Chapter 6- Learning Flashcards
learning
a long lasting change in behavior resulting from experience
acqusition
when the subject responds to the CS without of presentation of the US and has acquired a new behavior
extinction
the process of unlearning a behavior
spontaneous recovery
sometimes, after a conditioned response has been extinguished and no further train of the animals has taken place, the response briefly reappears upon presentation of the conditioned stimulus
generalization
the tendency to respond to similar CSs
discrimination
subjects can be trained to tell the difference between various stimuli
classical conditioning
people and animals can learn to associate neutral stimuli with stimuli that produce reflexive, involuntary responses and will learn to respond similarly to the new stimulus as they did to the old one
unconditioned stimulus
something that elicits a natural, reflexive response (food)
unconditioned response
the natural, involuntary response (salivation)
conditioned stimulus
something that, after conditioning, elicits the natural, reflexive response but would not do so without conditioning (bell)
conditioned response
the response that after conditioning, elicits the natural, reflexive response but would not do so without conditioning (bell)
aversive conditioning
subjects can be conditioned to have a negative response to a stimuli
second-order or higher-order conditioning
once a CS elicits a CR, it is possible, briefly, to use that CS as a US in order to condition a response to a new stimulus
learned taste aversion
when you ingest an unusual food or drink and then become nauseous, you will probably develop an aversion to that food or drink
operant conditioning
a kind of learning based on the association of consequences with one’s behaviors
law of effect
if the consequences of a behavior are pleasant, the stimulus-response connection will be strengthened and the likelihood of the behavior will increase. however, if the consequences of a behavior are unpleasant, the S-R connection will weaken and the likelihood of the behavior will decrease.
instrumental learning
learning in which the consequence is instrumental in shaping future behaviors
Skinner box
an experimental tool that has a way to deliver food to an animal and a lever to press or disk to peck in order to get the food
reinforcer, reinforcement
a desirable stimuli, the process of giving a desirable stimuli to a subject
positive reinforcement
the addition of something pleasant
negative reinforcement
the removal of something unpleasant
positive punishment (punishment)
the addition of something unpleasant
negative punishment or omission training
the removal of something pleasant
shaping
reinforces the steps used to reach the desired behavior
chaining
reinforces a number of responses successively in order to get a reward
primary reinforcers
reinforcers that are, in and of themselves, rewarding (food, water, rest, etc.)
secondary reinforcers
things we have learned to value (praise, the chance to play a video game, etc.)
generalized reinforcers
reinforcer that can be traded for anything (money)
token economy
a system in which, every time people perform a desired behavior, they are given a token which can be used to trade for any one of a variety of reinforcers
reinforcement schedule
a schedule that determines the number of rewards per number of times a behavior is performed
fixed interval schedule
reinforcement is delivered after a behavior is performed following the passage of a fixed amount of time
fixed ratio schedule
reinforcement is delivered after a set number or responses
variable interval schedule
reinforcement is delivered after a behavior is performed following the passage of a variable amount of time
variable ratio schedule
reinforcement is delivered after a variable number of responses
continuous reinforcement
when a behavior is reinforced each time it occurs
partial-reinforcement effect
behaviors will be more resistant to extinction if the animal has not been reinforced continuously
instinctive drift
the tendency for animals to forgo rewards to pursue their typical patterns of behaviors
observational learning or modeling
people and animals learn by observing others
latent learning
learning that becomes obvious only once a reinforcement is given for demonstrating it
insight learning
occurs when one suddenly realizes how to solve a problem
Ivan Pavlov
inadvertently discovered classical conditioning while studying digestion in dogs
John Watson and Rosalie Rayner
conditioned a little boy named Albert to fear a white rat
John Garcia and Robert Koelling
experiments illustrating biological preparedness in classical conditioning
Edward Thorndike
one of the first people to research operant conditioning, cat in puzzle box experiment
B. F. Skinner
best known psychologist to research operant conditioning, invented the Skinner box
Robert Rescorla
revised the Pavlovian model of classical conditioning to take into account a more complex set of circumstances, contingency model, cognitive view of classical conditioning
Albert Bandura
studied modeling and observational learning, Bobo doll experiment
Edward Tolman
studied latent learning in rats going through mazes
Wolfgang Köhler
studied insight learning in chimpanzees
delayed conditioning
most effective form of classical conditioning, when the CS is presented, and while it is still occurring, the US is presented
trace conditioning
the presentation of the CS, followed by a short break, followed by the presentation of the US
simultaneous conditioning
CS and US are presented at the same time
backward conditioning
US is presented first and is followed by the CS, particularly ineffective
salient stimuli
easily noticeable stimuli that create a more powerful conditioned response
escape learning
allows one to terminate an aversive stimulus
avoidance learning
allows one to avoid the unpleasant stimulus altogether
Premack principle
the idea that the reinforcing properties depend on the situation, whichever of two activities is preferred can be used to reinforce the activity that is not preferred
contiguity model
Pavlovian model of classical conditioning, postulates that the more times two things are paired, the greater the learning that will take place
contingency model
Rescorla’s model of classical conditioning, cognitive view, A is contingent upon B when A depends upon B and vice versa, expectations and thoughts influence learning
abstract learning
understanding abstract concepts such as tree or same, animals have been shown to demonstrate abstract learning as well as people
