Term
|
Definition
| Learning that doesn't involve an association between a stimulus & its consequences (such as habituation & sensitization) |
|
|
Term
|
Definition
Learning that involves an association between a stimulus and its consequences
(such as in classical & operant conditioning) |
|
|
Term
|
Definition
| The adjustment of perception to ignore an inconsequential or "unimportant" stimulus after repetition. |
|
|
Term
|
Definition
| When one Conditioned Response acts as a reinforcer for the next in a sequence of Conditioned Responses, such as animals learning multi-stage tricks. Only the last response in the chain results in a reward. |
|
|
Term
|
Definition
| Behavior modification system where individuals earn things that can be exchanged for reinforcers. |
|
|
Term
|
Definition
| The standard classical condition paradigm. UCS>UCR / CS>UCS>UR / CS>CR |
|
|
Term
|
Definition
| An inability to learn or respond to stimuli which results from unavoidable punishment. |
|
|
Term
|
Definition
| Gradual disappearance of a learned response (Happens when UCS ceases to follow CS) |
|
|
Term
|
Definition
| An operant conditioning apparatus in which the subject is able to learn & execute responses without experimenter intervention |
|
|
Term
|
Definition
| A initially novel or neutral stimulus which, after repeated pairing with an Unconditioned Stimulus, eventually elicits an Unconditioned response. |
|
|
Term
|
Definition
| Anything that gives an increase in the frequency of a given response |
|
|
Term
|
Definition
| A conditioning Paradigm wherein there is no gap in time between the Conditioned Stimulus end and Unconditioned Stimulus beginning. |
|
|
Term
|
Definition
| when a subject becomes more attuned & responsive to a given stimuli after repeated exposure (only occurs with emotional or arousing stimuli) |
|
|
Term
|
Definition
| A conditioning paradigm where there is a time lapse between the Conditioned Stimulus and the Unconditioned Stimulus - efficacy depends on how long the time lapse is. Shorter tends to = better. |
|
|
Term
|
Definition
| Development of an association between the environmental background and the CS-UCS association in which conditioning occurs. |
|
|
Term
| Second-Order Conditioning |
|
Definition
A classical conditioning protocol
Essentially sticking a new Conditioned Stimulus in front of an already learned one - this causes the entire response arc to operate off the new conditioned stimulus. |
|
|
Term
|
Definition
| The notion that rewards increase the likelihood of a behavior, and punishments decrease it. |
|
|
Term
|
Definition
| Any action taken that gives a decrease in frequency of a subject performing a given behavior |
|
|
Term
|
Definition
| A re-emergence of a conditioned response after its apparent extinction |
|
|
Term
|
Definition
| A response to a conditioned Stimulus |
|
|
Term
|
Definition
| an automatic, natural reaction to a stimulus that has never been conditioned |
|
|
Term
|
Definition
| an instrumental conditioning paradigm that rewards behaviors that are increasingly close to the target response (used for conditioning complex behaviors) |
|
|
Term
|
Definition
| a pattern of responses in which subjects choose options in proportion to the options' rates of success. this is unique in humans. (Ex: If one button has a 75% chance of winning and another has a 25% chance, humans will pick each 75% of the time and 25% of the time, respectively. Animals will pick the 75% one every time.) |
|
|
Term
|
Definition
| when there is a previous habituation to a neutral stimulus, prior to its being used as a conditioned stimulus. This makes it less effective in generating a CR. |
|
|
Term
| What are the three types of Inhibitory conditioning? |
|
Definition
| Standard Procedure (CS+ & CS-), Discrimination learning (CS+ or CS-), Negative Contingency (CS-) |
|
|
Term
| what is serotonin's role in associative and nonassociative learning? |
|
Definition
| More serotonin increases the likelihood of forming associations & their intensity by increasing the rate at which action potentials are generated. |
|
|
Term
| A positive reinforcement is: |
|
Definition
| adding something the subject likes |
|
|
Term
| A positive punishment is: |
|
Definition
| adding something the subject hates |
|
|
Term
| a negative reinforcement is: |
|
Definition
| removing something the subject hates |
|
|
Term
| a negative punishment is: |
|
Definition
| removing something the subject likes |
|
|
Term
| Thorndike's contribution to Operant Conditioning: |
|
Definition
| Cat puzzle box & Law of Effect |
|
|
Term
| Skinner's contribution to Operant Conditioning: |
|
Definition
| Formalized operant conditioning & generally pioneered it. |
|
|
Term
| Bandura's contribution to Operant conditioning: |
|
Definition
| Did the bobo doll experiment, and showed the effect of modeling |
|
|
Term
| What are the three stages of skill learning? |
|
Definition
1)Cognitive
2)Associative
3)Autonomous |
|
|
Term
| what are the effects of amnesia on skill learning? |
|
Definition
| Able to learn habits (typing, driving, etc) but not able to learn by active memory (learning a new name) |
|
|
Term
| effects of Parkinson's disease on skill learning |
|
Definition
| much less able to learn habits, but able to learn by active memory |
|
|
Term
| effects of huntington's disease on skill learning |
|
Definition
| much less able to learn habits and much less able to learn by active memory |
|
|
