Term
| What is Classical Conditioning |
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Definition
| A set of procedures used to investigate how organisms learn about the signaling properties of events. Classical Conditioning involves learning realations between events conditioned and unconditioned stimuli that occur outside of one's control. |
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Term
| What is an orienting response |
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Definition
| An inborn tendency to notice and respond to novel or surprising events. |
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Term
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Definition
| The decline in the tendency to respond to an event that has become familiar through repeated exposure, or a stimulus that is repeatedly presented. |
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Term
| Who was Ivan Pavlov and what was his importance |
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Definition
| He was a russian physcologist who used dogs as research subjects. He observed that some stimuli produce automatic responses and other stimuli can start to produce those responses through a process of learning. |
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Term
| What is a unconditional response |
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Definition
| The observable response that is produced automatically prior to training, on presentation of an unconditioned stimulus. |
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Term
| What is an unconditioned stimulus |
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Definition
| A stimulus that automatically leads to an observable response prior to any training |
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Term
| What is a conditioned response |
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Definition
| The acquired response that is produced by the conditioned stimulus in anticipation of the unconditioned stimulus. |
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Term
| What is a conditioned stimulus |
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Definition
| The neutral stimulus that is paired with the unconditioned stimulus during classical conditioning. |
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Term
| What is a neutral stimulus |
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Definition
| Its a stimulus which initially produces no specific response other than focusing attention. |
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Term
| What is stimulus generalization |
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Definition
| Responding to a new stimulus in a way similar to the response produced by an established conditioned stimulus. |
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Term
| What is stimulus generalization in classical conditioning |
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Definition
| Its the tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned. For example, if a rat has been conditioned to fear a stuffed white rabbit, it will exhibit fear of objects similar to the conditioned stimulus. |
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Term
| What is aversive conditioning |
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Definition
| A technique used in behavior therapy to reduce the appeal of behaviors one wants to eliminate by associating them with physical or psychological discomfort. |
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Term
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Definition
| Presenting a conditioned stimulus repeatedly, after conditioning, without the unconditioned stimulus, resulting in a loss in responding. |
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Term
| What is spontaneous recovery |
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Definition
| The recovery of an extinguished conditional response after a period of non exposure to the conditioned stimulus. |
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Term
| Differences between classical and operant conditioning |
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Definition
| In classical conditioning a stimulus that already leads to a response is replaced by a different stimulus. In operant conditioning a behaviour is picked out and either reinforced or punished to make it more or less common. So you could say one acts to modify or replace the stimulus that leads to a given response, and the other to modify or refine a response. |
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Term
| What is an operant conditioning |
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Definition
| A procedure for studying how organisms learn about the consequences of their own voluntary actions. |
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Term
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Definition
| He suggested that a discriminative stimulus "sets the occasion" for a response to be rewarded. |
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Term
| What is the law of effect |
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Definition
| If a response in a particular situation is followed by a satisfying consequence, it will be strengthened. If a resonse in a particular situation is followed by an unsatisfying consequence, it will be weakened. |
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Term
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Definition
| Behaviorist who applied classical conditioning to humans, and conducted the experiment with little Albert |
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Term
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Definition
| Harvard graduate who discovered the law of effect and the puzzle box. |
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Term
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Definition
Defined the social-learning approach…
Bandura did experiments with children and watching violent vs. non-violent films. |
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Term
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Definition
| Albert is the child who was tested by John Watson, conditioned to fear the rat after hearing a loud noise every time it was presented. |
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Term
| What is a discriminative stimulus |
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Definition
| The stimulus situation that sets the occasion for a response to be followed by reinforcement or punishment. |
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Term
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Definition
| An operant chamber into which he put the animal he wished to train by shaping. |
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Term
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Definition
| A procedure in which reinforcement is delivered for successive approximations of the desired response. |
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Term
| What is positive reinforcement |
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Definition
| The presentation of an event after a response increases the likelihood of the response occurring again. |
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Term
| What is negative reinforcement |
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Definition
| The removal of an event after a response increases the likelihood of the response occurring again. |
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Term
| What is a conditioned reinforcer |
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Definition
| A stimulus that has acquired reinforcing properties through prior learning. |
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Term
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Definition
| Consequences that decrease the likelihood of responding in a similar way again. |
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Term
| What is positive punishment |
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Definition
| An event that, when presented after a response, lowers the likelihood of that response occurring again. |
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Term
| What is negative punishment |
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Definition
| An event that, when removed after a response, lowers the likelihood of that response occurring again. |
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Term
| What is a schedule of reinforcement |
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Definition
| A rule that an experimenter uses to determine when particular responses will be reinforced. |
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Term
| What is a partial reinforcement schedule |
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Definition
| A schedule in which reinforcement is delivered only some of the time after the response has occurred. |
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Term
| What is a fixed-ratio schedule |
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Definition
| A schedule in which the number of responses required for reinforcement is fixed and does not change. |
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Term
| What is a variable-ratio schedule |
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Definition
| A schedule in which a certain number of responses are required for reinforcement, but the number of required responses typically changes. |
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Term
| What is a fixed-interval schedule |
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Definition
| A schedule in which the reinforcement is delivered for the first response that occurs following a fixed interval of time |
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Term
| What is a variable-interval schedule |
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Definition
| A schedule in which the allotted time before a response will yield reinforcement varies from trial to trial. |
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Term
| What is observational learning/social learning |
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Definition
| Learning by observing the experience of others |
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Term
| What is vicarious reinforcement |
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Definition
| Reinforcement that occurs when you imitate the behavior of someone who has been reinforced for that behavior, as when avoiding hot water having seen another person burned by it. |
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Term
| What is vicarious punishment |
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Definition
| Refers to the tendency not to repeat behaviours that we observe others punished for performing. |
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Term
| What are the essential characteristics of spoken language |
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Definition
| To qualify as a true language, the communication system must have rules known collectively as grammar. Grammar has three aspects, phonology, syntax, and semantics. |
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Term
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Definition
| Rules governing how words should be combined to form sentences. |
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Term
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Definition
| Rules governing how sounds should be combined to make words in a language. |
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Term
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Definition
| The rules used in language to communicate meaning. |
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Term
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Definition
| The smallest significant sound units in speech. |
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Term
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Definition
| The smallest units in a language that carry meaning. |
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Term
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Definition
| A linguist who discovered surface and deep structure. |
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Term
| What is surface structure |
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Definition
| The literal ordering of words in a sentence. |
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Term
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Definition
| The underlying representation of meaning in a sentence. |
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Term
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Definition
| Repeating consonant/vowel combinations such as kaka or baba begins in virtually all babies between the ages of 4 and 6 months |
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Term
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Definition
| repeating vowel sounds like oooh and aaaah happens 3 to 5 weeks of age. |
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Term
| How does early language progress |
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Definition
6-18 months-the first word is spoken by the end of the firs year.
24 months-Vocab of nearly 200 words plus grammatical two-word combinations
Preschool years- Ability to produce and comprehend sentences. |
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Term
| What are overgeneralization errors |
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Definition
| Over use of language rules. |
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Term
| What is telegraphic speech, what is the language activation device |
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Definition
a. Telegraphic speech: grammatical two-word combinations; involves combining two words into simple sentences, such as “Daddy bad” or “Give cookie.” It’s called telegraphic speech because, as in a telegram, the child characteristically omits articles (the) and prepositions (at, in) from communications. This speech occurs around age two.
b. Language activation device: equipment necessary to produce human speech (?? Double check) |
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Term
| What age do children speak their first word |
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Definition
| By the end of their first birthday. |
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Term
| What are defining features |
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Definition
| The set of features necessary to make objects acceptable members of a category. |
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Term
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Definition
| The best or most representative member of a category(such as a robin for the category bird) |
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Term
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Definition
| A class of objects(people, places, or things) that most people agree belong together |
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Term
| What is the exemplar method of categorization |
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Definition
| It isn’t necessary to store prototypes to solve categorization problems. We could simply store all of the category examples that we encounter. To decide whether a new object is a member of a specific category, we would then compare the object to all of these stored examples rather than to a single prototype. If the object were similar to many examples in a particular category, then we would categorize the object as a member of that category. |
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Term
| What is concept hierarchy |
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Definition
| -Most objects fit into more than one natural category because virtually all categories have a built-in hierarchical structure (categories within categories within categories, etc). Most of the time an object, once it’s categorized, can easily be re-categorized into another, more general level of abstraction. |
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Term
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Definition
| Step by step rules or procedures that, if applied correctly, guarantee a the right solution. |
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Term
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Definition
| The rules of thumb we use to solve problems; heuristics can usually be applied quickly, but they do not guarantee that a solution will be found. |
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Term
| What is functional fixedness |
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Definition
| The tendency to see objects, and their functions, in certain fixed and typical ways. |
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Term
| What is the availability heuristic |
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Definition
| The tendency to base estimates on the ease with which examples come to mind |
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Term
| What are the problem solving heuristics |
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Definition
1) Means-end analysis: a problem-solving heuristic that involves devising actions, or means, that reduces the distance between the current starting point and the desired end (the goal state). Typically one applies this strategy by breaking down the problem into a series of more manageable sub goals, where the appropriate means to an end are clear. Key ingredients of this problem-solving strategy: establish where you are, figure out where you want to be, and then devise a means for effectively getting you from here to there.
2) Working backward: A problem-solving heuristic that involves starting at the goal state and moving backward toward the starting point to see how the goal state can be reached
3) Search for analogies: a problem-solving heuristic that involves trying to find a connection between the current problem and some previous problem you have solved successfully; if you can see a resemblance between the current problem and some task that you solved in the past, you can quickly obtain an acceptable solution. |
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Term
| What is the searching for analogies heuristics |
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Definition
| A problem-solving heuristic that involves trying to find a connection between the current problem and some previous problem you have solved successfully |
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Term
| What is the role of insight in problem solving |
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Definition
Insight: the moment when a problem solution seems to pop suddenly into one’s mind
Role of insight in problem solving: all of the factors we’ve been considering, especially problem representation, play a role in achieving insight. The process itself is poorly understood. Insight suggests we often don’t solve problems through slow and steady trial-and-error learning. “Aha!” Solutions seem to appear spontaneously, rather than accumulating slowly over trials. The moment insight is achieved is the moment the problem is solved. |
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Term
| What is confirmation bias |
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Definition
| The tendency to seek out and use information that supports and confirms a prior decision or belief. |
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Term
| What is a representativeness heuristic |
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Definition
| The tendency to make decisions based on an alternative's similarity, or representativeness, in relation to an ideal. For example, people decide whether a sequence is random based on how irregular the sequence looks. |
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Term
| Why is base rate information important |
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Definition
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Term
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Definition
- First form of communication for babies- crying
- Kids can take brand new word and add at “ed” for the past tense
- They did have trouble with irregular verbs, but added an “ed” on those words too. Like the little girl who talked to the bear and told the story about sticking the paper on alans head
- Kids who were deaf have the ability to learn sign language
4/7
- babies like human interaction and hear spoken language
- learn language from whats going on around them
- coos and gurgles begin around the 2nd month of a babies life
- mother-ise or parent-ise, when a parent talks in a high voice to their child
- tell babies no- short choppy wavelengths, lower pitch
- tell babies yes or agree- taller wavelengths, higher pitch
- parents are most effective tool of children using language to get what they want
- 2 years old- simple sentences
- kids reverse order order of sentence structure…like yoda. Ex. Cookie I want
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