Exam 3 (Ch. 9 - 11) | PSYC 2044 - Psychology of Learning, Quizzes of Psychology

Download Exam 3 (Ch. 9 - 11) | PSYC 2044 - Psychology of Learning and more Quizzes Psychology in PDF only on Docsity! TERM 1 What is extinction? DEFINITION 1 Extinction is non-reinforcement. TERM 2 What is learned in extinction? DEFINITION 2 Inhibitory associations. TERM 3 What kinds of behavior result from extinction? DEFINITION 3 Immediately after extinction happens, there is an increased rate of behavior and frustration, then behavior decreases until it's completely nonexistent. TERM 4 What can be done to enhance extinction? DEFINITION 4 The more trials and more time between each trial, the more extinct (longer-lasting extinction) the behavior will become. TERM 5 What are the paradoxical reward effects of extinction? DEFINITION 5 Overtraining, magnitude, and partial reinforcement. TERM 6 What is Overtraining? DEFINITION 6 The more training that is provided with continuous reinforcement, the stronger the frustration will be when extinction is introduced, which, in turn, produces more rapid extinction.This is paradoxical because you would think when extinction is introduced, the subject would continually keep doing the target behavior for even longer than if there was little training. TERM 7 What is Magnitude Reinforcement Extinction Effect? DEFINITION 7 Responding declines more rapidly in extinction following reinforcement with a larger reinforcer.This is paradoxical because you would think that the subject would have the same amount of extinction as it does when their reinforcer is not as large. TERM 8 What is Partial Reinforcement Extinction Effect (PREE)? DEFINITION 8 Extinction is much slower and involves fewer frustration reactions if partial reinforcement rather than continuous reinforcement was in effect before the introduction of extinction. TERM 9 What is Extinction Burst? DEFINITION 9 Rate of responding immediately after extinction is introduced. This is caused by frustration by the subject and is more extreme after continuous responding. TERM 10 What are the 4 R's? DEFINITION 10 (Spontaneous) Recovery, Renewal, Reinstatement, Resurgence TERM 21 Summarize 'Measuring Fear vs. Responding' by (Lovibond, Saunders, Weiderman, and Mitchell, 2008) DEFINITION 21 There are three groups of subjects:A) Avoidance is possibleB) Shocked no matter whatC) No shock everGroup A and Group B's likelihoods of shock are the same, but Group A expected to be shocked less even though the likelihood of shock didn't change. TERM 22 Why would fear response be extinguished with extended avoidance training? DEFINITION 22 Because subjects know that they have the avoidance option, so they are less fearful when they know they can avoid the aversive stimulus. TERM 23 What is Flooding/Response Prevention? DEFINITION 23 Subjects are exposed to CS (shock) without being able to terminate it. TERM 24 What is the conclusion for 'Rats Avoiding Shock' by (Schiff, Smith, and Prochaska, 1972)? DEFINITION 24 The longer the total blocking time, the less trials there were to the extinction criterion. TERM 25 Can avoidance be learned without a cue? DEFINITION 25 Yes, by non-discriminated (free-operant) avoidance TERM 26 What is Non-discriminated (Free-Operant) Avoidance? DEFINITION 26 The aversive stimulus occurs periodically without warning. Eventually the subject figures out the avoidance behavior, which yields a safety period. If the subject continues to perform the avoidance behavior, then the subject can completely avoid the aversive stimulus. TERM 27 What are some alternative theories of avoidance? DEFINITION 27 Safety signals as reinforcement, shock-frequency reduction, and species-specific defense reactions (predatory imminence). TERM 28 Explain experimental analysis of punishment. DEFINITION 28 Aversive stimulus is presented after target behavior. TERM 29 What are the characteristics of aversive stimuli? DEFINITION 29 Time-out, overcorrection, and introduction features TERM 30 What is Time-out? DEFINITION 30 A mild type of punishment in which the opportunity to obtain reinforcement is removed, immediately following an inappropriate or undesirable response, and is generally short in duration. TERM 31 What is Overcorrection? DEFINITION 31 Is it possible to make up for whatever the wrongdoing was and do stuff beyond? e.g. you were punished, then you act WAY better than you need to (to avoid being punished)After the aversive stimulus, the subject responds way more to avoid the punishment. TERM 32 What are Introduction Features? DEFINITION 32 Initial aversive value? How aversive is it? Typically how a subject responds to a punishment the first time they're exposed to it is a pretty good predictor of how long they will act long-term. If the intensity isn't high enough, the subject might habituate. TERM 33 What did Goodall's 1984 experiment demonstrate and why is this important? DEFINITION 33 Goodall's experiment (bar-pressing in rats) answered the question: "Does the aversive stimulus occur because of a response (contingent) or not (independent)?"When rats were in the punishment trial, the aversive stimulus was contingent upon the response.When rats were in the conditioned emotional response trial, the aversive stimulus was independent of the response.Behavior is more effectively punished and suppressed when the punishment is contingent upon the behavior.Punishment = avoidable, more suppression.CER = unavoidable, less suppression. TERM 34 What are the timing issues with punishment? DEFINITION 34 The more time that passes after the target behavior before the punishment happens, the less effective the punishment is going to be on suppression behavior.Size of schedule increases, suppression decreases. TERM 35 Summarize 'Rats & Cocaine' by (Pelloux, Everitt, & Dickinson, 2007). DEFINITION 35 Rats with moderate and extensive training both suppressed seeking behavior because the cocaine was replaced with sugar water, so the rats weren't left without a reinforcement. They were more preoccupied on the sugar water to seek cocaine. Effects of punishment depend on what reinforcement is still available. TERM 46 How are memories stored and retrieved? DEFINITION 46 Information is encoded in neural networks.Consolidation - memories become independent of original storage location (medial temporal lobe). TERM 47 How does consolidation (of memories) work? DEFINITION 47 The Central Executive deems things we need to keep and moves these things from WM to LTM. TERM 48 What is Knowledge? DEFINITION 48 Information about the world that is stored in memory. TERM 49 What is Everyday Knowledge (Semantic Memory)? DEFINITION 49 Mundane knowledge of concepts TERM 50 What is Formal Knowledge? DEFINITION 50 Moves from Episodic to Semantic Memory. Facts, techniques, and procedures learned through effort and practice. TERM 51 What is the role of knowledge in cognition? DEFINITION 51 Categorization, logic/reasoning, action, perception and attention, emotion, and language. Knowledge is full of representations (a physical state) that stand for objects, events and concepts. TERM 52 What are representations in the brain? DEFINITION 52 Statistical patterns in neural networks. TERM 53 What is Generalization? DEFINITION 53 The more similar events are, the more similar the pattern of activation. Networks are flexible and can adjust from general prototype to specific instance. TERM 54 What is Retrieval? DEFINITION 54 The recovery of information from a memory store. TERM 55 What is Rehearsal? DEFINITION 55 A theoretical process whereby information is maintained in an active state, available to influence behavior and/or the processing of other information. TERM 56 What is Forgetting? DEFINITION 56 Almost always retrieval failure or distortion. TERM 57 What is Working Memory? DEFINITION 57 A short-term retention of information that is needed for successful responding on the task at hand but not on subsequent (or previous) similar tasks (a more accurate description of short-term memory). TERM 58 Where is WM located? DEFINITION 58 Hippocampus TERM 59 What is Baddeley's WM Model? DEFINITION 59 Anything in WM is being operated (e.g. transformed, rehearsed, etc.) on and in dynamic storage.This model includes the central executive, phonological loop, visuospatial sketchpad, and episodic buffer. TERM 60 What is the Central Executive? DEFINITION 60 Decides what information moves (and when) between storage systems, and whether it gets to stay/go when new information comes in. It can convert the information in each system to another system although the systems are separate. TERM 71 What is joint attention and how does statistical learning factor into it? DEFINITION 71 Joint attention - the shared focus of two individuals on an objectJoint attention is essential for language-learning because it helps infants learn how to label. Infants engage in joint attention which helps them learn patterns of how other people label and in turn helping them label. TERM 72 How are anxiety-driven disorders learned and maintained? DEFINITION 72 Association of a neutral stimuli with a traumatic or painful event (classical conditioning)Phobia reinforces itself (instrumental conditioning) TERM 73 What protects individuals from developing anxiety-driven disorders? DEFINITION 73 Prior familiarity and observational learning. TERM 74 What social anxiety disorders are most common? DEFINITION 74 Public speaking, using public restrooms, eating in public. TERM 75 How are anxiety-driven disorders treated? DEFINITION 75 Exposure therapy - immediate exposureHierarchy (exposure) therapyGroup therapyCombined CBT (cognitive behavioral therapy), more effective than medication TERM 76 Summarize the article 'Statistical learning as a basis for social understanding in children' by Ruffman. DEFINITION 76 Infant success on Theory of Mind (ToM) tasks, often attributed to their understanding of mental states, could instead indicate an understanding of behavior. Infants can employ statistical learning to learn about regularities in behavior. In addition, mothers structure linguistic input, which eases the burden of learning for children and helps them learn about mental states. Infants are more insightful than previously thought, but it still remains unclear what these insights consist of. TERM 77 What is the Stroop Test and what does it show? DEFINITION 77 The Stroop Test is a test to see if people can read the ink color that each word (colors) are in.The reading is dominant but the color is not, so it requires the executive function of the brain to say the color instead of the word, which is a much more difficult task than saying the word instead of the color. TERM 78 Declarative memories are _____ memories. DEFINITION 78 Conscious TERM 79 Non-declarative memories are _____ memories. DEFINITION 79 Unconscious TERM 80 What parts of the brain are declarative memories in? DEFINITION 80 Medial temporal lobe and diencephalon TERM 81 What parts of the brain are procedural memories in? DEFINITION 81 Striatum cerebellum TERM 82 What parts of the brain are perceptual representations in? DEFINITION 82 Neocortex TERM 83 What parts of the brain is classical conditioning in? DEFINITION 83 Amygdala TERM 84 What parts of the brain are non associative memories in? DEFINITION 84 Reflex paths TERM 85 What part of the brain is responsible for encoding? DEFINITION 85 Hippocampus