Chapter 5: Learning Flashcards
Any relatively permanent change in behaviour brought about by an experience or practice
LEARNING
Ivan Pavlov
Reflexes, stimuli & responses
CLASSICAL CONDITIONING
Elements of Classical Conditioning:
Naturally occurring stimulus
Leads to the reflex response
UNCONDITIONED STIMULUS
UCS
Elements of Classical Conditioning:
Reflex response to UCS
Unlearned because of genetic “wiring” in the Nervous System
UNCONDITIONED RESPONSE
UCR
Elements of Classical Conditioning:
NS + UCS
UCS begins to elicit the reflex on its own
CONDITIONED STIMULUS
CS
Elements of Classical Conditioning:
Response to CS
CONDITIONED RESPONSE
CS
Basic Principles of Classical Conditioning:
The _ must come before the _
CS - UCS
Basic Principles of Classical Conditioning:
The CS & _ must come very _ together in time: _
UCS - CLOSE
NO MORE THAN 5 SECONDS
Basic Principles of Classical Conditioning:
Before conditioning can take place what must be paired several times?
NS + UCS
Basic Principles of Classical Conditioning:
Distinctive or usually stands out from other competing stimuli
CS
Tendency to respond to a stimulus that is similar to the original CS
STIMULUS GENERALIZATION
Learns to respond to different stimuli in different ways
Can distinguish between stimuli and react aptly
DISCRIMINATION
CS is repeatedly presented in the absence of UCS
= CR will die out
EXTINCTION
CR can briefly reappear (recover) when the original CS returns
Usually weak and short lived
SPONTANEOUS RECOVERY
Strong CS + NS
Strong CS = UCS
NS becomes CS
HIGHER - ORDER CONDITIONING
Emotional responses that has become classically conditioned to occur learned stimuli
Phobias (John Watson)
Little Albert
CONDITIONED EMOTIONAL RESPONSE
To become classically conditioned by watching someone else respond to stimuli
VICARIOUS CONDITIONING
Nausea assertive response to a particular taste
CONDITIONED TASTE AVERSION
Tendency to learn certain association with only one or few pairings due to survival value of learning
BIOLOGICAL PREPAREDNESS
CS activates (substitutes) instead of UCS Expectancy of the coming UCS
STIMULUS SUBSTITUTION
UCS = _
UCR
NS + _ = UCR
UCS
_ = CR
CS
Edward Thorndike
If action if followed by a pleasurable response/ consequence, it will tend to be repeated
LAW OF EFFECT
Voluntary behavior learned through consequences
OPERANT CONDITIONING
Assumed leadership after John Watson
Studied observable and measurable behavior
BF SKINNER
Any event of stimulus that when following a response, increases the probability that the response will occur again
CONCEPT OF REINFORCEMENT
Naturally reinforcing by meeting a biological need (hunger, thirst)
PRIMARY REINFORCER
Paired with a primary reinforcer
Praise, tokens or 🌟
SECONDARY REINFORCER
Reinforcement of a response by the addition or experiencing of a pleasurable stimulus (will increase probability)
POSITIVE REINFORCEMENT
Reinforcement of a response by the removal, escape from, avoidance of an unpleasant stimulus
NEGATIVE REINFORCEMENT
Operant Conditioning:
End Result
↑ in rate of already occurring stimulus
Classical Conditioning:
End Result
New response
Operant Conditioning:
Responses
VOLUNTARY
Classical Conditioning:
Responses
INVOLUNTARY
Operant Conditioning:
Forming an association
CONSEQUENCES
*Reinforcement should be immediate
Classical Conditioning:
Forming an association
ANTECEDENT STIMULI
*CS must occur immediately before the UCS
Tendency for a response that is reinforced after som correct responses will be very resistant to extinction
PARTIAL REINFORCEMENT EFFECT
Reinforcement given at each & every correct response
CONTINUOUS REINFORCEMENT EFFECT
Continuous Reinforcement Effect: Same number of responses required for reinforcement ALWAYS Rapid response rate Short pauses Ex. (Punch cards = reward)
FIXED RESPONSE
Continuous Reinforcement Effect:
Different for each trial or event
Rapid without pauses
Ex. Slot machines, lottery
VARIABLE RATIO
Continuous Reinforcement Effect:
Interval before reinforcement is always the same
Long pauses after reinforcement
Ex. Paychecks
FIXED INTERVAL
Continuous Reinforcement Effect: Respond to changes from time to time Slower, steady rate without pauses Unpredictable Ex. Pop quizzes
VARIABLE INTERVAL
Any event or response that when following a response makes the response less likely to happen
Behavior stops due to _
PUNISHMENT
Reinforcement:
Positive (adding)
Something valued or desirable
Punishment:
Positive (adding)
Something unpleasant
Reinforcement:
Negative (removing)
Something unpleasant
Punishment:
Negative (removing)
Something valued or desirable
Kinds of Punishment:
Something unpleasant is added to the situation
APPLICATION PUNISHMENT
Kinds of Punishment:
Removal of something pleasurable/ desired after behavior
REMOVAL PUNISHMENT
Problems with punishment (4)
Avoidance
Lying
Creates fear and anxiety
Model for aggression
Cue to specific response for reinforcement
DISCRIMINATIVE STIMULUS
Small steps toward ultimate goal are reinforced until goal is reached
Reinforce less and less
SHAPING
Animal’s conditioned behavior reverts to genetic patterns
Ex. Raccoon washing food
Pig rooting (pushes food around)
INSTINCTIVE DRIFT
Application of OC to bring about desired changes in behavior
BEHAVIOR MODIFICATION
Rewarded with tokens
USE OF TOKEN ECONOMY
Uses variety of behavioral techniques to mold a desired behavior or response
Skills are broken down
APPLIED BEHAVIORAL ANALYSIS
Form of biofeedback using brain scanning device to provide feedback about brain activity in an effort to modify behavior
NEUROFEEDBACK
Cognitive Learning Theory:
Gestalt Psychologist
3 groups of rats, same maze (Running Rats)
Cognitive map
EDWARD TOLMAN
Cognitive Learning Theory:
Learning that remains hidden until application becomes useful
LATENT LEARNING
Cognitive Learning Theory:
Gestalt psychologist
Sultan the Chimp
WOLFGANG KOHLER
Cognitive Learning Theory:
Sudden coming together of elements
AHA moment
INSIGHT LEARNING
Cognitive Learning Theory
Field of positive psychology
Depressed Dogs
MARTIN SELIGMAN
Cognitive Learning Theory:
Fail to act to escape because of history of repeated failures
LEARNED HELPLESSNESS
Learning new behavior by watching a model perform that behavior
OBSERVATIONAL LEARNING
Observational Learning:
Bobo doll experiment
Adult model performing aggressive behavior
ALBERT BANDURA
Observational Learning:
To learn from observation, learner must pay _
ATTENTION
Observational Learning:
Must be able to retain _ of what was done
MEMORY
Observational Learning:
Must be capable of _ the actions of the model
IMITATION
Observational Learning:
Must have the desire to perform the action
MOTIVATION
