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PBSI 107 > Chapter 6 - Learning > Flashcards

Chapter 6 - Learning Flashcards

1
Q

Unlearned Behaviors

A

Reflexes & Instincts

Both are INNATE

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2
Q

Reflexes

A

Automatic, involuntary responses to specific stimuli

Simple, Specific body part, Involve primitive brain centers

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3
Q

Instincts

A

Complex patterns of behavior that are triggered by broader environmental factors and occur across many situations
Complex, Movement of whole organism, Involve higher brain centers

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4
Q

Examples of reflexes

A

Suckling
Rooting
Grasp (palm grasp)
Knee-jerk
Withdrawal
Gag
Pupil contraction/dilation
Blink

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5
Q

Examples of Instincts

A

Nest building
Bird migration
Hibernation
Mating Rituals
Foraging
Flight-or-fight respondr

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6
Q

Learning

A

A relatively permanent change in behavior or knowledge that results from experience

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7
Q

Types of Learning

A

Associative learning - Lemon, hot stoves
Habituation - learning to ignore stimuli
Explicit learning - in school
Implicit learning - riding a bike
Observational learning - watching
Experiential - experiencing something to learn

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8
Q

Observational Learning

A

Learning by watching others and then imitating, or modeling, what they do or say.
* Big social aspect

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9
Q

Models

A

The individuals performing the imitated behavior

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10
Q

Kinds of Models

A

Live, verbal, symbolic

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11
Q

Live Model

A

Demonstrating behavior in person

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12
Q

Verbal Model

A

Explaining or describing a behavior
* Not intervening, just speaking

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13
Q

Symbolic Model

A

Fictional character or real people who demonstrate behaviors in books, movies, television shows, video games, or Internet sources
* Not in person

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14
Q

Four Steps required for learning

A

Attention, retention, reproduction, motivation

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15
Q

Attention

A

Be focused on what the model is doing
* Social aspect

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16
Q

Retention

A

Remember what you observed

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17
Q

Reproduction

A

Perform the behavior
* EX: can’t doing the splits so you can’t reproduce it

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18
Q

Motivation & Vicarious What

A

Be motivated to copy the behavior
* Vicarious reinforcement - Learning to repeat a behavior after seeing someone else rewarded for it.
* Vicarious punishment - Learning to avoid a behavior after seeing someone else punished for it.

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19
Q

Three Outcomes of Learning

A

Imitation, avoidance, rule-based learning

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20
Q

Imitation

A

Learning by observing someone perform an action and then replicating that action yourself
* Influenced by vicarious reinforcement

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21
Q

Avoidance

A

Learning not to perform a certain behavior based on observing the negative consequences faced by others
* Influenced by vicarious punishment

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22
Q

Rule-Based Learning

A

Learning a general principle or rule from observing others and applying it to various situations

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23
Q

Associative learning

A

A type of learning in which an individual forms a connection (association) between two stimuli or between a behavior and a consequence.
* Classical conditioning & operant conditioning
* Psychological Perspective: Behaviorism

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24
Q

Classical Conditioning (Pavlovian Conditioning)

A

A learning process in which an organism learns to associate two stimuli, leading to a change in behavior.

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25
Q

Ivan Pavlov

A

Creator of classical conditioning

Area of Research: Digestive System – Salivary glands
* Psychic secretions - the dogs somehow knew the food was coming even though they couldn’t see or smell the food

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26
Q

Natural Reflex

A

Unconditioned Stimulus (US) &
Unconditioned Response (UR)

Unconditioned Stimulus (US) → Unconditioned Response (UR)

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27
Q

Unconditioned Stimulus (US)

A

A stimulus that naturally and automatically triggers a response without prior learning
* Wanting food

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28
Q

Unconditioned Response (UR)

A

The natural response that occurs automatically in reaction to the unconditioned stimulus
* How to salivate

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29
Q

Neutral Stage

A

Neutral Stimulus (NS)

Neural Stimulus → No Response

30
Q

Neutral Stimulus (NS)

A

A stimulus that initially does not elicit any specific response or reaction.
* Bell

31
Q

Pairing

A

Neutral stimulus is paired with an unconditioned stimulus

Neutral Stimulus → Unconditioned Stimulus (US) → Unconditioned Response (UR)

32
Q

Association

A

After repeated pairings, the neutral stimulus becomes a
conditioned stimulus

Neutral Stimulus → Conditioned Stimulus (CS)

33
Q

Conditioned Stimulus

A

A previously neutral stimulus that, after being repeatedly paired with an unconditioned stimulus, acquires the ability to trigger a response on its own
Now a learned stimulus that they associate with something
* Bell

34
Q

Conditioned Response (CR)

A

Response caused by the conditioned stimulus
* Salivating at bell sound

Conditioned Stimulus (CS) → Conditioned Response (CR)

35
Q

First-Order Conditioning

A

The basic form of classical conditioning in which an NS becomes a CS

36
Q

Second-Order Conditioning (Higher-Order Conditioning)

A

Using a CS to condition a NS
Using the footsteps to condition the bell

37
Q

General Processes in Classical Conditioning

A

Acquisition, Extinction, Spontaneous Recovery

38
Q

Acquisition

A

The learning phase of conditioning (acquiring the association)

Temporal contiguity & Taste aversions

39
Q

Temporal contiguity

A

The principle that two stimuli must be presented close together in time for an association to form between them, usually seconds

40
Q

Taste aversions

A

An association that can form even with a long delay between the CS and the US, sometimes hours later
* EX: getting sick after eating food (even a day after), so you avoid it
* Evolutionary advantageous

41
Q

Modality-specific learning

A

Flavor-illness pairings vs sound/light-illness pairings
* Sound and light couldn’t be associated with getting physically sick
* Garcia effect

42
Q

Extinction

A

Decrease in the CR when the US is no longer paired with the CS
* Playing bell without feeding food, salivation will stop

43
Q

Spontaneous Recovery

A

The return of a previously extinguished CR following a rest period
* Slightly stronger but not full force

44
Q

Stimulus discrimination

A

the ability to differentiate between similar stimuli and respond only to the specific conditioned stimulus (CS) while not responding to other, similar stimuli
* Responding to only one of the two different pitched bells

45
Q

Stimulus generalization

A

the tendency for an organism to respond to stimuli that are similar to the conditioned stimulus, even if those stimuli have not been paired with the unconditioned stimulus (US).
* Responding to two different pitched bells

46
Q

Operant conditioning

A

An organism learns to associate a behavior and its consequence

47
Q

Edward Thorndike’s Law of Effect

A

Behaviors followed by satisfying consequences are more likely to be repeated, while those followed by unpleasant consequences are less likely to occur

48
Q

Operant conditioning founder

A

B.F. Skinner
* inspired by Ivan Pavlov & Edward Thorndike
* Pigeons

49
Q

Operant Conditioning: Shaping

A

Rewarding successive approximations of a target behavior
* Slowly getting the behavior you want

50
Q

Steps of Shaping

A
  1. Reward any response that resembles the desired behavior
    * Small turning
  2. Then reward the response that more closely resembles the desired behavior, no longer rewarding the previous one
    * Turning more but don’t for the smaller turn
  3. Next, begin to reward the response that even more closely resembles the desired behavior
  4. Continue to reward closer and closer approximations of the desired behavior
  5. Finally, only reward the desired behavior
51
Q

Positive, negative, reinforcement, punishment

A

Positive - add something
Negative - decrease something
Reinforcement - increase behavior
Punishment - decrease behavior

52
Q

Positive Reinforcement

A

A desirable stimulus is added to increase a behavior
* Ex. Giving toys (+) for a clean room (↑)

53
Q

Negative Reinforcement

A

An undesirable stimulus is removed to increase a behavior
* Ex. Seatbelt sound stops (-) when you buckle it (↑)

54
Q

Positive Punishment

A

An undesirable stimulus is added to decrease behavior
* Ex. Scolding a child (+) if they’re misbehaving (↓)

55
Q

Negative Punishment

A

A pleasant stimulus is removed to decrease behavior
* Ex. Taking away toys (-) if they’re misbehaving (↓)

56
Q

Primary Reinforcer

A

Reinforcers that have innate reinforcing qualities - they satisfy basic biological needs
* Ex. Water, food, sleep, shelter, sex, touch, acceptance, etc.

57
Q

Secondary Reinforcer

A

A reinforcer that has no inherent value and only has reinforcing qualities when linked with a primary reinforcer
* Ex. Money (gives water & food), praise (gives acceptance)

58
Q

Token economies

A

Included in secondary reinforcer

a behavioral modification system in which individuals earn tokens for displaying desired behaviors
* Educational settings (Elementary - stickers)
* Therapy
* Prisons (Points to buy food)

59
Q

Operant conditioning: Reinforcing Schedules

A

A rule or plan that determines how and when reinforcement is delivered in relation to a target behavior

60
Q

Continuous reinforcement

A

A reinforcement is provided every single time the desired behavior occurs. It is effective in establishing new behaviors but leads to quick extinction if reinforcement stops.

61
Q

Partial reinforcement

A

Reinforcement is delivered only some of the time when the desired behavior occurs.
It is resistant to extinction.

62
Q

Variable, fixed, ratio, interval

A

Variable - changed
* More motivating
Fixed - stays the same

Ratio - number of responses between reinforcements
* More motivating (above variable)
Interval - time

63
Q

Partial Reinforcement Schedules

A

variable ratio, fixed ratio, variable interval, fixed interval

64
Q

Variable ratio

A

Reinforcement is given after an unpredictable number of responses, based on an average. Creates a high and steady rate of responding.

Very fast learning, high and steady response rate

  • Ex. Gambling
65
Q

Fixed ratio

A

Reinforcement occurs after a set number of responses
* Ex. Worker earning payment after producing a fixed number of items (like every 10 objects made)

Fast learning, high response rat but pauses after reinforcement

  • Get breaks
66
Q

Variable interval

A

Reinforcement is provided after a random, unpredictable amount of time has passed, as long as the target behavior occurs.

Moderate speed of learning, response rate slow but consistent

  • Ex. Checking for a text message where the reward (new message) comes after variable intervals
67
Q

Fixed interval

A

Reinforcement is delivered after a fixed, predictable amount of time has passed, as long as the desired behavior has occurred

Slow learning, response rate increases when close to reinforcement (scalloping effect), but slows down afterwards

  • Ex. Paycheck after every 2 weeks
68
Q

scalloping effect

A

low rates of responding, when interval is about to hit, then response increases, then decreases again

Happens to fixed interval partial schedules

69
Q

Latent learning

A

A type of learning that occurs without any immediate reinforcement of obvious behavioral change but becomes apparent when the situation requires it.

70
Q

Cognitive map

A

A mental representation of the layout or structure of an environment

  • Rats in a maze with and without a reward
  • Made by Edward Tolman
  • Can be pretty complex - language, spatial, behaviors

PBSI 107 (10 decks)

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