Chapter 5 Flashcards

1
Q

What is instrumental learning

A

• Behaviours followed by favorable consequences become more likely (opposite for behaviours followed by unfavorable consequences)

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2
Q

What did Edward Throndike paradigm looked like?

A

It was a puzzle box (he had multiple versions of it), and outside the box was a bowl of food, the animals had to solve the puzzle to get to the food

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3
Q

What happened with the cats in Thorndike’s puzzle box?

A

After many trials, the cats began to exhibit behaviours that got them closer to the food (even getting to the food sometimes)

  • It became more and more probable that the cat was able to get out
  • According to Thorndike, the cats associated the context of being placed in the box w a certain response (getting out); food reinforced the response
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4
Q

What are the components of stimulus response learning in Thorndike’s box

A

box=stimulus
Response =pulling string
outcome=door opening
food=reinforcer

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5
Q

What is instrumental behaviour?

A

Behaviour that occurs bc it was previously effective in producing certain consequences

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6
Q

What is Thorndike’s law of effect?

A

if a response R in the presence of a stimulus S is followed by a satisfying event, the association between the stimulus S and the response R becomes strengthened. If the response is followed by an annoying event, the S–R association is weakened

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7
Q

What are discrete trial procedures?

A

Measuring instrumental conditioning in the same way as with Thorndike’s box, but with T or I shaped mazes.

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8
Q

What do I and T shaped mazes measure?

A

Running speed: how fast the animal runs to the goal

Latency: how long the rat/animal takes to leave the start box

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9
Q

What are free-operant procedures?

A

When animals are not removed from the maze after completing it; they can do it over and over again as they please

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10
Q

Who invented free-operant procedures? Which tpe of behaviourism is he associated with?

A

B. F. Skinner, radical behaviourism

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11
Q

What are the components of the Skinner box?

A

• Within the box there is a lever, and a food pellet dispenser (activated by lever)
• Grid floor (can be electrified)
• Signal lights, speaker
Multi purpose box (many experiments possible)

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12
Q

What is an operant response?

A

is defined in terms of the effect that the behavior has on the environment. Activities that have the same environmental effect are considered to be instances of the same operant response.
Ex: it doesnt matter which body part the rat uses to press the lever, as long as he presses it

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13
Q

What is magazine training?

A

Classical conditioning to indicate to the animal that he will get some food, and how he can get it

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14
Q

What is shaping?

A

Getting the animal to produce the operant response (ex: pressing the lever for food)
Each step closer to the behaviour is rewarded until the animal produces the behaviour

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15
Q

What are the steps to shaping?

A

○ Clearly define the final response
○ Clearly assess the starting level of performance
○ Successive approximations (reward every closer action; part of shaping)
This is how we learn any complex skill (reward/feedback for each step)

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16
Q

How are operant responses measured in free-operant procedures?

A

Since the animal is free to do whatever behaviours he likes, the researchers will focus on the probability that he does certain or certain behaviours

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17
Q

What is positive reinforcement as an instrumental conditioning procedure?

A

Response: Produces something good
Result: increase in response rate

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18
Q

What is positive punishment as an instrumental conditioning procedure?

A

Response: produces something bad
Result: decrease in response rate

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19
Q

What is negative reinforcement as an instrumental conditioning procedure?

A

Response: removes something bad
Result: increase in response rate

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20
Q

What is negative punishment (omission training) as an instrumental conditioning procedure?

A

Response: removes something good
Result: decrease in response rate

21
Q

What is differential reinforcement of other behaviour? (DRO)

A

Rewarding good behaviour and punishing bad behaviour (ex: giving a treat to a dog when he stays on his mat when his paws are wet, and punishing him when he runs everywhere with wet paws)

22
Q

What is stereotypy

A

• If you reinforce a certain behaviour in an organism, the organism will perform the behaviour in a stereotypical manner; there wont be diverse behaviours
Ex: if you reward a kid for making his bed, he will always only make his bed when you ask to clean his room (you have to teach him the other behaviours you expect when you ask to clean his room)

23
Q

What is variability

A

• Participant has to perform differently on each trial, a variety of behaviours is rewarded

24
Q

How can we stop stereotypy?

A

By rewarding variability

25
Q

What is instinctive drift

A

an animal reverts back to what it would normally do in nature (problem for operant conditioning)
Ex: hard to teach a duck to climb a tree
Operant conditioning works better with animals if they are taught something close to what they would do in nature

26
Q

What is belongingness

A

According to this concept, certain responses naturally belong with the reinforcer because of the animal’s evolutionary history. Operating a latch and pulling a string are manipulatory responses that are naturally related to release from confinement. By contrast, scratching and yawning characteristically do not help animals escape from confinement and therefore do not belong with release from a puzzle box.

27
Q

How important are the quality and quantity of reinforcers?

A

They determine the effectiveness of positive reinforcement

28
Q

What is a progressive ratio schedule of reinforcement

A

A progressively larger nbr of responses have to be performed in order to obtain a reinforcer

29
Q

What are shifts in reinforcer quality and quantity

A

Evaluating the quality/quantity of a reinforcer depends on the previous reinforcers received for the behaviour (ex: dog getting treat and belly rubs for sitting down, then getting only belly rubs for same behaviour = deceiving)

30
Q

What happens when you receive a smaller reward than before for a behaviour?

A

Negative behavioural contrast (less motivation to perform the behaviour)

31
Q

What happens when you receive a bigger reward than before for a behaviour?

A

Positive behavioural contrast (more motivation to do the behaviour)

32
Q

What is an anticipatory negative contast effect (reward comparison)

A

When one is no longer interested in rewarded behaviours because they think another behaviour rewards them more
(ex drug addicts who no longer enjoy thei previous hobbies because they think that drugs will give them a higher high)

33
Q

What is the temporal relation between a response and a reinforcer?

A

The time between the 2

34
Q

What is temporal contiguity? What is the link with reponse and reinforcer relation?

A

events that occur together in time are + likely to be associated
Delivery of the reinforcer occurs immediately after the response = more effective learning

35
Q

What is the Response-reinforcer contingency?

A

The extent to which the instrumental response is necessary and sufficient to produce the reinforcer

36
Q

Give example of contiguity and contingency in relation to one another

A

Dog learns it will receive a treat when it sits every single time (high contingency)
If treat is really close to the sitting = high contiguity
=Ideal situation for learning

Every time the dog sits; treat is given AFTER A LONG TIME = low contiguity (high contingency)

37
Q

What is the credit-assignment problem (effects of temporal relation)?

A

• With a delay it is difficult to figure out which response deserves the credit for the delivery of a reinforcement
Ex: if dog is punished too late it will not know why it is punished for

38
Q

What are secondary reinforcers?

A

Conditioned stimulus that was previously associated with the reinforcer
Ex: doing the same gesture before giving a treat to a dog

39
Q

What is marking?

A

-Makes the desirable behaviour more salient
-Marking the target instrumental response
Ex: rat is walking in skinner box; when it hits the lever, then you mark the response in a way (for ex: lighting a light)

40
Q

What are the contiguity/contingency of superstitious behaviour?

A

Almost all contiguity, and no contingency

These behaviours do not CAUSE any performance

41
Q

What is learned helplessness?

A

The major finding was that exposure to uncontrollable shock disrupted subsequent learning
Dogs stopped learning how to avoid the shock when they were taught it was unavoidable

42
Q

What is the learned helplessness hypothesis?

A

assumes that during exposure to uncontrollable shocks, animals learn that the shocks are independent of their behavior—that there is nothing they can do to control the shocks. Furthermore, they come to expect that reinforcers will continue to be independent of their behavior in the future. This expectation of future lack of control undermines their ability to learn a new instrumental response.

43
Q

What are 3 alternative explanations to the learned helplessness hypothesis?

A
  • The learning deficit hypothesis (Previously learned expectation of lack of control makes it more difficult to learn that their behaviour is now effective in producing reinforcement)
  • The activity deficit hypothesis (○ Inescapable shocks encourage animals to become inactive or to freeze ○ Prevents them from learning how to escape○ However, evidence against this; they only make wrong choices; they could engage in a certain acivity but they will keep making wrong choices)
  • The attention deficit hypothesis (The fact that they have been shocked reduces the extent to which animals par attention to their own behaviour)
44
Q

Why is the ability to escape a shock less debilitating than knowing we cant escape it?

A
  • That response provides internal sensory feedback cues (it FEELS a certain way)
  • The way it feels gets associated w cessation of the shock (Shock cessation and safety signal feedback cues)
  • Those feedback cues become inhibitors of fear when they are followed by the absence of shock
  • Shock being gone = no more fear
45
Q

Which conditioning paradigm is associated with discrete trial procedures?

A

Straight alley or T maze

46
Q

What is the conditioned cue preference paradigm?

A

Animals are into 2 chambers successively; in one they receive a appetitive stimulus (ex: drug injection) and in the other they get nothing.
If you ask the rat to go i either room it will go into the first one where it got the appetitive stimulus

47
Q

Contiguity

A

Time

48
Q

Contingency

A

Cause and effect relationship