3.2.3-6 models to explain learning Flashcards
classical conditioning
form of learning that occurs through the repeated association of two (or more) different stimuli
classical conditioning: neural stimulus
impartial stimulus that causes no response
classical conditioning: unconditioned stimulus
any stimulus that consistently produces a particular, naturally occurring automatic response
classical conditioning: unconditioned response
response that occurs automatically when the UCS is presented
classical conditioning: conditioned stimulus
stimulus that was neutral at the start of conditioning and does not normally produce an unconditioned response
classical conditioning: conditioned response
learned response that is produced by the conditioned stimulus
classical conditioning: acquisition
overall process during which the organism learns to associate the two events
classical conditioning: extinction
gradual decrease in the strength or rate of a CR that occurs when the UCS is no longer presented.
the CR no longer follows the presentation of the CS
classical conditioning: spontaneous recovery
reappearing of the CR when the CS is presented, following a rest period, after the CR appears to have been extinguished
classical conditioning: spontaneous generalisation
tendency for another stimulus that is similar to the original CS to produce a response that is similar
classical conditioning: spontaneous discrimination
when the person or animal responds to the CS only, but not any other stimuli that is similar to the CS
operant conditioning
type of learning for which the consequences of a behaviour determine the likelihood that it will be performed again in the future
operant
response that occurs and acts on the environment to produce some kind of effect
three-phase model: antecedent
any stimulus that triggers an action.
what causes the behaviour?
three-phase model: behaviour
observable voluntary actions by the organism.
the response by the learner
three-phase model: consequence
any stimulus that makes the behaviour more likely to re-occur.
what reinforcement or punishment do they receive for their behaviour
operant conditioning: acquisition
establishment of a response through reinforcement
operant conditioning: extinction
gradual decrease in the strength or rate of a CR, following a consistent non-reinforcement of the response
operant conditioning: spontaneous recovery
organism will once again show the response in the absence of reinforcement, after it appears the response has been extinguished
operant conditioning: spontaneous generalisation
correct response is made to another stimulus that is similar to the stimulus that was present when the conditioned response was reinforced
operant conditioning: spontaneous discrimination
occurs when an organism makes a correct response to a stimulus and is reinforced but doesn’t respond to any other stimulus
reinforcement
applying a positive stimulus or removing a negative stimulus to strengthen the likelihood of a particular response that it follows
positive reinforcement
occurs from giving or applying a positive reinforcer after the desired response has been made.
e.g. receiving gold star
negative reinforcement
the removal or avoidance of an unpleasant stimulus.
increase likelihood of response happening again.
e.g. putting seatbelt to stop buzzing
reinforcer
an object or event that changes the probability that an operant behaviour will occur again
punishment
an unpleasant stimulus that decreases the probability of a response occurring over time.
weakens the response that it follows.
response cost / negative punishment
response is followed by the removal of a pleasant event
positive punishment
having something unpleasant given
factors that influence the effectiveness of reinforcement and punishment
order of presentation.
timing.
appropriateness
factors that influence the effectiveness of reinforcement and punishment: order of presentation
important to present after the desired response
factors that influence the effectiveness of reinforcement and punishment: timing
most effective when given immediately after
factors that influence the effectiveness of reinforcement and punishment: appropriateness
reinforcer must be a pleasant or satisfying consequence.
punisher must provide a consequence that is unpleasant
shaping
training a learner into or towards the target behaviour by successive approximations.
e.g. toilet training, training dog
token economies
simple way of providing structure form of positive reinforcement.
using a visible or tangible means of encouraging the desired response.
e.g. gold star
role of learner in classical conditioning
passive.
responds automatically to environment
role of learner in operant conditioning
active.
must be operate in the environment
timing of stimulus and response in classical conditioning
reinforcer (UCS) presented before response.
timing of 2 stimulus needs to be close
timing of stimulus and response in operant conditioning
reinforcer or punisher presented after response.
learning quicker is response and reinforcement close together
nature of response in classical conditioning
involuntary, automatic, reflexive, relatively simple
nature of response in operant conditioning
voluntary, complex
differences between classical and operant conditioning
role of learner.
timing of stimulus and response.
nature of response
observational learning
occurs when someone watches another person’s actions and their consequences to guide their future actions.
modelling
observational learning: model
the individual eliciting the behaviour
observational learning: learner
the individual observing an acquiring the behaviour
findings from BoBo Doll
learning can occur through observation.
learning through observation can occur but remain latent unless an appropriate incentive or reward is offered.
learning to control behaviour such as aggression can be learnt through the observation of an appropriate model
elements of observational learning: attention
learner pays attention in order to observe the modelled behaviour.
watches
elements of observational learning: retention
learner must code and store the observed information in their memory.
held in their memory
elements of observational learning: reproduction
learner is able, and believes they are able to perform it
elements of observational learning: motivation - reinforcement
learner has a particular reason to demonstrate the behaviour such as when reward for (reinforcement).
learner must be motivated to perform the behaviour
elements of observational learning: 3 aspects to motivation
external reinforcement.
vicarious reinforcement.
self-reinforcement
external reinforcement
learning by consequences.
e.g. receiving applause or payment
vicarious reinforcement
observing the modelled behaviour being reinforced for other people
self-reinforcement
reinforced by meeting certain standards and performances we set for ourselves
conditioned reflexes
automatic response that occurs as a result of previous experience
conditioned emotional responses
usually occurs when the autonomic nervous system produces a response to a stimulus that did not usually trigger that response
aim of little albert
to test the notion that fears can be acquired through classical conditioning
little albert ethical issues
beneficence.
voluntary participation.
informed consent.
confidentiality
little albert ethical issues: beneficence
obvious discomfort and risk of harm to him overcame the benefit from the findings
little albert ethical issues: voluntary participation
too young to volunteer.
parental consent
little albert ethical issues: informed consent
mother wasn’t given full extent of experiment
little albert ethical issues: confidentiality
findings and footage made public
