chapter 7 review questions

Compare and contrast classical conditioning and operant conditioning

Both classical and operant conditioning are forms of associative learning. Both involve acquisition, extinction, spontaneous recovery, generalization, and discrimination. But these two forms of learning also differ. Through classical (Pavlovian) conditioning, we associate different stimuli we do not control, and we respond automatically (respondent behaviors) Through operant conditioning, we associate our own behaviors—which act on our environment to produce rewarding or punishing stimuli (operant behaviors)—with their consequences.

Describe the difference between positive reinforcement and negative reinforcement

Negative - In negative reinforcement, a response or behavior is strengthened by stopping, removing, or avoiding a negative outcome or aversive stimulus. Aversive stimuli tend to involve some type of discomfort, either physical or psychological. Behaviors are negatively reinforced when they allow you to escape from aversive stimuli that are already present or allow you to completely avoid the aversive stimuli before they happen. You engage in an action in order to avoid a negative result. Ex. You decide to clean up your mess in the kitchen (the behavior) to avoid getting into a fight with your roommate (removal of the aversive stimulus). Ex. On Monday morning, you leave the house early (the behavior) to avoid getting stuck in traffic and being late for work (removal of an aversive stimulus). Positive - positive reinforcement involves the addition of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again in the future. When a favorable outcome, event, or reward occurs after an action, that particular response or behavior will be strengthened.

Describe the difference between positive punishment and negative punishment

Positive Punishment: This type of punishment is also known as "punishment by application." Positive punishment involves presenting an aversive stimulus after a behavior has occurred. For example, when a student talks out of turn in the middle of class, the teacher might scold the child for interrupting her.​​ Negative Punishment: This type of punishment is also known as "punishment by removal." Negative punishment involves taking away a desirable stimulus after a behavior has occurred. For example, when the student from the previous example talks out of turn again, the teacher promptly tells the child that he will have to miss recess because of his behavior.

Describe the difference between punishment and negative reinforcement

Punishment - Punishment is a term used in operant conditioning to refer to any change that occurs after a behavior that reduces the likelihood that that behavior will occur again in the future. While positive and negative reinforcement s are used to increase behaviors, punishment is focused on reducing or eliminating unwanted behaviors. Punishment is often mistakenly confused with negative reinforcement. Remember, reinforcement always increases the chances that a behavior will occur and punishment always decreases the chances that a behavior will occur. that negative reinforcement involves the removal of a negative condition to strengthen a behavior. Punishment, on the other hand, involves either presenting or taking away a stimulus to weaken a behavior.

Explain how Skinner demonstrated his concept of reinforcement

Skinner designed an operant chamber, popularly known as a Skinner box. This creates a stage on which rats and other animals act out Skinner's concept of reinforcement: any event that strengthens (increases the frequency of) a preceding response. What is reinforcing depends on the animal and the conditions.

List and describe the components of classical conditioning

classical conditioning - Type of learning linked with two or more stimuli as a result ( think about Pavlov dog experiment) (ns) - c4:: a stimulus that elicits no response before conditioning ( ex. like a ringing tone that does not produce any response) (us) -c5:: a stimulus that uncondionally, naturally, automatically triggers response(ur) Ex: food is the stimulus (us) that triggers the (ur) response such salivation or drool. (ur) - c6:: unlearned naturally occuring reponse to a stimulus (us) Ex: droolling the (ur) is a unlearned uncontrol response that is triggerd by the (us) food (cr) - c7:: learned response to a previously neutral (BUT NOW CONDITIONED) stimulus (cs) Ex:when you associate a ringing tone which is the (ns )with a (us) which is the food, then later the once ringing tone which WAS the (ns) now becomes a (cs) because it triggers the response salivation(cr) alone (cs) -c8:: an originally neutral stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR) Ex: The ringing tone (ns) plus by assocaiation the food (us) = the (cs) which is the orginally the (ns = ringing tone) is able to produce the CR which is salivation or watering of the mouth

List and describe the different reinforcement schedules

reinforcement schedules -a pattern that defines how often a desired response will be reinforced. continuous reinforcement - reinforcing the desired response every time it occurs. partial (intermittent) reinforcement schedules - reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement. Fixed-ratio schedules - c4::in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses Variable-ratio schedules - c5:: in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses. Fixed-interval schedules - c6::in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed Variable-interval schedules - c7::in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals.

Define the following terms: associative learning cognitive learning observational learning latent learning acquisition higher-order conditioning extinction spontaneous recovery generalization discrimination

associative learning-learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequence (as in operant conditioning) cognitive learning - the acquisition of mental information, whether by observing events, by watching others, or through language. observational learning - describes the process of learning through watching others, retaining the information, and then later replicating the behaviors that were observed. latent learning - In psychology, latent learning refers to knowledge that only becomes clear when a person has an incentive to display it acquisition - 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 higher-order conditioning - :Through higher-order conditioning, a new NS can become a new CS without the presence of a US. All that's required is for it to become associated with a previously conditioned stimulus. If a tone regularly signals food and produces salivation, then a light that becomes associated with the tone (light → tone → food) may also begin to trigger salivation. Although this higher-order conditioning (also called second-order conditioning) tends to be weaker than first-order conditioning extinction -Extinction is the diminished response that occurs when the CS (tone) no longer signals an impending US (food) spontaneous recovery - the reappearance of a (weakened) CR after a pause—suggested to Pavlov that extinction was suppressing the CR rather than eliminating it. generalization - he 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 discrimination - 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 are reinforced from similar responses that are not reinforced.) (2) in social psychology, unjustifiable negative behavior toward a group and its members