Psychology-Unit 2 PDF

Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 1. What is learning? the process of acquiring, through experience, ne...

Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 1. What is learning? the process of acquiring, through experience, new and relatively en- during information and/ or behaviors 2. Why is learning so important? If we can't learn, we cannot adapt to our environ- ment 3. In a study of university students, how long, on aver- 66 days age, did it take them to learn a new, desirable habit? 4. What is behaviorism, and who was John B. Watson? the view advocat- ed by the em- inent early psy- chologists John B. Watson, that psy- chology should be an objective sci- ence that stud- ies directly ob- servable external behavior without any necessity to consider internal mental processes 5. What is associative learning? learning that cer- tain events occur together 6. What were Ivan Pavlov's background and personal He was a Russian. history? He wanted to be a Russian orthodox priest, but he went to med school in- 1 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj stead. He studied digestion and won the Nobel Prize for medicine 7. What did Pavlov discover and develop? What is clas- a kind of learning sical conditioning? in which a sub- ject learns to as- sociate one stim- ulus with another stimulus that is fol- lowed by a certain event, such that the subject learns to anticipate that event and respond to the first stimu- lus as if it were the second stimulus 8. How did Pavlov first come across this kind of learn- He came across ing? this accidently while studying di- gestion 9. What was Pavlov's early experiment that demonstrat- 1. He would feed ed classical conditioning? What did he do with his the. He had tubes dogs? that collected sali- va and measured how much. 2. He then har- nessed the dogs and tried the ex- periment again by blowing powered meat into the dog's mouth. He would use some- thing to distract 2 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj the dog first (bells, crickets, touching) 10. How would the dogs respond? The dogs started salivating at the mere thought of food. They start- ed before any food was even near them 11. What is an unconditioned stimulus? a stimulus that naturally brings about a response you are looking at, without any learn- ing having to take place 12. What was the unconditioned stimulus in Pavlov's ex- periment? 13. What is an unconditioned response? a naturally occur- ring response to the unconditioned stimulus, a re- sponse that does not require learn- ing in order to take place 14. What was the unconditioned response in Pavlov's the salvation experiment? (drooling) 15. In general, what does "unconditioned" mean? natural, built-in, automatic, not re- quiring any learn- ing in order to oc- cur 3 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 16. What is a neutral stimulus? a stimulus that does not (initially) bring about the re- sponse you are in- terested in 17. What was the neutral stimulus in Pavlov's experi- the musical tone ment? 18. What is a conditioned stimulus? an originally neu- tral stimulus that, after being asso- ciated with (paired with) an uncon- ditioned stimulus, takes on the abil- ity to bring about the response that originally followed the unconditioned stimulus 19. What was the conditioned stimulus in Pavlov's exper- how the musical iment? tone brings about the drooling 20. What is a conditioned response? a learned re- sponse to a previ- ously neutral stim- ulus that has now become the condi- tioned stimulus 21. What was the conditioned response in Pavlov's ex- how the dogs periment? drooled in re- sponse to the tone rather than actual food 22. In general, what does "conditioned" mean? 4 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj not natural, not built-in, not auto- matic; something that would only happen if learning had occurred 23. How would you diagram and label Pavlov's original Food (US) ---> experiment? Drool (UR) Tone (NS)+Food (US) ---> Drool (UR) Tone (CS)+Food (US) ---> Drool (CR) Tone (CS) ---> Drool (CR) 24. What is acquisition? the initial learn- ing of a stimu- lus-response rela- tionship in which a neutral stimulus is linked to an un- conditioned stimu- lus, and the neu- tral stimulus be- comes a con- ditioned stimulus capable of bring- ing about a con- ditioned response that is the same as the unconditioned response 25. In Pavlov's original studies, what the optimal (best, 1/2 second most-effective) interval between presenting the neu- 5 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj tral or conditioned stimulus, and the unconditioned stimulus? 26. What is the usual result if the interval is too long, or It wouldn't work; if the conditioned stimulus comes after (not before) the results would the unconditioned stimulus? not be effective 27. What would be a real-life example of the interval being When you see a too long or if the conditioned stimulus coming after bump sign and the unconditioned stimulus? expect the bump soon after but rather it is 3 miles down the road or if the bump sign is after the bump 28. What happened in a modern experiment with Japan- They took a male ese quail? quail and put him in a cage by himself and then turned a red light on and put a fe- male quail in the cage. They would turn the light off and take the fe- male out. 29. How did the quail react? The male quail would get excited every time the red light was turned on (he knew that meant the female quail was coming) 30. Can sexual arousal be conditioned in humans? Yes 31. What would be some examples of conditioned sexual A couple start- arousal in humans? ed dating and 6 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj the girlfriend had a distinct smell of onions. When they broke up, he was heart broken and was remind- ed of her every- where that he went that had a distinct smell of onions 32. What is extinction? the diminishing of a conditioned re- sponse; specifi- cally, in classi- cal conditioning, when an uncondi- tioned stimulus no longer follows the conditioned stimu- lus, until the con- ditioned response no longer appears 33. How was extinction demonstrated in Pavlov's original Playing the tone experiment? without giving the dog food made the reaction go away 34. What is spontaneous recovery? the reappearance of a previously extinguished con- ditioned response after a pause in which there has been no training 35. What would be some example of spontaneous recov- ery? 7 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 36. What is generalization? following the es- tablishment of a conditioned re- sponse, the ten- dency for stimuli that are similar to the conditioned stimulus to bring about similar re- sponses 37. What would be some examples of generalization? -In Pavlov's exper- iment, he would show them a circle and then give them food. It got to the point where any- time they would see a circle, they would get hun- gry. He then would show them an el- lipse where he would get the same response. -Running a red light because you saw a green light but it was a green turning signal 38. What is discrimination? the learned abili- ty to tell the differ- ence between the conditioned stimu- lus that will be fol- lowed by the un- 8 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj conditioned stim- ulus, and other, similar stimuli that will not be followed by the uncondi- tioned stimulus 39. What would be examples of discrimination? -The dog will drool when they see the circle and not the ellipse -Dr. C distinguish- es between green lights and green arrows now 40. Can cognitions (internal thought processes) influ- Yes ence classical conditioning? 41. How may this happen, for instance, in attempts to Antabuse (disulfi- condition alcoholics to stop drinking? ram) If you take this drug and drink al- cohol, you will get really sick. They wanted to condi- tion people to stop drinking. They will still have the crav- ing for alcohol be- cause they know it's the drug mak- ing them sick 42. What did Watson and Rayner do in their experiment Little Albert was a with Little Albert? 11-month old in- fant. They put a rat by him & when Little Albert would touch the rat, they 9 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj hit a iron bar by his head that made loud noises 43. What was the result for Little Albert? He would be scared towards anything that was white and furry now. He was con- ditioned by the ex- periments 44. What two things did Watson and Rayner demon- 1. Fears in chil- strate? dren could be the result of condition- ing 2. Once the fears would condition, they would gener- alize onto things that were similar 45. What ultimately became of Watson and Rayner, and - Watson and what ultimately became of Little Albert? Rayner had an af- fair. Watson was fired and dis- graced; no one wanted to rehire him. They moved off and got mar- ried; he got a bet- ter job and made a lot of money. He still wasn't happy so he became an alcoholic. - Little Albert had no idea he was apart of 10 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj this experiment. He was described as easy-going. He had an intense fear of dogs. 46. Are fears produced in real life as a result of classical Yes. During Dr. conditioning and generalization? What would be an C's internship, his example? daughter would al- ways stand at the door and tell him bye. One day his daughter had ran out behind his truck and he ran over her legs. She developed an in- tense fear of be- ing outside or any- where near where her accident hap- pened. 47. What is the difference between classical conditioning In classical condi- and operant conditioning? tioning, the sub- ject learns to form associations between events (stimuli) it does not control, result- ing in behaviors (responses, re- spondent behav- iors) it does not choose; in oper- ant conditioning, the subject learns associations be- tween its own 11 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj voluntary (oper- ant) behavior and the events (conse- quences) that re- sult from it 48. What is operant conditioning? a type of learn- ing in which vol- untary behavior is strengthened if it is followed by rein- forcement (some form of reward) and diminished if it is punished or not followed by re- inforcement 49. What is respondent behavior, and what kind of con- behavior that oc- ditioning do we see it in? curs automatical- ly in response to certain stimuli (we observe such be- havior in classical conditioning) 50. What is operant behavior, and what kind of condition- voluntary behavior ing do we see it in? that "operates" on the environment to produce either re- warding or punish- ing consequences (we observe such behavior in oper- ant conditioning) 51. Who pioneered the study of operant conditioning and B.F. Skinner behavior? 52. 12 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj What earlier work did Skinner base his work on, and behaviors that what was Thorndike's Law of Effect? are followed by favorable con- sequences be- come more like- ly, while behav- iors followed by negative conse- quences become less likely 53. What is a Skinner Box or Operant Chamber? an isolated cage or chamber in which a sub- ject (like a rat or pigeon) can do something (like push a bar or peck an object) in order to get a reward (like food or water), while a mechanical de- vice records and counts the sub- ject's responses 54. What is shaping? an operant con- ditioning proce- dure in which reinforcers guide behavior toward closer and closer approximations of the desired goal 55. What is a reinforcer? any event that strength- ens (makes more 13 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj probable, more frequent) the be- havior it follows; some kind of re- ward, usually 56. What is a primary reinforcer? an innately re- inforcing stimulus, such as one that satisfies a built-in biological need; a reinforcer that re- quires no learning in order to be re- warding 57. What would be an example of a primary reinforcer? If you're hungry and someone of- fers you a donut. The donut is the primary reinforcer 58. What is a secondary reinforcer or conditioned rein- a stimulus that forcer? gains its re- inforcing power through its as- sociation with a primary reinforcer; a reinforcer that the subject has to learn to associate with a primary re- inforcer 59. What would be the best example of a secondary rein- Money; if you're forcer? hungry and some- one gives you money, you can use it to buy food 14 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 60. If you followed Skinner's classical example, how would you use shaping (operant conditioning) to get a pigeon to bowl? 61. Why could you not use Pavlov's classical condition- Bowling is not a ing to get a pigeon to bowl? natural thing for a pigeon to do 62. Why could you not use Thorndike's Law of Effect to get a pigeon to bowl? 63. What would you do, exactly, to use operant condition- As soon as the pi- ing to get the pigeon to bowl? geon takes a step in the right direc- tion of the bowl- ing pin, they would ring the bell to eat. If you do this constantly, the pi- geon will pick up on the idea that something about going in that direc- tion makes the bell ring. Then repeat for the direction of the ball. This will lead the pigeon to use the bowling ball to knock over the pins 64. What is Skinner's main point in this? If you can get as unlikely behav- ior as bowling in a pigeon, you can use this technique on problems that matter 15 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 65. How are animals on television, in movies, in circuses They have been and shows, in police and service work, etc. trained to operantly condi- do what they do? tioned 66. How did two of Skinner's early graduate students They went to Hol- make use of this? lywood and set up their own busi- ness training ani- mals for movies 67. What is positive reinforcement, and how does it positive reinforce- work? ment strengthens a response by adding a positive stimulus after that response; positive reinforcement in- creases the prob- ability that the sub- ject will repeat the response that pre- ceded it (repeat the response that came before the positive reinforce- ment) 68. What would be some examples of positive reinforce- If you keep re- ment? warding the pi- geon, the more he'll be compliant. 69. Does the behavior have to make "sense" to the sub- ject in order for it to occur? 70. What is negative reinforcement, and how does it negative work? reinforcement strengthens a response by removing a 16 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj negative, aversive, unpleasant stimulus after the response 71. What would be some examples of negative reinforce- -Playing an annoy- ment? ing noise until the rat pushes on the bar, once he push- es on the bar-stop the noise. If you re- peat the process, he'll learn to step on the bar. -A nagging per- son will nag until they get what they want. 72. In using operant conditioning to solve real-world be- terminal goal havior problems, what is the first step? 73. What is the terminal goal, and how must it be defined? the target behav- ior, the last (termi- nal) response the subject makes in a chain of learned behaviors; once achieved, the con- ditioning process is finished (termi- nated) the terminal goal must be defined in objectively mea- surable terms, so that there is no question whether 17 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj it has or has not been activated 74. What would be a real-world example of a terminal Saying "I want goal? them to act good in class" vs "I want them to not disrupt class" (be more specific) 75. What is the second step in real-world operant condi- Baseline behavior tioning? 76. What is baseline behavior, and when you take a base- the behavior pat- line, how do you do it and how must the baseline terns of the sub- behavior be measured? ject before training begins like the terminal goal, the baseline behavior must be objectively mea- surable, so that it is clear whether or not any progress is being made 77. What would be real-world examples of baseline be- A child would run havior? around for 90 sec- onds out of 2 mins; then he starts to run around for only 60 seconds 78. Why is it so important to observe and record the You always start baseline behaviors? with whatever be- havior the sub- ject is engag- ing in, and work from there, be- cause new learn- 18 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj ing is always built on old, existing learning. Unless you know exactly what the baseline behavior is, you have no way of knowing whether the subject's be- havior is improv- ing or getting worse. 79. Once you know the terminal goal and the baseline reinforcing suc- behavior, how do you get the subject to move from cessive approxi- the baseline behavior to the terminal goal? mation to the goal 80. What is reinforcing successive approximation to the rewarding (rein- goal? forcing) any slight behavioral change that is a step in the right direction, un- til you finally reach the terminal goal; steps in the wrong direction are not reinforced 81. How would reinforcing successive approximation to Dad will take child the goal work in real-life? to the movies if they act right 82. What is an immediate reinforcer/immediate reinforce- ment/immediate gratification? 83. What would be an example of immediate reinforce- Giving a dog a ment? treat when they do a trick 84. 19 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj What is a delayed reinforcer/delayed reinforce- When the reward ment/delayed gratification, and what would be some doesn't come right examples? away Students come to class to be able to pass their classes --> to get their de- gree --> to get a good job --> to get a house --> their dream 85. How do humans and animals, and mature persons Doesn't work well and immature persons, respond differently to delayed on animals but it reinforcers? does on humans Mature people do this; shows maturi- ty 86. What are the schedules of reinforcement? patterns of when and how often reinforcement will occur 87. What is continuous reinforcement/continuous sched- continuously re- ule of reinforcement? warding someone or something 88. How does continuous reinforcement influence the speed of acquisition of a response? 89. How does maintaining a response with continuous reinforcement influence the speed of extinction of that response? 90. What is partial reinforcement/intermittent reinforce- Not rewarding ment? every response; only reward the re- sponse every now and then 20 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 91. How does partial reinforcement/intermittent rein- forcement influence acquisition of a response? 92. How does partial reinforcement/intermittent rein- forcement influence the extinction of a response? 93. What was Skinner's extreme case of this involving a One bird was will- pigeon? ing to peck a but- ton 150,000 times 94. What would be an everyday human example of the Staying in a rela- persistence (slow extinction) of a response main- tionship that isn't tained with intermittent reinforcement? working because it gets good every now and then 95. What is a fixed ratio schedule of reinforcement? 96. How does a fixed ratio schedule of reinforcement You wait until a influence responding? subject reaches a certain limit to re- ward them and then reward them the next time they reach that limit 97. What would be a real-world example of fixed ratio reinforcement? 98. What is a variable ratio schedule of reinforcement? reinforcement on average every time the subject reaches the set limit...if set 1/10 it could be 1/9 or 1/11 99. How does a variable ratio schedule of reinforcement influence responding? 21 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 100. What would be a real-world example of variable ratio Gambling at casi- reinforcement? nos 101. What is a fixed interval schedule of reinforcement? Take a certain amount of time for the subject to pass "For every correct answer at 5 mins" Gets rewarded every 5 mins for a correct answer 102. How does a fixed interval schedule of reinforcement There is an un- influence responding? even response 103. What would be a real-world example of a fixed interval reinforcement, and the problem it can cause 104. What is a variable interval schedule of reinforce- ***You average ment? the first cor- rect response any time they do the response, they might get a reward 105. How does a variable interval schedule of reinforce- ment influence responding? 106. What would be an example of variable interval rein- forcement? 107. What is punishment, and what is its effect on behav- an event that de- ior? creases the be- havior that it fol- lows 108. What is the difference between punishment and neg- punishment de- ative punishment? creases a behav- ior through un- 22 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj pleasant conse- quences, by in- troducing some- thing negative (un- pleasant) after an undesirable be- havior; negative reinforcement in- creases a behav- ior through conse- quences that re- move something negative (unpleas- ant) after a de- sired behavior 109. What is positive punishment? adding an aver- sive (unpleasant) stimulus (usually after undesirable behavior) 110. What would be a real-world example of positive pun- Kid acts up, kid ishment? gets spanked 111. What is negative punishment? removing a pleas- ant stimulus (usu- ally after undesir- able behavior) 112. What would be a real-world example of negative pun- "go to your room" ishment? & "go to time-out" Removing all good from around you so you sit there bored 113. What are two main problems with punishment? 1. Temporary sup- pression of re- sponse 23 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj 2. Does not build desirable behavior in its place 114. What are the undesirable side effects of punishment? 1. creates fear 2. increases ag- gression 3. generalizes to punisher 4. creates resent- ment 5. creates resis- tance 6. teaches sub- ject to discrimi- nate when they can/can't get away with something 115. When, in the real world, might you use punishment Taking your little anyway? one to Walmart and they want a bunch of toys and they throw a tantrum because you said no...so they get punished 116. If you do use punishment, how should you use it? sparingly, mildly, consistently 117. How can rephrasing your expectations be useful? It feels more pos- itive than negative towards kids 118. In general, which works better reward (reinforcement) Rewards work bet- or punishment? ter 119. 1. It ignored bi- ology; somethings 24 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj What are the main criticisms of Skinner and other are genetically behaviorists? Are there built-in biological influences wired in that on what can and cannot be conditioned? doesn't meet crite- ria of the experi- ment 2. "If you eat something that makes you ill, you'll avoid it" (taste aversion) 3. Certain behav- iors cannot be conditioned 120. What is another example of a finding that supports the overjustifica- this criticism? tion effect 121. What is the overjustification effect? the effect of promising a re- ward for doing something a per- son already likes to do, often with the result that, once the reward is removed, the person enjoys and engages in the ac- tivity less than if the person had never been re- warded at all 122. How does the overjustification effect change a per- it increases ex- son's motivation? trinsic motivation (doing something to get an ex- ternal reward or avoid an internal 25 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj punishment) and decreases intrin- sic motivation (do- ing something for its own sake, be- cause it is an inherently good thing to do) 123. how was the overjustification effect demonstrated in They gave a an experiment with children? bunch of toys to kids to play with. First group, "play with them." Sec- ond group, "we'll pay you to play with them." The first group liked them; they told the second group they couldn't pay them so they didn't en- joy it as much 124. What are some real-life examples of the overjustifica- Parents paid kids tion effect? $50 for every A in high school, they stopped doing this college so kids stopped trying as hard. 125. What is observational learning? learning by ob- serving others 126. What scientist studied observational learning exten- Albert Bandura sively? 127. What were the method and results of Bandura's most He took preschool famous study of observational learning in children? kids that were 26 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj minding their own business. They witnessed an adult that was taking its anger out on a doll. Then took a kid to a room full of nice, new toys but then took him away saying these were for oth- er kids. Then takes them to anoth- er room with bro- ken toys. The child sees the same ex- act doll and took out their frustra- tions on the doll as the adult did. 128. What are vicarious learning and vicarious punish- observing other ment? people's rewards and punishments without experienc- ing them our- selves, but chang- ing our behavior as a result of the rewards and pun- ishments we see others receive 129. Is there a biological basis for observational learning? mirror neurons 130. What are mirror neurons? neurons in the frontal lobes of the brain that may fire when we engage 27 / 28  Psychology-Unit 2 Study online at https://quizlet.com/_ajrajj in certain actions and also when we observe oth- er people doing so; mirror neurons may enable both imitation and em- pathy 131. How powerful an effect does observational learning It is very powerful have in the real world? 132. What is antisocial behavior, and what are some Behavior that can real-world examples of it that were connected to ob- potentially hurt servational learning? someone; behav- iors you shouldn't take part in; out of social norm Columbine mas- sacre-high school- er shot up a school; within 8 days, 49 out of 50 states had an inci- dent of the same or threatened to have an incident Airplane hijacking 28 / 28