Chapter 12 - Conditioning and Learning

Question 1

Blocking

Answer 1

In classical conditioning, the finding that no conditioning occurs to a stimulus if it is combined with a previously conditioned stimulus during conditioning trials.

where previously learned information interferes with the ability to remember new information

rat learns pulling lever = food. Light added in additon to lever = food. Light wont equal food for rat, cant learn the connection. Origonal stimulus blocks learnign new stimulus

Question 2

Classical or Pavlovian conditioning

Answer 2

The procedure in which an initially neutral stimulus (the conditioned stimulus, or CS) is paired with an unconditioned stimulus (or US). The result is that the conditioned stimulus begins to elicit a conditioned response (CR).

two stimuli are linked together to produce a new learned response in a person or animal.

Question 3

Conditioned compensatory response

Answer 3

In classical conditioning, a conditioned response that opposes, rather than is the same as, the unconditioned response. It functions to reduce the strength of the unconditioned response.

a conditioned reaction that counteracts the effect of a stimulus

Morphine suppresses pain, but if someone takes it regularly, the cue that signals to the body that “drug is coming soon” can make people more sensitive to pain → tolerance is built

Question 4

Conditioned response (CR)

Answer 4

The response that is elicited by the conditioned stimulus after classical conditioning has taken place.

feeling hungry at the sound of a bell

a learned response to a previously neutral stimulus. It’s the response that is produced after someone develops an association.

Question 5

Conditioned stimulus (CS)

Answer 5

An initially neutral stimulus (like a bell, light, or tone) that elicits a conditioned response after it has been associated with an unconditioned stimulus.

The sound of a bell

a previously neutral stimulus that eventually triggers a conditioned response

Question 6

Context

Answer 6

Stimuli that are in the background whenever learning occurs. For instance, the Skinner box or room in which learning takes place is the classic example of a context. However, “context” can also be provided by internal stimuli, such as the sensory effects of drugs (e.g., being under the influence of alcohol has stimulus properties that provide a context) and mood states (e.g., being happy or sad). It can also be provided by a specific period in time—the passage of time is sometimes said to change the “temporal context.”

In regards to the renewel effect and extinction of behaviour

Question 7

Discriminative stimulus

Answer 7

In operant conditioning, a stimulus that signals whether the response will be reinforced. It is said to “set the occasion” for the operant response.

when a child engages in the target behavior of cleaning their room when a parent is present, but not engaging in the behavior when the parent is not present.

Question 8

Extinction

Answer 8

Decrease in the strength of a learned behaviour that occurs when the conditioned stimulus is presented without the unconditioned stimulus (in classical conditioning) or when the behaviour is no longer reinforced (in instrumental conditioning). The term describes both the procedure (the US or reinforcer is no longer presented) as well as the result of the procedure (the learned response declines). Behaviours that have been reduced in strength through extinction are said to be “extinguished.”

Question 9

Fear conditioning

Answer 9

A type of classical or Pavlovian conditioning in which the conditioned stimulus (CS) is associated with an aversive unconditioned stimulus (US), such as a foot shock. As a consequence of learning, the CS comes to evoke fear. The phenomenon is thought to be involved in the development of anxiety disorders in humans.

sounds a tone, rats feet get shocked. Tone now elicits fear

Question 10

Goal-directed behaviour

Answer 10

Instrumental behaviour that is influenced by the animal’s knowledge of the association between the behaviour and its consequence and the current value of the consequence. Sensitive to the reinforcer devaluation effect.

seeking a toy that has rolled under the couch.

a behavior driven by an expectation that it is likely to bring about a desired outcome

Question 11

Habit

Answer 11

Instrumental behaviour that occurs automatically in the presence of a stimulus and is no longer influenced by the animal’s knowledge of the value of the reinforcer. Insensitive to the reinforcer devaluation effect.

process by which behaviors become automatic

biting your nails when anxious, smoking when stressed, brushing your teeth at night

Question 12

Instrumental or Operant conditioning

Answer 12

Process in which animals learn about the relationship between their behaviours and their consequences. Also known as operant conditioning.

behaviors arise as a result of whether their consequences are satisfying or discomforting.

Question 13

Thorndikes Law of effect

Answer 13

Operant conditioning –> behaviors followed by pleasant or rewarding consequences are more likely to be repeated

Question 14

Observational learning

Answer 14

Learning by observing the behaviour of others.

Bobo doll experiement

Question 15

Operant

Answer 15

A behaviour that is controlled by its consequences.

rat’s lever-pressing = Reinforcer (food)

Question 16

Prediction error

Answer 16

When the outcome of a conditioning trial is different from that which is predicted by the conditioned stimuli that are present on the trial (i.e., when the US is surprising). Prediction error is necessary to create Pavlovian conditioning (and associative learning generally). As learning occurs over repeated conditioning trials, the conditioned stimulus increasingly predicts the unconditioned stimulus, and prediction error declines. Conditioning works to correct or reduce prediction error.

chance that a conditioned stimulus won’t lead to the expected outcome

Question 17

Preparedness

Answer 17

The idea that an organism’s evolutionary history can make it easy to learn a particular association. Because of preparedness, you are more likely to associate the taste of tequila, and not the circumstances surrounding drinking it, with getting sick. Similarly, humans are more likely to associate images of spiders and snakes than flowers and mushrooms with aversive outcomes like shocks.

throw up from tequila, smell of tequila = nauseous so you avoid

a set of actions that are taken as precautionary measures in the face of potential disasters.

Question 18

Punisher

Answer 18

A stimulus that decreases the strength of an operant behaviour when it is made a consequence of the behaviour.

Question 19

Quantitative law of effect

Answer 19

The strength of a response is directly proportional to the amount of reinforcement it receives. In other words, the more a behavior is rewarded, the more likely it is to be repeated.

Question 20

Reinforcer

Answer 20

Any consequence of a behaviour that strengthens the behaviour or increases the likelihood that it will be performed again.

Question 21

Reinforcer devaluation effect

Answer 21

the decrease in the value of a reward (reinforcer) after an individual has been satiated on it, leading to a decrease in the behavior that was previously reinforced by that reward.

child love choclate. Parents use it to reinforce good behaviour. Child has access to as much choclate they want at a party, and now no longer likes it as much. When parents try to use the choclate it dosent work anymore

Question 22

Renewal effect

Answer 22

Recovery of an extinguished response that occurs when the context is changed after extinction. Especially strong when the change of context involves return to the context in which conditioning originally occurred. Can occur after extinction in either classical or instrumental conditioning.

Question 23

Social Learning Theory

Answer 23

The theory that people can learn new responses and behaviours by observing the behaviour of others.

Question 24

Social models

Answer 24

Authorities that are the targets for observation and who model behaviours.

Question 25

Spontaneous recovery

Answer 25

Recovery of an extinguished response that occurs with the passage of time after extinction. Can occur after extinction in either classical or instrumental conditioning.

Question 26

Taste aversion learning

Answer 26

The phenomenon in which a taste is paired with sickness, and this causes the organism to reject—and dislike—that taste in the future.

Question 27

Stimulus control

Answer 27

When an operant behaviour is controlled by a stimulus that precedes it.

Question 28

Unconditioned response (UR)

Answer 28

the natural reaction to the unconditioned stimulus. It’s not learned; it’s automatic.

Feeling hungry when you smell food.

Question 29

Unconditioned stimulus (US)

Answer 29

something that naturally and automatically triggers a response. It’s not learned; it’s innate.

The smell of food naturally+automatically triggers a feeling of hunger.

Question 30

Vicarious reinforcement

Answer 30

Learning that occurs by observing the reinforcement or punishment of another person.

Question 31

What are the four aspects of observational learning according to Social Learning Theory

Answer 31

Attention to what someone is observing in order to learn

Retention of the behaviour they are observing in memory

Initiation / execution of the learned behaviour

Motivation to engage in observational learning

Question 32

Who did the Bobo doll experiment?

Answer 32

Albert Bandura

Question 33

Who studied operant conditiong?

Answer 33

B.F Skinner

Question 34

Who studied classical conditoning?

Answer 34

Ivan pavlov