Ch. 6 - Learning Flashcards
instincts
behaviors triggered by a broader range of events (e.g., aging, change of seasons)
reflexes
motor/neural reactions to a specific stimulus (e.g. babies are born with sucking reflex)
classical conditioning (Pavlov)
process by which we learn to associate stimuli and, consequently, to anticipate events
classical conditioning approach
unconditioned stimulus paired with neutral stimulus –> nuetral stimulus becomes conditioned stimulus –> brings conditioned response
classical conditioning timing
stimulus occurs immediately before response
operant conditioning approach
target behvaior is followed by the reinforcement or punishment to either stregnthen or weaken it, so that the learner is moe likely to exhibit the desired behavior in the future
unconditioned stimulus (UCS)
stimulus that elicits a reflexive response (food)
unconditioned response (UCR)
a natural unlearned reaction to a stimulus (salivation in response to food)
neutral stimulus (NS)
stimulus that does not naturally elicit a response (ringing a bell does not cause salivation by itself prior to conditioning)
condititoned stimulus (CS)
stimuli that elicit a response after repeatedly being paired with an uncondititoned stimulus
conditioned response (CR)
the behavior caused by the conditioned stimulus
Pavlov’s experiment
- Dog saliovates in response to food
- Dog does not salivate in response to the bell
- The bell and food are paired
4.The bell causes salivation
higher order conditioning
an establish conditioned stimulus is paired with a new neutral stimulus so that eventually the new stimulus also elicites the conditioned response, without the initial conditioned stimulus being presented (second order stimulus)
acquistion
the intial period of learning when an organism learns to connect a neutral stimulus and an unconditioned stimulus
extincition
decrease in the conditioned response when the UCS is no longer presented with the CS
spontaneous recovery
the return of a previously extinguished conditioned response following a rest period
stimulus discrimination
when an organism learns to respond differently to various stimuli that are similar
stimulus generalization
when an organism demonstrates the conditioned response to stimuli that are similar to the conditioned stimulus
habituation
learning not to respond to a stimulus that is presented repeatedly without change
Little Albert
conditioned to fear certain stimuli using a loud sound
operant conditioning (Skinner)
organisms learn to associae a behavior and its consequences (reinforcement or punishment)
positive reinforcement
something is added to increase the likelihood of a behavior
negative reinforcement
soemthing is removed to increase the likelihood of behvaior (beeping sound will only go away when you put your seatbelt on)
positive punishment
something that is added to decrease the lieklihood of a behavior (scolding child for texting during class)
negative punishment
something is removed to decrease the likelihood of a behavior (taking away favorite toy when misbehaving)
reinforcement vs. punishment
reinforcement increases a behavior
punishment decreases a behvaior
The Skinner Box
Skinner placed animals inside an operant conditioning chamber containing a leaver that when pressed causes food to be dispensed as a award
Shaping process
- Reinforce any response that resembles the desired behavior
- Then reinforce the response that more closely resembles the desired behavior (no longer reinforce previously reinforced response)
- Then begin to reinforce the response that even more closely resembles the desired behavior
- Continue to do this until only the desired behavior is reinforced
primary reinforcers
those that have innate reinforcing qualities (e.g., food, water, sleep, sex, pleasure)
secondary reinforcers
those that have no inherent value (value is learnt and becomes reinforcing when linked with a primary reinforcer)
cognitive map
a mental picture of the layout of an environment (e.g. mouse maze where food is placed at the end)
latent learning
learning that occurs but is not observable in behavior until there is reason to demonstrate it (e.g. child may learn route to school from watching parents but cannot perform until they can drive or ride a bike to school themself)
observational learning
learning by watching others and then imitating
Social Learning therory
observational learning involved more than just imitation and that internal mental states must be involed
Bandura’s Bobo Doll
Children observed adults acting agressively towards doll. Adult is either punished, priased, or ignored for behavior. Children are able to play, depending on the respeonce adult they watched recieved, the child will either repeat the behavior (praise) or not repeat (punished)
Prosocial modeling
prompt others to engage in helpful and healthy behaviors (socially acceptable)
antisocial modeling
prompts others to engage in violent, aggressive, and unhealthy behaviors(socially unacceptable)