AP Psych Unit 4 (Learning) Flashcards

The process of acquiring through experience new and relatively enduring information or behaviours.

Decreasing responsiveness with repeated exposure to a stimulus.

Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and it’s consequence (as in operant conditioning).

Any event or situation that evokes a response.

Behaviour that occurs as an automatic response to some stimulus.

Behaviour that operates on the environment, producing consequences.

The acquisition of mental information, whether by observing events, watching others, or through language.

A type of learning in which we link two or more stimuli; as a result (to illustrate with Pavlov’s classic experiment), the first stimulus (a tone) comes to elicit behaviour (drooling) in anticipation of the second stimulus (food).

The view that psychology (1) should be an objective science that (2) studies behaviour without reference to mental processes. Most research psychologists today agree with (1) but not (2).

In classical conditioning, a stimulus that elicits no response before conditioning.

In classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers an Unconditional Response (UR).

In classical conditioning, an unlearned, naturally occurring response (I.e. salivation) to an Unconditioned Stimulus (US) (I.e. food in the mouth).

In classical conditioning, an originally neutral stimulus that, after association with an Unconditioned Stimulus (US), comes to trigger a Conditioned Response (CR).

In classical conditioning, a learned response to a previously neutral (but now Conditioned) Stimulus (CS).

In classical conditioning, the initial stage when one links a Neutral Stimulus and an Unconditioned Stimulus so that the Neutral Stimulus begins triggering the Conditioned Response. In operant conditioning, the strengthening of a reinforced response.

A procedure in which the Conditioned Stimulus in one conditioning experience is paired with a new Neutral Stimulus, creating a second (often weaker) Conditioned Stimulus. (I.e. an animal learns that a tone means food, and a light precedes the tone. They may begin to respond to the light alone) (Also called second-order conditioning).

The diminishing of a Conditioned Response; occurs in classical conditioning when an Unconditional Stimulus (US) does not follow a Conditioned Stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.

The reappearance, after a pause, of an extinguished Conditioned Response.

The tendency, once a response has been conditioned, for stimuli similar to the Conditioned Stimulus to elicit similar responses. (In operant conditioning, generalization occurs when responses learned in one situation occur in other, similar situations).

In classical conditioning, the learned ability to distinguish between a Conditioned Stimulus and similar stimuli that do not signal an Unconditioned Stimulus. (In operant conditioning, the ability to distinguish responses that one reinforced from similar responses that are not reinforced).

A type of learning in which a behaviour becomes more likely to recur of followed by a reinforcer or less likely to recur if followed by a punisher.

Thorndike’s principle that behaviours followed by favourable consequences become more likely, and that behaviours followed by unfavourable consequences become less likely.

In operant conditioning research, a chamber (also known as a Skinner Box) containing a bar or a key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animal’s rate of bar pressing or key pecking.

In operant conditioning, any event that strengthens the behavior it follows.

An operant conditioning procedure in which reinforcers guide behaviour toward closer and closer approximations of the desired behaviour.

In operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement).

Increasing behaviors by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

Increasing behaviours by stopping or reducing aversive stimuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: Negative reinforcement is NOT punishment).

An innately reinforcing stimulus, such as one that satisfies a biological need.

A stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer.

A pattern that defines how often a desired response will be reinforced.

Reinforcing the desired response every time it occurs.

Reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction that does continuous reinforcement.

In operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses.

In operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses.

In operant conditioning, a reinforcement schedule that reinforces a response only after a specified interval of time has passed.

In operant conditioning, a reinforcement schedule that reinforces a response of unpredictable time intervals.

An event that tends to decrease the behaviour that it follows.

A system for electronically recording, amplifying, and feeding back information regarding a subtle psychological state, such as blood pressure or muscle tension.

A biological predisposition to learn associations, such as between taste and nausea, that have survival value.

The tendency of learned behavior to gradually revert to biologically predisposed patterns.

A mental representation of the layout of one’s environment. (I.e. After exploring a maze, rats act as if they have a cognitive map of it).

Learning that occurs but is not apparent until there is an incentive to demonstrate.

A sudden realization of a problem’s solution; contrasts with strategy based solutions.

A desire to perform a behaviour effectively for its own sake.

A desire to perform a behaviour to receive promised rewards or avoid threatened punishment.

Attempting to alleviate stress directly - by changing the stressor or the way we interact with that stressor.

Attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to our stress reaction.

Our sense of controlling our environment rather than feeling helpless.

The hopelessness and passive resignation an animal or person learns when unable to avoid repeated aversive events.

The perception that chance or outside forces beyond our personal control determine our fate.

The perception that we control our own fate.

The ability to control impulses and delay short-term gratification for greater long-term rewards.

Learning by observing others. (also called Social Learning).

The process of observing and imitating a specific behaviour.

Frontal lobe neurons that some scientists believe fire when we perform certain actions, or observe another doing so. The brain’s mirroring of another’s actions may enable imitation and empathy.

Positive, constructive, helpful behaviour. The opposite of antisocial behaviour.