Psychology 387 - Learning - Final Study
Guide - Long Answers exam with correct
aswers
Today, ||some ||psychologists ||argue ||that ||forgetting ||is ||learning. ||Explain ||this ||idea. ||- ||correct ||
answerSome ||psychs ||say ||that ||behaviour ||comes ||from ||stimulus ||control ||when ||we ||learning ||and ||the
||reason ||we ||learn ||is ||because ||of ||those ||stimuli. ||But ||if ||those ||stimuli ||aren't ||present ||then ||the ||
behaviour ||that ||is ||associated ||with ||them ||originally ||will ||not ||occur. ||It ||may ||not ||be ||forgetting ||but ||
just ||a ||different ||learning ||experience ||that ||results ||n ||different ||behaviour. ||Everything, ||learning ||and ||
forgetting ||included, ||is ||dependent ||on ||the ||context ||of ||the ||situation ||and ||cues.
Does ||learning ||inevitable ||mean ||progress? ||Why ||or ||why ||not. ||- ||correct ||answerThe ||whole ||premise ||
behind ||learning ||is ||that ||we ||learn ||to ||adapt ||and ||change ||to ||our ||environment ||and ||there ||for ||
anything ||we ||learn ||has ||some ||"value", ||even ||if ||it's ||just ||for ||a ||short ||period ||of ||time. ||But ||we ||can ||
learn ||in ||ways ||that ||are ||not ||product ||to ||ourselves ||or ||our ||environments ||in ||the ||long ||runs. ||Which ||
means ||that ||not ||all ||learning ||can ||be ||considered ||progress.
Why ||has ||observational ||learning ||received ||less ||attention ||then ||other ||forms ||of ||learning? ||- ||correct ||
answerFew ||different ||reasons, ||one ||is ||that ||early ||research ||in ||observation ||learning ||(Thorndike ||and
||Watson) ||was ||unable ||to ||demonstrate ||observational ||learning. ||It ||wasn't ||until ||the ||30's ||that ||
research ||had ||results ||showing ||animals ||can ||learn ||by ||observation ||(Warden)
You ||hold ||the ||patent ||on ||a ||special ||beard-trimming ||razor, ||so ||it ||is ||to ||you ||advantage ||if ||beards ||
are ||popular. ||How ||would ||you ||use ||modelling ||to ||increase ||the ||popularity ||beards? ||- ||correct ||
answerPeer ||modelling, ||you ||start ||wearing ||a ||beard ||and ||then ||in ||theory ||people ||around ||you ||
would ||start ||also ||wearing ||beards ||and ||so ||on. ||Commercials ||could ||be ||made ||to ||show ||that ||people ||
with ||beards ||are ||found ||attractive ||and ||receiving ||compliments ||for ||their ||beards.
Discuss ||DOE ||and ||its ||implications ||for ||discrimination ||training. ||- ||correct ||answerDOE ||or ||differential
||outcomes ||effect ||says ||that ||discrimination ||training ||happens ||at ||a ||much ||faster ||rate ||when ||
different ||behaviours ||produce ||different ||consequences/reinforcers. ||DOE ||has ||proven ||to ||be ||effective
||in ||learning ||a ||second ||language ||as ||demonstrated ||in ||research ||by ||McClelland ||and ||colleagues ||
when ||teaching ||Japanese ||students ||english. ||Also, ||any ||type ||of ||job ||where ||you ||have ||to ||be ||familiar
||with ||many ||different ||concepts ||and ||how ||those ||concepts ||differ ||from ||one ||another, ||would ||benefit
||from ||DOE. ||Training ||animals ||also ||requires ||the ||ability ||to ||discriminate ||between ||smells.
, The ||chief ||limitation ||of ||natural ||selection ||as ||a ||means ||of ||adapting ||to ||change ||is ||that____. ||- ||
correct ||answerNS ||is ||very ||slow. ||In ||Gordon's ||guppy ||study ||it ||took ||up ||to ||26 ||generations ||before ||
any ||significant ||adaptations ||were ||made ||and ||aided ||in ||survival. ||Humans ||take ||far ||longer ||to ||reach ||
sexual ||maturity ||then ||guppies ||so ||it ||could ||potentially ||take ||hundreds ||of ||years ||to ||see ||successful ||
adaptations. ||NS ||is ||unable ||to ||help ||us ||adapt ||when ||there ||is ||a ||rapid ||change ||in ||the ||environment.
Learning ||is ||a ||change ||in ||behavior ||due ||to: ||- ||correct ||answerA ||change ||in ||behaviour ||due ||to ||
experience. ||In ||order ||for ||a ||species ||to ||learn ||there ||has ||be ||some ||sort ||of ||change ||in ||their ||
behaviour. ||The ||only ||way ||these ||changes ||can ||occur ||is ||through ||experiences.
A ||stimulus ||is ||an ||environmental ||event ||that ||is ||capable ||of ||affecting: ||- ||correct ||answerA ||stimulus ||
is ||an ||environmental ||event ||that ||is ||capable ||of ||affecting ||behaviour. ||An ||example ||of ||a ||stimulus ||is ||
a ||loud ||noise ||and ||then ||out ||behavior ||is ||to ||look ||towards ||that ||noise.
The ||phase ||survival ||of ||the ||fittest ||is ||often ||interpreted ||to ||mean ||that ||natural ||selection ||is ||the ||
result ||of ||a ||kind ||of ||combat. ||What ||would ||be ||a ||more ||accurate ||interpretation ||of ||the ||phrase? ||- ||
correct ||answerMembers ||of ||a ||species ||that ||are ||better ||able ||to ||adapt ||to ||their ||environment ||will ||
be ||the ||ones ||more ||likely ||to ||survive ||and ||produce ||offspring. ||It ||means ||that ||some ||members ||of ||
species ||are ||better ||equipped ||to ||deal ||with ||the ||changes ||that ||come ||to ||them. ||An ||example ||would ||
be ||some ||humans ||participate ||in ||risky ||activities ||like ||skydiving, ||while ||others ||do ||not. ||There ||is ||no ||
combat ||between ||these ||members, ||one ||is ||just ||more ||hesitate ||to ||jump ||out ||of ||a ||plane ||and ||that ||
hesitation ||could ||mean ||they ||survive ||longer.
Explain ||the ||differences ||between ||within-subject ||(single ||subject) ||and ||between-subject ||experiments.
||- ||correct ||answerBetween-subject ||experiments ||look ||at ||the ||effects ||of ||the ||independent ||variable ||
on ||the ||dependent ||variable ||without ||looking ||at ||any ||outside ||influences. ||Between-subject ||uses ||
different ||groups, ||experimental ||and ||control ||groups.
Within-subject ||look ||at ||the ||independent ||variables ||effect ||on ||the ||dependent ||variable ||while ||also ||
looking ||at ||other ||influences. ||Within ||uses ||the ||same ||participate ||as ||the ||control ||and ||experimental, ||
can ||lead ||to ||better ||results ||because ||there ||is ||no ||variation ||between ||participants ||because ||its ||the ||
same ||person.
Discuss ||ethics ||of ||using ||animals ||for ||research ||on ||learning. ||- ||correct ||answerCriticisms ||are ||that ||if ||
we ||don't ||do ||the ||experiments ||on ||people ||why ||would ||we ||do ||them ||on ||animals. ||Animals ||have ||
rights
Guide - Long Answers exam with correct
aswers
Today, ||some ||psychologists ||argue ||that ||forgetting ||is ||learning. ||Explain ||this ||idea. ||- ||correct ||
answerSome ||psychs ||say ||that ||behaviour ||comes ||from ||stimulus ||control ||when ||we ||learning ||and ||the
||reason ||we ||learn ||is ||because ||of ||those ||stimuli. ||But ||if ||those ||stimuli ||aren't ||present ||then ||the ||
behaviour ||that ||is ||associated ||with ||them ||originally ||will ||not ||occur. ||It ||may ||not ||be ||forgetting ||but ||
just ||a ||different ||learning ||experience ||that ||results ||n ||different ||behaviour. ||Everything, ||learning ||and ||
forgetting ||included, ||is ||dependent ||on ||the ||context ||of ||the ||situation ||and ||cues.
Does ||learning ||inevitable ||mean ||progress? ||Why ||or ||why ||not. ||- ||correct ||answerThe ||whole ||premise ||
behind ||learning ||is ||that ||we ||learn ||to ||adapt ||and ||change ||to ||our ||environment ||and ||there ||for ||
anything ||we ||learn ||has ||some ||"value", ||even ||if ||it's ||just ||for ||a ||short ||period ||of ||time. ||But ||we ||can ||
learn ||in ||ways ||that ||are ||not ||product ||to ||ourselves ||or ||our ||environments ||in ||the ||long ||runs. ||Which ||
means ||that ||not ||all ||learning ||can ||be ||considered ||progress.
Why ||has ||observational ||learning ||received ||less ||attention ||then ||other ||forms ||of ||learning? ||- ||correct ||
answerFew ||different ||reasons, ||one ||is ||that ||early ||research ||in ||observation ||learning ||(Thorndike ||and
||Watson) ||was ||unable ||to ||demonstrate ||observational ||learning. ||It ||wasn't ||until ||the ||30's ||that ||
research ||had ||results ||showing ||animals ||can ||learn ||by ||observation ||(Warden)
You ||hold ||the ||patent ||on ||a ||special ||beard-trimming ||razor, ||so ||it ||is ||to ||you ||advantage ||if ||beards ||
are ||popular. ||How ||would ||you ||use ||modelling ||to ||increase ||the ||popularity ||beards? ||- ||correct ||
answerPeer ||modelling, ||you ||start ||wearing ||a ||beard ||and ||then ||in ||theory ||people ||around ||you ||
would ||start ||also ||wearing ||beards ||and ||so ||on. ||Commercials ||could ||be ||made ||to ||show ||that ||people ||
with ||beards ||are ||found ||attractive ||and ||receiving ||compliments ||for ||their ||beards.
Discuss ||DOE ||and ||its ||implications ||for ||discrimination ||training. ||- ||correct ||answerDOE ||or ||differential
||outcomes ||effect ||says ||that ||discrimination ||training ||happens ||at ||a ||much ||faster ||rate ||when ||
different ||behaviours ||produce ||different ||consequences/reinforcers. ||DOE ||has ||proven ||to ||be ||effective
||in ||learning ||a ||second ||language ||as ||demonstrated ||in ||research ||by ||McClelland ||and ||colleagues ||
when ||teaching ||Japanese ||students ||english. ||Also, ||any ||type ||of ||job ||where ||you ||have ||to ||be ||familiar
||with ||many ||different ||concepts ||and ||how ||those ||concepts ||differ ||from ||one ||another, ||would ||benefit
||from ||DOE. ||Training ||animals ||also ||requires ||the ||ability ||to ||discriminate ||between ||smells.
, The ||chief ||limitation ||of ||natural ||selection ||as ||a ||means ||of ||adapting ||to ||change ||is ||that____. ||- ||
correct ||answerNS ||is ||very ||slow. ||In ||Gordon's ||guppy ||study ||it ||took ||up ||to ||26 ||generations ||before ||
any ||significant ||adaptations ||were ||made ||and ||aided ||in ||survival. ||Humans ||take ||far ||longer ||to ||reach ||
sexual ||maturity ||then ||guppies ||so ||it ||could ||potentially ||take ||hundreds ||of ||years ||to ||see ||successful ||
adaptations. ||NS ||is ||unable ||to ||help ||us ||adapt ||when ||there ||is ||a ||rapid ||change ||in ||the ||environment.
Learning ||is ||a ||change ||in ||behavior ||due ||to: ||- ||correct ||answerA ||change ||in ||behaviour ||due ||to ||
experience. ||In ||order ||for ||a ||species ||to ||learn ||there ||has ||be ||some ||sort ||of ||change ||in ||their ||
behaviour. ||The ||only ||way ||these ||changes ||can ||occur ||is ||through ||experiences.
A ||stimulus ||is ||an ||environmental ||event ||that ||is ||capable ||of ||affecting: ||- ||correct ||answerA ||stimulus ||
is ||an ||environmental ||event ||that ||is ||capable ||of ||affecting ||behaviour. ||An ||example ||of ||a ||stimulus ||is ||
a ||loud ||noise ||and ||then ||out ||behavior ||is ||to ||look ||towards ||that ||noise.
The ||phase ||survival ||of ||the ||fittest ||is ||often ||interpreted ||to ||mean ||that ||natural ||selection ||is ||the ||
result ||of ||a ||kind ||of ||combat. ||What ||would ||be ||a ||more ||accurate ||interpretation ||of ||the ||phrase? ||- ||
correct ||answerMembers ||of ||a ||species ||that ||are ||better ||able ||to ||adapt ||to ||their ||environment ||will ||
be ||the ||ones ||more ||likely ||to ||survive ||and ||produce ||offspring. ||It ||means ||that ||some ||members ||of ||
species ||are ||better ||equipped ||to ||deal ||with ||the ||changes ||that ||come ||to ||them. ||An ||example ||would ||
be ||some ||humans ||participate ||in ||risky ||activities ||like ||skydiving, ||while ||others ||do ||not. ||There ||is ||no ||
combat ||between ||these ||members, ||one ||is ||just ||more ||hesitate ||to ||jump ||out ||of ||a ||plane ||and ||that ||
hesitation ||could ||mean ||they ||survive ||longer.
Explain ||the ||differences ||between ||within-subject ||(single ||subject) ||and ||between-subject ||experiments.
||- ||correct ||answerBetween-subject ||experiments ||look ||at ||the ||effects ||of ||the ||independent ||variable ||
on ||the ||dependent ||variable ||without ||looking ||at ||any ||outside ||influences. ||Between-subject ||uses ||
different ||groups, ||experimental ||and ||control ||groups.
Within-subject ||look ||at ||the ||independent ||variables ||effect ||on ||the ||dependent ||variable ||while ||also ||
looking ||at ||other ||influences. ||Within ||uses ||the ||same ||participate ||as ||the ||control ||and ||experimental, ||
can ||lead ||to ||better ||results ||because ||there ||is ||no ||variation ||between ||participants ||because ||its ||the ||
same ||person.
Discuss ||ethics ||of ||using ||animals ||for ||research ||on ||learning. ||- ||correct ||answerCriticisms ||are ||that ||if ||
we ||don't ||do ||the ||experiments ||on ||people ||why ||would ||we ||do ||them ||on ||animals. ||Animals ||have ||
rights
