Psychology Chapter on Learning Theories

Unpairing cues that trigger drug cravings from the drug itself. This reduces the strength of the cues to cause craving.

Learning where a specific stimulus predicts a particular outcome, like associating a taste with illness.

A taste aversion occurs when an animal experiences a negative outcome, like sickness, after consuming a specific food, making them avoid that food in the future.

A learned aversion to a specific stimulus that was paired with a negative experience, like nausea, leading to avoidance of that stimulus.

A process where a stimulus acquires the ability to suppress the immune system through repeated pairing with an immunosuppressive agent.

The study of how experiences and behavior influence the immune system through interaction with the nervous and endocrine systems.

The drug's effects are reduced through a process that breaks the association between the drug and the cues that trigger cravings.

A substance like cyclophosphamide, used to suppress the immune system.

The idea that any stimulus can be associated with any response, regardless of the nature of the stimulus or the response. It suggests that the animal's prior experience with the stimulus does not matter.

The principle that certain stimuli are more easily associated with certain responses than others, suggesting a biological predisposition for certain pairings.

The tendency for animals to quickly learn associations between certain stimuli and responses due to evolutionary factors. For example, learning to avoid foods that make you sick.

The tendency for animals to be more easily conditioned to fear certain stimuli, such as snakes, spiders, or closed spaces, due to their evolutionary relevance to survival.

The process of pairing a neutral stimulus with an unconditioned stimulus to create a conditioned response. This is a key aspect of classical conditioning.

The concept that learning is not solely based on experience but is also influenced by neurobiological predispositions, suggesting a complex interplay between environment and biology.

The immediate, subjective experience of emotions that is influenced by physiological and cognitive processes.

A model that represents emotions based on two key dimensions: valence (pleasure/unpleasure) and arousal (activation/deactivation).

The pleasure or unpleasure associated with an emotional experience.

The level of physiological or psychological activation associated with an emotional experience.

A model that visually represents the relationships between different emotions. It uses a circle or a disk to show how emotions are connected.

The opposite poles of the valence dimension of the two-dimensional model of affect.

The opposite poles of the arousal dimension of the two-dimensional model of affect.

The two-dimensional model of affect suggests that valence and arousal are independent, meaning that they can vary separately.

A process where behaviors are gradually shaped by rewarding desired responses and ignoring undesired ones.

A mental representation of a spatial environment like a maze, developed without immediate reward.

Learning that occurs without immediate reinforcement, demonstrated later by the learner's performance.

Specialized neurons in the brain that fire both when performing AND observing an action.

The field of study dedicated to understanding the structure and function of the human brain.

A theory that emphasizes the role of social observation and imitation in learning.

The region of the brain responsible for planning, movement, and higher cognitive functions.

The outer layer of the brain responsible for complex cognitive functions.

Robert Plutchik proposed that eight basic emotions form the foundation of all other emotions, with pairings like joy/sadness, anger/fear, etc. These emotions can be mixed and matched, much like colors on a wheel, to create more complex emotions.

Plutchik's theory suggests that complex emotions arise as a result of mixing neighboring basic emotions on his 'wheel.' For instance, blending anticipation and joy results in optimism.

The evolutionary approach to emotions, pioneered by Charles Darwin, investigates how emotions contribute to survival and adaptation.

Darwin's principle of 'serviceable associated habits' examines how the expressions of emotions are linked to actions that were beneficial for survival.

Different psychological approaches analyze and interpret emotions in unique ways, depending on methodology, theoretical background, and research focus.

The zeitgeist, or spirit of the times, influences the scientific study of emotions, reflecting cultural and historical trends.

The phenomenon where an individual learns to be passive and resigned in the face of repeated unpleasant events or inability to avoid trauma. This leads to a sense of helplessness and a belief that their actions have no impact on their situation.

A learning process where a specific behavior is consistently reinforced after each occurrence. This leads to rapid learning, but the behavior may extinguish quickly if reinforcement is stopped.

The concept that different schedules or patterns of reinforcement can affect how quickly a behaviour is learned and how long it persists. This means the timing and frequency of rewards influence learning.

The gradual decline and eventual disappearance of a learned behavior due to the lack of reinforcement. This highlights the importance of consistent reinforcement for maintaining behaviours.

The use of positive reinforcement to encourage desired behaviour and increase its frequency. This avoids the negative side effects of punishment, promoting a healthier and more effective learning process.

A type of reinforcement schedule where the desired behavior is reinforced only after a certain number of responses. This leads to a steady rate of responding, making the learner work for the reward.

A type of reinforcement schedule where the desired behavior is reinforced after an average time interval, but the exact time of reinforcement is unpredictable. This leads to stable and consistent responding.

A type of reinforcement schedule where the desired behavior is reinforced after an average number of responses, but the exact number of responses required for reinforcement is unpredictable. This leads to a high and consistent rate of responding.