Chapter 6 - Learning Flashcards
classical conditioning
occurs when a previously neutral stimulus (NS) is paired (associated) with an unconditioned stimulus (UCS) to elicit a desired response (conditioned response - CR)
UCS
unconditioned stimulus
-stimulus that causes a response without previous conditioning
UCR
unconditioned response
-unlearned reaction to an UCS, occurring without previous conditioning (training)
NS
neutral stimulus
-stimulus (before conditioning), does not naturally bring the response of interest
CS
conditioned stimulus
- previously neutral stimulus
- through repeated pairings with an UCS, now causes a CR
CR
conditioned response
- learned reaction to CS
- occurs because of previous repeated pairings with an UCS
stimulus generalization
stimuli similar to the original CS causing a CR
stimulus discrimination
only the CS elicits the CR
extinction
gradual disappearance fo a CR
occurs when UCS is withheld whenever the CS is presented
spontaneous recovery
sudden, temporary reappearance of a previously extinguished CR
operant conditioning
learning through voluntary behavior and its subsequent consequences
reinforcement increases behavioral tendencies
punishment decreases them
reinforcement
strengthens a response and makes it more likely to recur
punishment
weakens a response and makes it less likely to recur
positive reinforcement
adding (or presenting) a stimulus
strengthens a response and makes more likely to recur
negative reinforcement
taking away (or removing) a stimulus strengthening a response and makes more likely to recur
Premack principle
using a naturally occurring high-frequency response to reinforce and increase low-frequency responses
-recognizing what you like (going to the movies) and tie to a less desirable behavior (studying)
you can go to the movies, after studying
continuous reinforcement
every correct response is reinforced
partial (intermittent) reinforcement
some, but not all, correct responses are reinforced
shaping
reinforcement delivered for successive approximations of the desired response
positive punishment
adding (or presenting) a stimulus, thereby weakening a response and making it less likely to recur
negative punishment
taking away (or removing) a stimulus, thereby weakening a response and making it less like to recur
observational learning
learning new behaviors or information by watching and imitating others
-known as social learning or modeling
latent learning
hidden learning that exists without behavioral signs
cognitive map
mental image of a 3-D space that an organism is navigated
mirror neurons
brain cells that fire both when performing specific actions and when observing specific actions or emotions of another
“mirroring” may explain empathy, imitation, language, and the emotional deficits of some mental disorders
biological preparedness
built-in (innate) readiness to form associations between certain stimuli and responses
instinctive drift
conditioned responses shift back toward innate response patterns
learning vs. conditioning (6.1)
relatively permanent change in behavior and mental processes due to experience; applies to useful/admirable behaviors (new route to campus or serving as guide dog), and to less adaptive behaviors (superstitious acts); what is learned can be unlearned - through retraining, counseling, and perseverance
vs.
learned responses/behaviors from a stimulus
six principles of classical conditioning (6.3)
acquisition - NS and UCS are paired; NS becomes a CS, obtain a CR
stimulus generalization - CR is obtained not just by CS, but also by Stimuli similar to the CS
stimulus discrimination - certain stimuli similar to the CS do not create the CS
extinction - CS is presented alone, without the UCS. Eventually the CS no longer creates the CR
spontaneous recovery - sudden reappearance of a previously extinguished CR
higher-order conditioning - NS becomes a CS through repeated pairings with a perviously CS
operant conditioning, reinforcement, and punishment (6.4)
based on what happens AFTER we VOLUNTARILY perform a behavior (learning from consequences)
consequences are the heart of OPERANT CONDITIONING
the subject performs a voluntary behavior (operant) that produces either REINFORCEMENT or PUNISHMENT, which influence whether the response will occur again in future; reinforcement strengthens the response and makes it more likely to occur; punishment weeks the response and makes it less likely to recur
identify the four schedules of partial reinforcement (6.8)
fixed ratio (FR) - reinforcement occurs after a predetermined set of responses; ratio (number or amount) is fixed variable ratio (VR) - occurs unpredictably; ratio varies fixed interval (FI) - occurs after a predetermined time has elapsed; interval is fixed variable interval (VI) - occurs unpredictably; interval varies
shaping and why it’s important (6.9)
each of the four schedules of partial reinforcement is important for maintaining behavior
shaping does not occur naturally; teaches desired response by reinforcing a series of successively improving steps leading to the final goal response
ex: want to shape a child to make bed, could begin by reinforcing when he first gets the sheets and pillows in the right general area on the bed - even if sloppy; over time, stop reinforcing the beginning level of behavior, would only reinforce when he got the sheets, bedspread, and pillows all in the right place, most of the wrinkles removed
-each step moves slightly beyond the previously learned behavior
positive (PP) and negative punishment (NP) weaken behavior (6.10)
think in mathematical terms
ex: PP - parent adds new chores each time the child is late getting home
NP - parents take away the car keys from a teen who doesn’t come home on time
observational learning and 4 factors needed for learning by observation (6.15)
4 key factors:
attention - teachers insist on having students watch their demonstrations
retention - to learn new behaviors, we need to carefully note and remember the model’s directions and demonstrations
reproduction - cannot occur if we lack the motivation or motor skills necessary to imitate the model
reinforcement - more likely to repeat a modeled behavior if the model is reinforced for the behavior
learning affect the brain (6.16)
learning, consciously or unconsciously, that experience changes our brains
