Term
|
Definition
| The appearance of a previously learned behavior in a situation other than the one in which it was learned (Key to successful education) |
|
|
Term
|
Definition
| TRANSFER occurs to the extent that two situations ARE SIMILAR |
|
|
Term
|
Definition
| TRANSFER occurs to the extent that two situations share common stimulus elements |
|
|
Term
|
Definition
S(2)= #Of shared stimuli/# of stimuli in the transfer situation
1 shared stimuli/3 total transfer stimuli = .333
MORE SHARED STIMULI=MORE TRANSFER |
|
|
Term
|
Definition
| The belief that training can strengthen specific mental abilities |
|
|
Term
| Mental Muscle Theory OR Phrenology |
|
Definition
| Study of the bumps on the skull (Thorndike disproved this theory) |
|
|
Term
|
Definition
| TRANSFER based on the RELATIONSHIP among the stimuli rather than the stimuli themselves (Melodies) "Transfer based on relationship" |
|
|
Term
| Behavior Loss (Forgetting) |
|
Definition
| The failure of a previously learned behavior to appear |
|
|
Term
| Behavior Loss (Forgetting) is due to: DISUSE//DECAY |
|
Definition
Time=Carrier Variable
Carrier Variable is a variable that does not itself cause anything to happen but which carries along w it causated agents
ex. pigeons after 12 years still knew how to get into the missle. No decay |
|
|
Term
|
Definition
|
|
Term
|
Definition
Any event that maintains a behavior
Ie ignoring a child who is acting out so the child is not reciving the attention he wants so he stops |
|
|
Term
|
Definition
Loss occurs when a response learned at one point in time interfears with a recall of a response learned at another point in time (Interfearence)
Picture of a house S1: T1 House//T2 Casa |
|
|
Term
|
Definition
When a PREVIOUSLY learned response interfears w the recall of a more recently learned response
Condition: T1 T2 Recall
Experiment List 1 List 2 List 2
Control: ------- List 2 List 2 |
|
|
Term
| Example of Proactive Interfearence |
|
Definition
Ebbing House-Introspectionist (Father of memory research)
Every list he memorized interfeared with another list |
|
|
Term
| Retroactive Interfearence |
|
Definition
A RECENTLY learned response interfears with the recall of a previously learned response
Condition: T1 T2 RECALL
Experiment: List 1 List 2 List 2
Control: List 1 ------ List 1 |
|
|
Term
|
Definition
| You learn better when you recall things in the same situation (when you drink alochol before you study, you should drink before the exam) |
|
|
Term
|
Definition
1.Learn through experience
2.Inductive in nature
Instantation (examples of concept)
Individual Experience |
|
|
Term
Characteristics of EMPIRICISM
PASSIVE MIND |
|
Definition
Stores experiences like a sponge// reflects like a mirror// molds like clay
Is not involved in learning |
|
|
Term
|
Definition
| If you don't know it how will you reconize it in the first place? |
|
|
Term
| Aristotle (Father of Empiricism) |
|
Definition
| Says that we learn by concepts (or a collection of ideas) |
|
|
Term
| Aristotle's 3 laws of Association |
|
Definition
Contiguity
Similarity
Contrast |
|
|
Term
Aristotle's 3 laws of Association
1.Contiguity |
|
Definition
Idea of experience that occur together tend to associate (table and chair)
Emp. Modern Psych only use contiguity |
|
|
Term
Aristotle's 3 laws of Association
2.Similarity |
|
Definition
| Ideas of similar experience tend to associate (Different types of triangles are still triangles) |
|
|
Term
Aristotle's 3 laws of Association
3.Contrast |
|
Definition
| Ideas of contrasting experiences tend to associate (Black and White) |
|
|
Term
| Aristotle's 3 laws of Association |
|
Definition
| Tells us how associations are created in the first place |
|
|
Term
| Secondary Laws of Association:British Emperists (1550-1850) |
|
Definition
1.Law of Frequency
2.Law of Effect
3.Recency |
|
|
Term
Secondary Laws of Association:British Emperists (1550-1850)
1.Law of Frequency |
|
Definition
| The more often an association is made, the stronger it becomes (Law of practice, practice makes perfect) |
|
|
Term
Secondary Laws of Association:British Emperists (1550-1850)
2.Law of Effect |
|
Definition
| The consequences of association effect its strength (rewards and punishers SKINNER) |
|
|
Term
Secondary Laws of Association:British Emperists (1550-1850)
3.Recency |
|
Definition
| The last association made tends to be the strongest |
|
|
Term
Secondary Laws of Association:British Emperists (1550-1850)
3.Recency |
|
Definition
| The last association made tends to be the strongest |
|
|
Term
| Secondary Laws of Association:British Emperists (1550-1850) |
|
Definition
Tells us how ideas are strengthened and weakened
Began to expand on Aristotle's theories
Locke/Hume/Hobbs/Mill/Berkeley |
|
|
Term
| Tabula Rasa: John Locke BRITISH EMPIRISIST |
|
Definition
| Mind is blank slate and is written on through experiences |
|
|
Term
| Laws of association (OPERATIONIALIZED) |
|
Definition
1.Contiguity Operationalized
2.Law of Frequency Operationalized |
|
|
Term
Laws of association (OPERATIONIALIZED)
1.Contiguity |
|
Definition
Conditioning- refers to S -> R learning
A stimulus and response that occur together tend to form a relationship |
|
|
Term
Laws of association (OPERATIONIALIZED)
2.Law of Frequency |
|
Definition
| The more often a S -> R relationship occurs together, the stronger the relationship becomes |
|
|
Term
Respondent Conditioning:
Models Law of Association |
|
Definition
| Experience or recall of one object will tend to elicit the recall of things similar to that object |
|
|
Term
Respondent Condtioning S->R learning
OPERATIONAL DEF CONTIGUITY |
|
Definition
| Stimulus and response that occur together tend to form a relationship |
|
|
Term
| RESPONDENT CONDITIONING Operational def: Frequency |
|
Definition
| The more often a S -> R occur together the stronger the relationship becomes |
|
|
Term
RESPONDENT CONDITIONING
AQUISITION |
|
Definition
Uncond. Reflex:
Uncond.Stimulus -------> UR (CR) "fear"
Conditioned Reflex
Neutral stim(CS) "NO"---> UR (CR) "fear"
No 1st then 1/2 sec spank child
Acquisition refers to the first stages of learning when a response is established. In classical conditioning, acquisition refers to the period of time when the stimulus comes to evoke the conditioned response. |
|
|
Term
Backward conditioning
AQUISITION |
|
Definition
Present the US first then CS
US ----> UR (CR) Salvation
NS(CS)-> UR (CR) Salvation
Tone and food = correct
Food and tone = Not correct (BC)
a form of classical conditioning where the conditioned stimulus is presented after the unconditioned stimulus. |
|
|
Term
| LOSS in Respondent Conditioning |
|
Definition
|
|
Term
|
Definition
| Removal of a reinforcer- (whats maintaing the behavior) |
|
|
Term
|
Definition
| Natuarally occuring (born to be reinforced) Pavlov = US (food in mouth) |
|
|
Term
| Secondary Reinforcer/ Conditioned Reinforcer (CS) |
|
Definition
"Learned reinforcer"
We can rid the primary reinforcer but need to occasionally present the primary reinforcer so the Conditioned reinforcer does not become extinct |
|
|
Term
| "Higher Order" conditioning |
|
Definition
1st CS=Tone ----> Salvation
2nd tone ----> Salvation
is a classical conditioning term that refers to a situation in which a stimulus that was previously neutral (e.g., a light) is paired with a conditioned stimulus (e.g., a tone that has been conditioning with food to produce salivating) to produce the same conditioned response as the conditioned stimulus.
+ light |
|
|
Term
|
Definition
| An emotion is any behavior with a large IN voluntary component |
|
|
Term
|
Definition
Skinner Operant Model/Conditioning = VOLUNTARY RESPONSES
2-Factor theory of learning
Pavlov: Involuntary response: Emotional/Respondent Conditioning |
|
|
Term
|
Definition
| Acquisition refers to the first stages of learning when a response is established. In classical conditioning, acquisition refers to the period of time when the stimulus comes to evoke the conditioned response. |
|
|
