Brain And Behavior 3: Learning Theory

Question 1

Habituation

Answer 1

is a type of non-associative learning

“Repeated exposure to a mild stimulus reduces the response to a mild stimulus”
- decreases synapses between motor and sensory neurons

Associated with the “flooding” learning theory

Question 2

Sensitization

Answer 2

A type of non-associative learning

“Exposure to a strong stimulus increases response to a mild stimulus”
- increases synapses between motor and sensory neurons

is NOT the same as a stimulus associated with trauma or negative experiences

Question 3

Aplasia gill-withdrawl reflex

Answer 3

Study/experiment that shows the effects of habituation and sensitization on number of synapses between motor and sensory neurons

Question 4

Pavlovian conditioning (classical)

Answer 4

A type of associative learning which combines unconditioned stimuli and responses with conditioned stimuli and responses
- response is usually involuntary

Unconditioned stimuli = stimuli that triggers an unconditioned response without any prior training

Unconditioned response = natural, reflexive response that occurs in response to unconditioned stimuli

Conditioned stimuli = stimuli that after training, becomes associated with an unconditioned stimuli and produces a conditioned response

Conditioned response = a response/behavior that after training, occurs when he conditioned stimuli is presented

Question 5

Acquisition definition

Answer 5

Individual learns to associate a natural or reflexive response to an unrelated stimuli

(I.e: drooling in response to a bell ringing)

Question 6

Stimulus generalization definition

Answer 6

A new stimulus that resembles the conditioned stimulus elicits the conditioned response

(I.e an animal/individual conditioned to bell = drooling will likely drool regardless of the type of bell ring they hear)

Question 7

Valence definition

Answer 7

The value assigned to a specific stimulus

• can be negative or positive (aversions or reward specifically) and can be external or internal stimuli
• is assigned based on integration from the amygdala, HPA axis, and/or the reward system

Rewarding stimulus = positive valence

Aversive stimulus = negative valence

Question 8

Emotional competence definition

Answer 8

Stimuli with emotional competence tigger emotions automatically when experienced (even for the first time)
- stimuli can generate emotional competence over time via associative learning or if presented in conjunction with other emotionally comportment stimuli

can be external or internal stimuli

Question 9

Extinction definition

Answer 9

An individual learns that the conditional stimulus is not associated with the unconditional stimulus and the conditioned response is halted.
- can be seen in classical or operant conditioning

Likelihood of extinction is dependent on the duration and strength of the unconditioned stimulus
- the more potent and the more the stimulus is around, the less likely extinction will occur.

Question 10

Learned helplessness definition

Answer 10

A reaction towards Pavlovian conditioning

Essentially is an aversive stimulus or painful experience that is so strong that extinction is not possible without intervention (and even then not 100% possible)
- individual learns that they cannot change the situation or get away from he stimuli so feelings of apathy and helplessness are evoked

this is common in cases of abuse or PTSD

antidepressant treatment has shown some improve treatment with this, but is not specific for every situation

Question 11

Operant conditioning

Answer 11

A type of associative learning

Instead of a stimulus, uses a behavior to condition a response
- response is usually voluntary

(I.e pulling a lever releases favorite food, therefore pulling a lever = pleasure)

Uses negative reinforcement/punishment and positive reinforcement/punishment

Question 12

Positive punishment vs negative punishment

Answer 12

Positive punishment = application of an adverse stimulus to terminate a specific behavior

Negative punishment = removal of a reward stimulus to terminate a specific behavior

Question 13

Positive reinforcement vs negative reinforcement

Answer 13

Positive reinforcement = application of a reward stimulus to encourage a behavior

Negative reinforcement = removal of an adverse stimulus to encourage a behavior

Question 14

How does operant and classical conditioning differ?

Answer 14

Responses

• classical = involuntary and is controlled by the presentation of a stimulus
• operant = voluntary and is controlled by consequences

Question 15

Operant vs respondent behaviors

Answer 15

Operant behaviors

• behaviors conducted in order to receive a stimulus or get away from a stimulus
• reward stimulus = increases probability of behaviors
• negative stimulus = decreases probability of behaviors
• in order to chance the behavior, the consequence of the behavior must be changed*

Respondent behaviors:

• behaviors associated with extreme negative/positive stimuli/events that elicits conditioned responses
• in order to change the behavior, the antecedent (preceding event/stimuli) associated the behavior must be changed*

Question 16

Timing of reinforcement in operant condition and its associated learning and resistance to extinction

Answer 16

Continuous schedules: (reward/adversion stimuli is presented after every response)

• behavior is learned quickly
• response time is always high
• very little resistance

Fixed ratio schedules: (stimuli is present after a set of every “x” times)

• behavior is learned quickly
• response time is always high
• very little resistance

Fixed interval schedules: (stimuli is present after a certain/set amount of time, regardless of “x” number of times the action is preformed)

• behavior is learned quickly
• response time increases closer to time of presentation and is low during he other periods
• very little resistance

Variable ratio: (stimuli is presented after random amount with variable set numbers

• behavior is learned slowly
• response time is average
• resistant to extinction

Variable interval: (stimuli is present after a random ever-changing amount of time)

• behavior is learned slowest
• response time is low
• very resistant to extinction

*generally speaking, then more reinforcement of a behavior, the quicker it is learned (positive correlation) but less resistant to extinction (negative correlation)