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9 - SLT Flashcards

1
Q

define social learning

A

learning about other agents or inanimate world that’s influenced by observation of/interaction with another individual or its products

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2
Q

how is information encoded for the LTM

A

by same cognitive processes responsible in asocial learning

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3
Q

Bandura said we respond to and influence what

A

respond to inner stimuli and external env

influence own motivation, development, bhvr

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4
Q

define reciprocal determinism

A

influence by personal, bhvrs, and env factors which all interact w each other

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5
Q

what are examples of personal factors

A

cognitions, emotions, biological variables contributing to inner state influencing bhvr and env

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6
Q

active processes are involved in what part of observational learning

A

judgements and construction of symbolic representations of observed bhvrs which guide future bhvr in similar situations

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7
Q

define forethought in OL

A

anticipating the outcomes of bhvr by being aware of consequences which can motivate us so we keep practising to perfect

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8
Q

define modelling in OL

A

someone performing a novel bhvr so the observer can carry the same bhvr out

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9
Q

what increases the likelihood of copying a model

A

attributes, e.g. feeling incompetent
+ive consequences of imitating the bhvr
being similar to model
simple bhvr

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10
Q

define self-reinforcement

A

evaluating own bhvr and stopping if doesn’t bring pleasure or is harmful or continuing if it brings +ive reinforcement

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11
Q

define stimulus enhancement

A

attention focused on a particular aspect of the env as a result of observing the individual interact w that environmental aspect

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12
Q

define observational conditioning

A

learning the +/-ive properties of a stimulus by observing another’s response to it

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13
Q

what are ways of learning from others to achieve an action or goal without copying exact same body movements

A

affordance learning
emulation
object movement re-enactment

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14
Q

define affordance learning

A

learn affordances of an object (how it works) by observing another interact w it

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15
Q

what is affordance learning used to generate

A

actions varying in their degree of match to observed actions

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16
Q

what can knowledge about variances in the task observed from affordance learning be used for

A

discriminate affordance learning from other processes

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17
Q

define emulation

A

learning about the environment, not bhvr, therefore events outside the model’s boundary and an object’s function as a tool

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18
Q

what does the observer do in emulation

A

watches the actions and copies the outcome of the actions, not the specific actions, can be different and unobserved actions to achieve the outcome

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19
Q

define object movement re-enactment

A

copying what the object does or model does with it

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20
Q

what does the observer do in object movement re-enactment

A

watches actions using an object and copies the movement of the object but not necessarily actions themselves

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21
Q

define imitation

A

watching an individual copying some part of the form of an action, producing same configural body movements to copy exact actions

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22
Q

imitation in a result of what

A

stimulus-response associations between seeing and performing actions

23
Q

we only learn what during imitation

A

the behaviour within the model’s boundaries

24
Q

how can imitated actions be unlearnt

A

through incompatible sensorimotor experience

25
Q

how may mirror neurons play a role in imitation

A

fire when we do an action and watch someone do exact same action, indicating awareness of intentionality so we anticipate future likely course of actions

26
Q

define asocial learning

A

learning about other agents/inanimate world not influenced by observation of/interaction w another individual or its products

27
Q

what is trial and error learning

A

repeatedly engaging in actions and resulting in many errors before learning is complete

28
Q

define directed learning (a form of asocial learning)

A

bhvr of observed individual is adapted or intended to communicate info to the observer and is mediated by language or other forms of symbolic communication

29
Q

when learning from teaching, signalling, and communication what do we do

A

watch an individual who adapts or communicates info to observer

30
Q

what are 3 types of biases

A

perceptual, attentional, motivational

31
Q

what is a perceptual bias

A

better able to see others’ bhvr

32
Q

what is an attentional bhvr

A

processes perceptual input from others more thoroughly

33
Q

what’s a motivational bias

A

tracking others’ movements more closely w less antagonism

34
Q

biases can be due to what 2 things

A

natural selection and being innate but more likely due to learning

35
Q

how do we learn biases through learning

A

attend to social stimuli through associative learning so become more attentive to them due to experience of them giving reliable info ab resources’ availability and location

36
Q

what are 3 environmental differences

A

neglect
cultural/contextual differences
reward

37
Q

how can neglect affect learning

A

little social input may mean display less of a tendency to learn from others since not learnt paying attention to others is useful

38
Q

how does reward affect learning

A

seeing others rewarded for social learning can promote it

39
Q

how do cultural differences affect learning

A

some cultures may promote learning more from others, e.g. collectivist

40
Q

how do contextual differences affect learning

A

aversive social contexts can lead to one not learning from others as learn it isn’t rewarding

41
Q

when and how do we choose who to learn from

A

when uncertain
the majority
successful individuals

42
Q

how do successful individuals cause learning

A

they have been rewarded, promoting learning

43
Q

why do we copy the majority

A

learning increases proportion to the number of times the relationship btwn events is experienced

44
Q

why do we copy when uncertain

A

outcomes are unpredictable or uncertain

shows how high prediction error means lots of learning

45
Q

why is imitation a social glue

A

improves social rltps amd increases +ive outcomes and leads to more positive evaluation of interactions

46
Q

in an automatic imitation study with compatible or incompatible actions, what were the results

A

incompatible: took longer and less accurate showing how imitation is automatic and we have to consciously stop it

47
Q

the study found what when investigating learning and not learning to imitate

A

incompatible condition took longer on compatible trials, showing how incompatible training abolishes automatic imitation

48
Q

Hammond found what about contingency

A

contiguity and contingency increased response and perceptual control and same contiguity and lower contingency lowered responding

49
Q

a study about compatibility and contingency and imitation found what

A

contingent groups show more learning and less imitation suggesting imitation needs contingency, supporting assoc learning’s role

50
Q

results of study on how context-dependency affects imitation

A

more learning and less imitation when contexts different in learning and imitation

51
Q

contingency driving social effects may also mean what

A

assoc learning underlies more complex social effects

52
Q

define similarity

A

imitator performs same movement as actor

53
Q

define contingency

A

actor performs movement predictive of imitator’s movement

54
Q

what were the results of the contrasting similarity and conteingency study

A

similarity -ively predicts enjoyment but contingency +ively predicts enjoyment, closeness, and contingent group are more likely to help

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