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ap psych > Chapter 6 Learning > Flashcards

Chapter 6 Learning Flashcards

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0
Q

Ivan Pavlov

A

While studying digestion in dogs inadvertently founded principles of classical conditioning
- dogs associated ringing of a bell with food coming so they learned to salivate simply upon hearing the bells

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1
Q

Learning

A

Long lasting change in behavior from experience

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2
Q

Classical conditioning

A

Learning to associate a neutral stimulus with a stimulus that produces a reflexive natural response, so that you have the same reaction to both.

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3
Q

Unconditioned stimulus (UCS)

A

Stimulus that produces a non learned reflexive reaction.

- food

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4
Q

Unconditioned response (UCR)

A

Non learned reflexive response

- salivation to food

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5
Q

Conditioned response (CR)

A

Learned reaction to a once-neutral stimuli thru classical conditioning
- salivating to bell

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6
Q

Conditioned stimuli (CS)

A

Once-neutral stimuli that now elicits a learned reaction

- bell

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7
Q

Acquisition

A

Classical- Once the subject responds to the CS without the presence of the UCS, learning the new behavior
- dogs salivating to only bells

Operant- learning a favorable behavior in order to be reinforced or avoid punishment

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8
Q

Methods of classical conditioning

A
  • delayed
  • trace
  • simultaneous
  • backward
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9
Q

Delayed conditioning

A
  • most effective method of classical conditioning
    Presenting the CS and then introducing the UCS while the CS is still present
  • short delayed conditioning is when the UCS is brought .5 seconds after the CS
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10
Q

Trace conditioning

A

Presenting of the CS followed by a short break, then introduce the US

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11
Q

Simultaneous conditioning

A

CS and UCS are presented at the same time

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12
Q

Backward conditioning

A
  • least effective method of classical conditioning

- UCS stimulus is presented first followed by the CS

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13
Q

Extinction

A

Process of unlearning a behavior

  • in classical conditioning, when the CS no longer elicits a CR
  • in operant, when a behavior is no longer emitted b/ no reinforcement will result from it
  • spontaneous recovery- learned behavior will briefly appear again at a random point after extinction
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14
Q

Generalization

A
  • Classical- When a CR is elicited from stimuli similar to CS
  • operant- being reinforced for behaviors similar to the original
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15
Q

Discrimination

A

Classical- Teaching subjects to only respond to a certain correct CS in a plethora of other similar stimuli

Operant- only reinforcing a specific behavior
Discriminative stimulus- behavior made only under certain conditions

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16
Q

John Watson

A

Conditioned a little boy named Albert to fear a white rat

  • at first like rat
  • repeatedly paired rat(CS) with loud noise(UCS) that caused fear(UCR)
  • then began to associate fear with rat, taught Albert to cry when seeing rat(CR)
  • generalized fear to other white fluffy things
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17
Q

Aversive conditioning

A

Conditioning subjects to have a negative response to stimuli
- like bad tasting nail polish to stop biting nails

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18
Q

Higher order conditioning

A

Once a CS elicits a CR, you can use that CS as a UCS to associate it to new stimuli.

  • after the dog salivates to the bell alone, the bell can be paired with a flash of light so that the dog can salivate to the light alone
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19
Q

Rosalie rayner

A

Helped John Watson condition Albert to fear his white rat

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20
Q

Biology viewpoint of classical conditioning

A

Humans and animals seem biologically inclined to associate certain US and CS more than others
- ex: learned taste aversions

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21
Q

Learned taste aversions

A
  • powerful connections humans and animals are very biologically inclined to make
  • taste aversions can be learned in a single pairing even if the food and sickness (CS and CR) are separated by many hours
  • even more inclined if the food is salient (strong and unusual taste)
  • adaptive behavior helps with the survival of the species to avoid eating dangerous things in the future
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22
Q

Salient

A

Easily noticeable stimuli that create a more powerful CR

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23
Q

John Garcia

A

Performed famous experiment illustrating how rats are inclined to make certain associations more than others (classical conditioning)

  • could easily associate noise with shock and unusual water with nausea but not noise with nausea and unusual water with shock
  • made the Garcia effect
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24
Q

Garcia effect

A

Biological standpoint classical conditioning- The ease with which animals learn taste aversions

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25
Q

Robert Koelling

A

Helped John Garcia in his experiments with animals and taste aversions

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26
Q

Operant conditioning

A

Kind of learning based on the association of consequences with one’a behavior

27
Q

Edward thorndike

A

One of the first to research operant conditioning

  • experiments with cat in a puzzle box led him to believe that animals learn things without mental activity but rather connect a stimulus and a response that gradually strengthens
  • made the law of effect and called his research ‘instrumental learning’
28
Q

Law of effect

A

If the consequences of a behavior are pleasant the stimulus response connection is strengthened while if it is nagative the connection is weakened
- made by thorndike

29
Q

Instrumental learning

A
  • made by thorndike

- how the consequence of a behavior is instrumental in shaping future behavior

30
Q

BF skinner

A

Coined the term operant conditioning

  • invented Skinner box to study operant conditioning in animals
  • expanded behaviorism to include pinishment and reinforcement
  • used food as a reinforcer
31
Q

Reinforcement

A

Anything that makes a behavior more likely to occur

- positive and negative

32
Q

Punishment

A

Anything that makes a behavior less likely to occur

- positive and negative

33
Q

Positive reinforcement

A

Addition of something pleasant after favorable behavior

34
Q

Negative reinforcement

A

Removal of something negative after favorable behavior, results in escape learning

35
Q

Escape learning

A

Doing a behavior so that you can ‘escape’ an aversive stimulus

36
Q

Avoidance learning

A

Doing a behavior so as to Prevent an aversive stimulus

37
Q

Positive punishment

A

Addition of something unpleasant after an unfavorable behavior

38
Q

Negative punishment

A
  • aka omission training

- removal of something pleasant after an unfavorable behavior

39
Q

Shaping

A

Instead of waiting for subject to stumble upon favorable behavior, reinforcing behavior that is very similar to or approximate to the goal
- used to speed up the process

40
Q

Chaining

A

Teaching subject to Link together a number of separate behaviors into a more complex activity

41
Q

Primary reinforcers

A

Food water rest, natural non learned reinforcers

42
Q

Secondary reinforcers

A

Unnatural Reinforcers we have learned to value

  • video game
  • money- special generalized reinforcer b/ you can trade it for virtually anything
  • token Economy- generalized reinforcer also, accumulating tokens that can be used to choose from a variety of reinforcements
43
Q

Premack principle

A

Idea that reinforcing properties depend on the situation

Ex: food is not a powerful reinforcer if you are not hungry

44
Q

Continuous reinforcement

A

Rewarding a favorable behavior every time

45
Q

Partial reinforcement effect

A

Behaviors are more resistant to extinction if the animal has not been reinforced continuously

46
Q

Partial reinforcement schedule

A 
Rewarding a favorable behavior only sometimes instead of every single time 
4 types: 
- fixed ratio
- fixed interval 
- variable ratio 
- variable interval
47
Q

Fixed ratio schedule (FR)

A

Gives reinforcement to a favorable behavior only after a set number of responses
- reinforcement after 5th response (FR-5)

48
Q

Variable ratio schedule (VR)

A

Reinforces behavior after a random amount of responses that averages out to a set number
- reinforcing after the 2nd, 4th, and 6th responses (VR-4)

49
Q

Fixed interval schedules (FI)

A

Reinforcement is given for a favorable behavior after a set amount of time has passed
- reinforcing a behavior 3 minutes after it happens (FI-3)

50
Q

Variable interval (VI)

A

Reinforcing favorable behavior only after a varied random amount of time has passed which averages out to a certain time
- reinforcing behavior only after 2 minutes has passed, 6 minutes, 10 minutes (VI- 6)

51
Q

Reinforcement schedule uses

A
  • partial reinforcement schedules more resistant To extinction, variable schedules even more resistant
  • ratio schedules encourage higher responding rates than interval schedules
52
Q

Biological standpoint to operant conditioning

A

Instinctive drift
How animals, no matter what reward they are to be given, will not do certain behaviors that go against instinctive patterns of behavior

53
Q

Cognitive standpoint to conditioning

A

Radical behavioralists think learning happens without thought. Instead Cognitive psychologists believe

Classical- they have the response to the CS because subjects have just developed the expectation that it will be followed by the UCS (Robert rescorla’s continency model)

Operant- subjects are cognizant of the consequences to their behavior and act to maximize reinforcement

54
Q

Contiguity model

A

The more 2 things are paired the greater the learning that will take place (Pavlovian model) in classical conditioning

55
Q

Robert rescorla

A

Revised the Pavlovian contiguity model to make the contingency model of classical conditioning which is a more cognitive pov. Even though Rocco had the same amount of trials as sparky, some additional instances were made when the CS and UCS were not connected for Rocco and Rocco ended up salivating less. This shows that the responses are built on cognizant expectation- not simple stimulus response mechanisms

56
Q

Contingency model

A

Subjects have responses to a CS because they are cognizant and expecting the UCS

57
Q

Types of cognitive learning

A

Observational
Latent
Abstract
Insight

58
Q

Observational learning

A
  • aka modeling, cognitive learning
  • observation and imitation
  • Albert bandura’ bobo doll experiment
59
Q

Albert bandura

A
  • studied observational learning,
  • bobo doll experiment showed how easily children learn violent behavior from adult models or television programs
  • children exposed to video of adults violently hitting the bobo doll were a lot more violent towards the bobo dolls than their nonexposed peers
60
Q

Latent learning

A
  • Edward tolman
  • learning that only becomes obvious once a reinforcement in given for demonstrating it indicating that the subjects cognitively store the info
61
Q

Edward tolman

A
  • proved learning doesn’t have to be immediately evidenced through gradual behavior changes (latent)
  • 3 groups of rats
  • 1- no reward for doing a maze, performance speed improved only slightly
  • 2- reward for doing the maze, performance speed improves steadily
  • 3- no reward in the first half, reward in the 2nd, performance at first like the 2nd group, then speed completely skyrockets after rewards begin to be given (stored a cognitive map)
62
Q

Abstract learning

A

How subjects are not simply just forming a s-r connection but can understand whole concepts and apply them
- ex: pigeons can recognize and peck at a certain shape even if the actual context of the shape is diff than the original

63
Q

Insight learning

A

Suddenly realizing how to solve a problem instead of gradual s-r strengthening
- Wolfgang Koehler

64
Q

Wolfgang Koehler

A
  • studied insight learning
  • chimps put in a room full of boxes with a banana at the ceiling
  • spent time unproductively until suddenly realized how to get banana and piled boxes ontop of one another to get it

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