| A decrease in the strength or occurrence of a behaviour after repeated exposure to the stimulus that produces that behaviour | Define Habituation |
| A defensive response (such as jumping or freezing) to a starting stimulus (such as a loud noise) | What is the Acoustic Startle Reflex? |
| An Orgaism's innate reaction to a novel stimulus | What is Orienting Response? |
| A renewal of a response, previously habituated, that occurs when the organism is presented with a novel stimulus | Define Dishabituation |
| Reappareance (or increase) in strength of a previously habituated response after a short period of no stimulus presentation | What is Spontaneous Recovery? |
| A phenomenon in which a salient stimulus ( such as an electric shock) temporarily increases the strength of responses to other stimuli | Define Sensitisation |
| A change in the skin's electrical conductivity assocaited with emotions such as anxiety, fear or surprise | What is the skin conductance response (SCR)? |
| The theory that habituation and sensitisation are independent of each other but operate in parallel | Define Dual Process Theory |
| An organism's detection of and response to unfamiliar objects during exploratory behaviour | What is Novel Object Recognition? |
| The perception of similarity that occurs when an event is repeated | Define familiarity |
| A phenomenon in which prior exposure to a stimulus can improve the ability to recognise that stimulus later | Define priming |
| Participants are asked to fill in the blanks in a list of words to produce the first word that comes to mind; in a priming experiment, participants are more likely to produce a particular word if they have been expoised to that word previously | What is the Word-Stem Completion task? |
| Learning in which experience with a set of stimuli makes it easier to distinguish those stimuli | Define Perceptual Learning |
| Learning through mere exposure to stimuli, without any explicit prompting and without any outward responding | What is Mere Exposure Learning? |
| Faster | Would a weak stimulus provoke a FASTER or SLOWER habituation? |
| With arousal - if you decrease the arousal level, you also decrease the level of the stimulus, thus habituation occurs faster | How do you increase sensitisation? |
| The acquistion of information about one's surroundings | What is spatial learning? |
| A cue that has some biological significance and in the absence of prior training naturally evokes a response | Define unconditioned stimulus (US) |
| The naturally occurring response to an unconditioned stimulus | Define unconditioned response (UR) |
| A cue that is paired with an unconditioned stimulus and comes to elicit a conditioned response | Define conditioned stimulus (CS) |
| The trained response to a conditioned stimulus in anticipation of the unconditioned stimulus that it predicts | Define conditioned response |
| Conditioning in which the unconditioned stimulus is a positive event (such as food delivery) | What is appetitive conditioning? |
| Conditioning in which the unconditioned stimulus is a negative event (such as a shock or an airpuff to the eye) | What is aversive conditioning? |
| A classical conditioning procedure in which the unconditioned stimulus is an airpuff to the eye and the conditioned and unconditioned responses are eyeblinks | What is eyeblink conditioning? |
| The process of reducing a learned response to a stimulus by ceasing to pair that stimulus with a reward or punishment | Define extinction |
| The simultaenous conditioning of two cues, usually presented at the same time | What is compound conditioning? |
| An effect seen in compound conditioning when a more salient cue within a compound acquires more association strength and is thus more strongly conditioned, than does the less salient cue | What is overshadowing |
| A two-phase training paradigm in which prior training to one cue blocks later learning of a second cue when the two are paired together in the second phase of training | Define Blocking |
| The differenceb between what was predicted and what actually occurred | What is prediction error? |
| A mathematical specification of the conditions for learning that holds that the degree to which an outcome is surprising modulates the amount of learning that takes place | What is error-correction learning? |
| In the Rescorla-Wagner model of conditioning, a value representing the strength of association between a conditioned stimulus and an unconditioned response | Define associative weight |
| A conditioning paradigm in which prior exposure to a conditioned stimulus retards later learning of the CS-US association during acquisition training | What is latent inhibition? |
| Any of the theories of conditioning that say the stimulus that enters into an association is determined by a change in hose the US is processed | Define US Modulation Theory |
| Any of the theories of conditioning holding that stimulus that enters into an association is determined by a change in how the CS is processed | Define CS Modulation Theory |
| Unconditioned Stimulus, Conditioned Stimulus | The Rescorla-Wagner model explains conditioning as modulation of the effectiveness of the ___ for learning, while the Mackintosh model explains conditioning through modulation of attention to the ____ |
| A) Mackintosh, B)Rescorla-Wagner | From the following examples, which of these explanations of Connie's behaviour would be best explained by the Rescorla-Wagner model and which would be better explained by the Mackintosh model? A) Connie loved the oatmeal raisin cookies so much she devoted all of her attention to them. She didn't even bother tasting the chocolate chip cookies. B) Connie was happy eating only the oatmeal raisin cookies and she didn't feel any need to begin eating a new type of cookie |
| A theory of learning in which all of the cues that occure during a trial and all of the changes that result are considered a single event | What is the trial-level model? |
| A conditioning procedure in which there is no temporal gap between the end of the CS and the beginning of the US and in which the CS co-terminates with the US | What is delay conditioning? |
| A conditioning procedure in which there is a temporal gap between the end of the CS and the beginning of the US | Define Trace conditioning |
| The temporal gap between the onset of of the CS and the onset of the US | What is an interstimulus interval? (ISI) |
| A conditioning preparation in which a subject learns to avoid taste that has been paired with an aversive outcome, usually nausea | What is conditioned taste aversion? |
| Skin conductance, Orienting response, Startle Response, eye gaze fixation | How is habituation measured? |
| Frequency and time lag of presentations, frequency of sessions, habituation can be long-term or short-term | What does habituation depend on? |
| Habituation and sensitisation are based on mental represenations of past events. With repeated presentation of a stimulus you develop an expectation of what that event should be like. In future presentations of the event if: Expectations are met -> Habituation or Expectations not met (i.e, surprised!) -> Sensitisation | What are the cognitive theories of habituation? |
| Acquistion -> Extinction -> Spontaneous Recovery -> Reacquistion | What are the phases of classical conditioning? |
| Proposed by Watson: Conditioned stimulus is associated with unconditioned response. Therefore CS-> UR/CR. Some researchers favour this theory as it bypasses cognitive process | What is the Stimulus-Response theory? |
| The conditioned stimulus is associated with the unconditioned stimulus. CS makes the subject 'think of' the US, and therefore generates a CR that is related to the UR. PROS: CR can take any form. CON (for behaviourists): Requires cognitive Processes. PRO: Sensory preconditioning. PRO: Higher order conditioning | What is Stimulus-Stimulus theory? |
| Predictiveness: Associations occur when one stimulus predicts the occurrence of another stimulus | What determines the association in classical conditioning? |
| Onset of CS slightly precedes onset of US | Define Short-delay conditioning |
| CS is presented at least a few seconds prior to onset of US and persists until US is presented | Define long-delay conditioning |
| CS and US occur at the same time and produces weaker conditioning/ Cannot actually predict US occurrence | Define simultaneous conditioning |
| CS is presented after the US. Has weak excitatory conditioning or inhibitory conditioning. CS cannot predict occurrence of the US. | Define backward conditioning |
| Learning only happens when something unexpected or surprising occurs | What does the Rescorla-Wargner model claim about learning? |
| Habituation / Sensitisation | What are examples of Non-associative learning? |
| Novel object recognition, priming, perceptual learning | What are examples of Exposure based learning? |
| S-R vs S-S Theory, Contiguity, Frequency and Predictiveness, Rescorla-Wagner model | What are examples of classical conditioning? |
