Chapter 6.2 Flashcards
Learning
the change in an organisms behaviours of thoughts as a result of an experience
Did early behaviourists believe thinking played a role in learning
no
BF skinner was an advocate of
radical behaviouism
SOR (cognitive) model of learning
O= organisms cognitive interpretation of the stimulus
- expand on limited view of S(stimulus and R (response) model
in SOR (cognitive) models of learning response depends on
what the stimulus means to the animal
Latent learning
learning that is not directly observable
- knowledge that is acquired and can be used later, when needed
Strong evidence of latent learning comes from
Blodgett and Tolman
Cognitive Map
mental representations of spatial layouts
Tolman’s maze learning experiement
- rats could select a novel path after being trained in a similar enviourment
- suggests learning provides knowledge and expectation of “waht lead to what”
Observational learning
- learning that occurs by observing the behaviour of a model
- thought to be a special form of latent learning, becasue direct reinforcement is not needed for learning to occur
Example of Observational learning
- Classic Bobo Doll experiments by Albert Bandura (1960s)
- children who watch an agressive model yell at the doll imitated the behaviour later. Also more likely to escalate into aggressive behaviour
is there a relationship between media violence and aggression
- is a third variable problem
100s of studies show a correlation between exposure to media violence and increased aggression
Mirror neurons
- cells in the prefrontal cortex that become activated by specific motion when an animal both preforms AND observes the action
- very selective
Mirror neurone where originally found in
monkeys; however evidence suggest that humans have them too
Insight learning is demostrated by
Kohler (1925)
- some animals may learn this way
Insight learning
- the sudden understanding of the solution to the problem
Biological preparedness
- biological prewired to learn behaviours related to survival
- behaviours contrary to the natural tendencies are learned vary slowly, if at all
How are taste aversions formed
learned
- classically conditioned: associated between the taste of food and feelings of illness/disgust
What are the ways that Classical Taste Eversions (CTAs) differ from classical conditioning
- can be learned in a single trial
- there can be a very long delay between the CS and UCS, with little to no impact on the liklihood of developing a CTA
- are very specific
Garcia (1985)
- showed rats could easily learn a taste aversion to flavours
- but could not easily learn a taste aversion to sights/sounds
- contradicts the assumption of equipotentiality
equipotententiality
Preparedness
innate tendency for an organsim to more easily learn certain types of behaviours or to associate certain types of events with eachother
Preparedness and Phobias is demonstrated in what what experience
Cook & Mineka (1989)
Cook & Mineka (1989) experiment process
Group 1: flowers/toy rabbit + video of money displaying fear
Group 2: toy snake/toy crocodile + video of monkey displaying fear
- group 2 learned fear response extremely quickly
Instrictive Drift
- the tendency of animals to return to innate behaviours following repeated reinforcement
Instinctive Drift is demostrated by which experiment
Breland & Breland 1961
Breland & Breland 1961
- pig trained to deposit coin in piggy bank (didnt work out so well)
- raccon trained to deposit the coin (also did not work)
Sleep -assisted learning
- the idea that you can learn new material while you sleep
- Example: listening to an audio book when sleeping
does sleep assisted learning work
no
- sleep can help with learning, just not in this direct way
How does sleep help with learning
- getting adequate sleep
- sleeping between studying sessions
- helps people maintain certain information
Accelerated learning
- supposedly allows people to learn new information 25x to 100x as quickly as normal
What are the techniques mixed together to create SALTT
- getting students to expect they will learn more quickly
- visualize information for what they are learning
- playing classical music during learning
- breathing in a regular rhythym when learning
does SALTT work
- there is no evidence to support their claims
Discovery learning
when students are given experimental material and asked to figure out scientific principles on there own
- not advised on a stand alone approach
direct instruction
telling students how to solve problems, is typically more effective and efficient
Is there evidence to support learning styles
no evidence lt enhances learning
Learning styles
- idea that every student has their own preferred way of acquiring information; if the content presented matches the students learning styles, learning will be more effective and efficient
what are the 4 different learning styles
- visual
- auditory
- reading/writing
- kinaesthetic
