Study Guides (248,531)
Canada (121,614)
Psychology (1,882)
PSYB32H3 (195)
Paul Zak (1)
Final

Chapter 5 exam-1.docx

16 Pages
116 Views
Unlock Document

Department
Psychology
Course
PSYB32H3
Professor
Paul Zak
Semester
Summer

Description
Psychology Chapter 5 exam Learning: An adaptive process in which the tendency to perform a particular behavior is changed by an experience. All changes are not attributed to learning; a behavior may change due to fearfulness, preoccupation, fatigue etc. Experiences alter the structure & chemistry of the brain resulting in changes to the nervous system in response to the change Performance:The behavioral change produced by the internal changes brought on by learning. Proof that learning occurred. However it is a flawed truth as other factors can contribute to learning (fearfulness, fatigue) so scientists look for specific things when checking for learning. Orienting response: Any response by which an organism directs appropriate sensory organs towards the source of the novel stimuli. Habituation: The simplest form of learning; learning not to respond to an unimportant event that occurs repeatedly. Short-term habituation: The habituation where it only lasts for a short amount of time, where after a while it will not be remembered and will have to be habituated again. Long-term habituation: A form of habituation which occurs over a longer time and they will not have to go through habituation for a long amount of time. The difference of the two forms is the pattern in which an organism is habituated. When stimuli are massed into quick repetitions, it usually leads to short term habituation. When habituation is slowing but long term it usually leads to long-term habituation. Classical conditioning is learning about the specific conditions that will lead to an important event. Classical conditioning: The process by which a response normally elicited by one stimulus (USC) comes to be controlled by another stimulus (CS) as well Unconditional Stimulus: A stimulus that naturally causes a reflexive response in classical (UCS) conditioning. Unconditional Response: The actual response (UCR) of the stimulus (UCS) Conditional Stimulus (CS): A stimulus, because of its repeated association with the UCS, eventually elicits a conditioned response. Conditioned Response (CR): The response of the conditional stimulus (CS) Classical conditioning allows for the learning of stimuli that predicts the occurrence of an important event allowing the person to make the appropriate action soon and more effectively. It allows unimportant stimuli to be paired with important ones that therefore for it to become symbolic of an important event. Acquisition: In classical conditioning, the time during which a CR first appears and increases in frequency. Two factors that affect acquisition are: Intensity of UCS The times of the CS and UCS. More intense UCSs usually cause more rapid learning and classical condition occurs best when CS occurs a little before the UCS and both end at the same time (0.5s is the optimal timing) Extinction & Spontaneous Recovery Extinction: In classical conditioning, the diminishing of the CR as the CS is repeatedly presented by is no longer followed by the UCS. Only happens when the CS no longer signals the UCS because the person has to learn that the CS no longer predicts the occurrence of the UCS. It also cant happen without the presence of both. Spontaneous Recovery: The reappearance of the response that had been extinguished after a period of time. It shows extinction is not permanent. Also if the CS and the UCS was presented together after the extinction, the animal would learn the association much faster than in the first place. Stimulus Gernalization & Discrimination Generalization: In classical conditioning, the elicitation of the CR by a stimulus that resembles the CR used in training. The closer the similar stimulus is to the original CR, the more likely it will stimulate a CR and vise versa Discrimination: In classical conditioning, the appearance of a CR when one CS is presented but not the other. Discrimination can be produced if you use 2 different stimuli during training. Using one and always following it up by the UCS and never following it up by the other
More Less

Related notes for PSYB32H3

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit