Learning Test 1

Examples of change due to learning: Behavior- close personal space; at some point
you had to LEARN that some space was private
Nature-Genetics
Nurture-Learning
Learning is NOT a biological change; diseases, puberty, mental illness
Change due to learning can arise from
Experience and things you cant do
Educative- social skills, beliefs
Quantify the experiences
Values are explicit
Implicit- it was picked up
Learning is a change in potential for behavior
Reflexes are NOT learned
Learning is a function of drive reduction
Drive for arousal-> pleasure
Emotions are not easily changed
Hull observed how people respond to stimuli
Drive is the internal arousal
Drive Theory- mechanistic, traditional, not under voluntary control
Deprivation->internal arousal->drive->behavior
Behaviors intend to decrease drive, because the goal is fulfilled, decrease need to
reach goal, return to homeostasis.
Some stimulus can cause different responses, some stimuli can make someone
happy one day and sad the next
Levels of knowing, behaviors are more important than words
Family is a natural drive, it is inate
One person may have stronger drives than another
Sensitization- the response to a stimulus increases- heightened state of arousal in
CNS
Habituation- the response to a stimulus decreases, getting used to a constant noise
Satiation- something loses its value; you do something you love so much you hate
it; you eat your favorite food but then throw up; can be avoided

Helson- adaptation level theory

Levels of balance, search for pleasure
Watching scary movies is good until you need more, then you turn it into reality and
kill people yourself
Opponent-process theory- the intensity of an experience influences the strength of
the A state- the more intense the event, the stronger the A state.
A cigarette activates a positive A state, which also promotes a bad B state of
withdrawl and starts to increase as he finishes the cigarette.
B state is less intense than A state
Addiction- Soloman
Soloman and Corit suggest that all experiences produce an initial affective reactive
that can be pleasant or unpleasant
Classical ConditioningAccumulation- bad associations
Intensity- violence
Extinction- CS, people avoid the CS- Systematic desensitization leads to extinction
ParadigmsDelay- most effective, CS comes, then UCS with no time inbetween ---_____
Trace- CS comes, then a time interval, then UCS-----_______
Simultaneous- CS and UCS happen at some time===========
Temporal-____-----______----_____----_____
Backward- UCS before CS, does not work
DynamicsSalient- what captures your attention
Blocking- prior conditioning- using a stimuli that is already associated with
something
Overshadowing- multipl conditioned stimuli, which one gets associated with the
UCR? More salience
Acquisition->extinction->spontaneous recovery->re-extinction; repeat until all
extinct
Counterconditioning- replace an unwanted conditioned response with a different
incompatible one
Anxiety hierarchy- UCS -> UCR, incompatible with the unwanted UCR