses at distinct intervals, while free-operant is continuous. (C)</p> Signup and view all the answers

<p>It is dependent on the environmental consequences of the behavior. (C)</p> Signup and view all the answers

<p>Behavioral contrast (D)</p> Signup and view all the answers

<p>Response-reinforcer contingency (D)</p> Signup and view all the answers

<p>It refers to the time gap between a response and its reward. (B)</p> Signup and view all the answers

<p>Anticipatory negative contrast (D)</p> Signup and view all the answers

<p>Temporal contingency (C)</p> Signup and view all the answers

<p>Behavioral decay (D)</p> Signup and view all the answers

<p>They are independent of one another. (D)</p> Signup and view all the answers

<p>Responses can revert back to instinctual behaviors. (A)</p> Signup and view all the answers

<p>It is a result of accidental or adventitious reinforcement. (C)</p> Signup and view all the answers

<p>Responses that occur closer to the presentation of reinforcement are more likely to be repeated. (B)</p> Signup and view all the answers

<p>Species-typical responses that occur as the expected time for food approaches. (D)</p> Signup and view all the answers

<p>Experiencing uncontrollable shocks that impact future learning abilities. (B)</p> Signup and view all the answers

<p>Animals may come to view shocks as independent of their behaviors. (D)</p> Signup and view all the answers

<p>To distinguish it from other activities performed by the animal. (C)</p> Signup and view all the answers

<p>Behaviors that arise from other motivations during the inter-food interval. (B)</p> Signup and view all the answers

<p>Reinforcements that follow responses immediately strengthen behavior repetition. (C)</p> Signup and view all the answers

<p>A response required to produce a desired consequence (D)</p> Signup and view all the answers

<p>To establish a conditioned response to food cues (D)</p> Signup and view all the answers

<p>Assessment of the performance starting level (C)</p> Signup and view all the answers

<p>It undermines learning by reducing motivation (D)</p> Signup and view all the answers

<p>Decreased attention to one's own behavior (C)</p> Signup and view all the answers

<p>The presentation of a pleasant event following a response (A)</p> Signup and view all the answers

<p>Negative reinforcement increases responding, while negative punishment decreases it (C)</p> Signup and view all the answers

<p>Activity Deficit Hypothesis (B)</p> Signup and view all the answers

<p>Decreased rate of responding overall (D)</p> Signup and view all the answers

<p>It provides opportunities for active responses (B)</p> Signup and view all the answers

<p>They are linked to intertrial intervals without shocks (D)</p> Signup and view all the answers

<p>Reinforcement of any behavior except the one being punished (C)</p> Signup and view all the answers

<p>A stimulus that can enhance or reinforce behavior (A)</p> Signup and view all the answers

<p>It inhibits motivation due to prior experiences with inescapable shock (D)</p> Signup and view all the answers

<p>The effects of controllable versus uncontrollable stressors (C)</p> Signup and view all the answers

<p>Gradual steps towards the final desired behavior (B)</p> Signup and view all the answers

<p>Reduced ability to learn new instrumental responses (A)</p> Signup and view all the answers

<p>Negative reinforcement (B)</p> Signup and view all the answers

<p>Losing privileges after misbehavior (B)</p> Signup and view all the answers

<p>It may decrease or increase responding depending on the context (B)</p> Signup and view all the answers

<p>Decreased rate of responding (C)</p> Signup and view all the answers

<p>They limit or inhibit fear responses elicited by contextual cues. (B)</p> Signup and view all the answers

<p>There are no safety signals present for the animals. (B)</p> Signup and view all the answers

<p>Punishment administration (A)</p> Signup and view all the answers

<p>Reduction of harmful effects of stress. (D)</p> Signup and view all the answers

<p>Instrumental conditioning (D)</p> Signup and view all the answers

<p>The level of freedom given to the subject during trials. (A)</p> Signup and view all the answers

<p>Absence of predictability in shocks. (D)</p> Signup and view all the answers

<p>The effectiveness of a reinforcer can vary based on individual responses. (A)</p> Signup and view all the answers

Learning occurs when a response followed by a satisfying outcome is strengthened, and a response followed by an annoying outcome is weakened.

Learning a behavior through its consequences (rewards or punishments).

Training method where each trial begins and ends with specific actions (e.g., placing animal in an apparatus, removing it after a response).

Training method where an animal can repeat a response repeatedly without being taken out of the apparatus until the session ends.

A behavior that is defined by its effect on the environment.

Time taken to perform an action (e.g., escape a box).

A type of apparatus used to study animal learning and behavior.

A researcher who conducted similar studies to Thorndike.

When an animal's innate behaviors interfere with learned behaviors, even when reinforced.

A consequence that strengthens a behavior. Its effectiveness depends on its quantity, quality, and comparison to previous reinforcements.

When a reward is perceived as better or worse depending on previous rewards.

Reduced enjoyment of a usual reward after experiencing an exceptionally good reward.

The direct link between a specific behavior and its consequence.

The time interval between a behavior and its consequence.

Immediate delivery of a consequence after a behavior.

The effect of a time gap between a behavior and its consequence on learning.

Techniques to make a desired behavior stand out and be easily recognized by the learner.

An animal learning to associate a behavior with a reward, even though the behavior doesn't actually cause the reward.

Behaviors that increase in frequency as the time for a reward gets closer.

Behaviors that happen at the beginning of a waiting period, when a reward is less likely.

A state where an organism learns that its actions have no impact on its environment, leading to a decrease in motivation.

The experience of inescapable negative events disrupting later learning.

The idea that learned helplessness occurs because animals learn to associate their actions with no effect on their environment.

Any behavior that produces a desired consequence.

Conditioning a rat to associate a sound (e.g., a click) with food delivery.

Training a rat to perform desired behavior by rewarding successive approximations.

A behavior that increases when followed by a pleasant stimulus.

A behavior that decreases when followed by an unpleasant stimulus.

A behavior that increases when an unpleasant stimulus is removed.

A behavior that decreases when a pleasant stimulus is removed.

A pleasant event or stimulus.

An unpleasant event or stimulus.

Step-by-step progression of behavior toward the final desired action, each step is rewarded to strengthen it.

Reinforcing any behavior other than the undesired one, making the undesired behavior less likely.

Learning through consequences of actions.

A device that delivers food; used in animal training.

If an instrumental response produces predictable and repetitive behavior, does it always yield the same behavior?

The idea that learned helplessness arises because inescapable shocks encourage animals to become inactive or freeze, leading to a deficit in learning.

Learned helplessness happens because inescapable shocks reduce the animal's attention to its own behavior, making learning new responses more difficult.

Instead of focusing on why inescapable shocks disrupt learning, this approach examines why exposure to escapable shocks is less debilitating.

Reliable signals indicating the absence of shock after an escape response.

The ability to successfully escape shock provides safety-signal feedback cues, which contribute to learning and reduce learned helplessness.

Expectations of lack of control can reduce motivation to perform new responses, making learning more difficult.

Previously learned expectations of lack of control can make it harder to learn new responses.

A stimulus that signals the absence of a feared event, reducing fear responses. It is learned through repeated pairings with a safe environment.

Environmental features associated with a particular experience. These cues can trigger memories and emotions related to that experience.

A control group in experiments where animals receive shocks at the same time as another group, but don't have control over the shocks.

Fear that has been learned through association with a neutral stimulus.

The ability to anticipate events based on past experiences. It can influence learning and stress levels.