Chapter 6 Flashcards
three types of learning
nonassociative, associative, and observational
non associative learning
- response to stimulus in the environment (e.g. turning towards a noise and seeing where it’s coming from)
- split into habituation and sensitization
associative learning
linking of two events that take place right after each other. Develops through conditioning, which connects stimuli and responses
observational learning
learning by watching others behavior
habituation
decrease in behavioral response after repeated exposure to stimulus
- dishabituation is a change in something familiar
- type of non associative learning
sensitization
increase in behavioral response after exposure to stimulus, usually a painful or scary one (like someone being jumpy after they receive a shock)
-type of nonassociative learning
classical/Pavlovian conditioning
neutral stimulus (CS) elicits a response (CR) because it has become associated with a stimulus (US) that already elicited a response (UR) -type of associative learning
acquisition
gradual formation of an association between CS and US
contiguity
important for classical conditioning– the CS and US connection is strongest when the CS comes right before the US (bell before food)
second-order conditioning
two levels of classical conditioning
extinction
if US is presented without CS many times, then the response gradually disappears
spontaneous recovery
after extinction, the response can still briefly come back, but weaker
stimulus generalization
occurs when stimuli similar to the CS also produce the CR
stimulus discrimination
animals learn to differentiate between stimuli if one is associated with US and one isn’t
challenges to Pavlov’s theory
It’s easier to do taste aversions than light and illness aversions (biological preparedness)
Contiguity is not needed in taste aversions
Rescorla-Wagner model
Strength of CS-US association is determined by the extent to which the US is surprising. Like with dopamine & prediction errors. Also it is easier to condition with a novel CS than a familiar one.
blocking affect
When another CS is added (e.g. metronome and white light) the dog will not associate the light with the food bc it doesn’t add any new information
counterconditioning
presenting a feared stimulus and an enjoyable task so that someone overcomes their phobia
operant/instrumental conditioning
law of effect: an action’s consequences (or reinforcers) determine the likelihood of that action being repeated
shaping
reinforcing behaviors that are increasingly similar to the desired behavior (successive approximations)
primary vs secondary reinforcers
primary reinforcers satisfy a biological need, secondary reinforcers (like money) do not
Premack principle
a more valued activity can be used to reinforce the performance of a less valued activity (eat your spinach and you’ll get dessert)
positive reinforcement
adding of a good stimulus that increases probability of behavior being repeated (like a reward)
negative reinforcement
removal of a bad stimulus that increases probability of behavior (taking a pill to get rid of a headache)
continuous vs. partial reinforcement
continuous: behavior is reinforced each time it occurs
partial: only rewarded sometimes
(e. g. ratio schedule for amount of times the behavior occurs vs. interval schedule of a specific unit of time)
fixed vs. variable schedules
fixed is a certain amount of time/ratio, variable changes this amount
positive punishment
reduces probability of behavior occurring by adding something bad (spanking)
negative punishment
reduces probability of behavior occurring by taking away something good (grounding)
behavior modification
use of operant conditioning to eliminate unwanted behaviors and replace them with desirable ones
cognitive map
problem with operant conditioning– rats created a map in their head, not just behavioral directions
latent learning
learning that takes place without reinforcement, just by observation (e.g. formation of a cognitive map)
modeling
imitation of observed behavior
mirror neurons
activated during observational learning, especially during goal-related actions
