Chapter 5: Learning Flashcards by AJ Umali

Any relatively permanent change in behaviour brought about by an experience or practice

LEARNING

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Ivan Pavlov

Reflexes, stimuli & responses

CLASSICAL CONDITIONING

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Elements of Classical Conditioning:
Naturally occurring stimulus
Leads to the reflex response

UNCONDITIONED STIMULUS

UCS

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Elements of Classical Conditioning:
Reflex response to UCS
Unlearned because of genetic “wiring” in the Nervous System

UNCONDITIONED RESPONSE

UCR

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Elements of Classical Conditioning:
NS + UCS
UCS begins to elicit the reflex on its own

CONDITIONED STIMULUS

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Elements of Classical Conditioning:

Response to CS

CONDITIONED RESPONSE

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Basic Principles of Classical Conditioning:

The _ must come before the _

CS - UCS

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Basic Principles of Classical Conditioning:

The CS & _ must come very _ together in time: _

UCS - CLOSE

NO MORE THAN 5 SECONDS

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Basic Principles of Classical Conditioning:

Before conditioning can take place what must be paired several times?

NS + UCS

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Basic Principles of Classical Conditioning:

Distinctive or usually stands out from other competing stimuli

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Tendency to respond to a stimulus that is similar to the original CS

STIMULUS GENERALIZATION

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Learns to respond to different stimuli in different ways

Can distinguish between stimuli and react aptly

DISCRIMINATION

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CS is repeatedly presented in the absence of UCS

= CR will die out

EXTINCTION

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CR can briefly reappear (recover) when the original CS returns
Usually weak and short lived

SPONTANEOUS RECOVERY

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Strong CS + NS
Strong CS = UCS
NS becomes CS

HIGHER - ORDER CONDITIONING

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Emotional responses that has become classically conditioned to occur learned stimuli
Phobias (John Watson)
Little Albert

CONDITIONED EMOTIONAL RESPONSE

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To become classically conditioned by watching someone else respond to stimuli

VICARIOUS CONDITIONING

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Nausea assertive response to a particular taste

CONDITIONED TASTE AVERSION

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Tendency to learn certain association with only one or few pairings due to survival value of learning

BIOLOGICAL PREPAREDNESS

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CS activates (substitutes) instead of UCS
Expectancy of the coming UCS

STIMULUS SUBSTITUTION

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UCS = _

UCR

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NS + _ = UCR

UCS

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_ = CR

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Edward Thorndike

If action if followed by a pleasurable response/ consequence, it will tend to be repeated

LAW OF EFFECT

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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