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Psych 104 Final > Chapter 7 - Learning and Adaptation > Flashcards

Chapter 7 - Learning and Adaptation Flashcards

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1
Q

Papa of Operant Conditioning

A

B.F. Skinner

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2
Q

Operant (behaviour)

A

A class of behaviour that operates on the environment to produce a common environmental response

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3
Q

Learning

A

A change in behaviour due to experience

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4
Q

Operant Learning

A

A change in a class of behaviour as a function of the consequences that followed it
Reinforcement, punishment. Consequences of our behaviour

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5
Q

Reinforcement

A
  1. The occurrence of a particular behaviour
  2. Is followed by an immediate consequence
  3. That results in the strengthening of the behaviour (person is more likely to engage in the behaviour again in the future)
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6
Q

Reinforcement _____ behaviour

A

INCREASES, due to the reinforcement

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7
Q

Positive Reinforcement

A

Response produces a good stimulus; something you want
Result: Increase in response rate

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8
Q

Negative reinforcement

A

Response ELIMINATES / PREVENTS a bad stimulus
Result: Increase or strengthening of the behaviour / response rate

Taking away something bad to increase behaviour

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9
Q

Positive Punishment

A

Decrease in behaviour by adding something bad

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10
Q

Negative Punishment

A

Taking away something good to decrease the behaviour

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11
Q

Punishment ____ behaviour

A

Decreases

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12
Q

Adding a stimulus -

A

Positive reinforcement

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13
Q

Remove a stimulus-

A

Negative reinforcement

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14
Q

Reward ≠

A

Reinforcer
Observe what is happening with these behaviours. What fits the person before the behaviour, after it, what if it does not happen?

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15
Q

Escape Behaviour

A

When operant behaviour increases by REMOVING an ongoing event or stimulus

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16
Q

Avoidance Behaviour

A

When operant behaviour increases by PREVENTING the onset of an event or stimulus

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17
Q

Aversive Stimulus

A

An event or stimulus that an organism escapes or avoids

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18
Q

Unconditional (Primary) Reinforcer

A

A reinforcer that acquired its properties as a function of species EVOLUTIONARY HISTORY
Has to do with SURVIVAL. Biological importance
Cannot survive without eating, drinking water, sleeping..

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19
Q

Conditional (Secondary) Reinforcer

A

Otherwise neutral stimuli or events that have acquired the ability to reinforce due to a contingent relationship with other, typically unconditional reinforcers.
E.g. Money

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20
Q

Immediacy (Contiguity)

A

A stimulus is more effective as a reinforcer when it is delivered IMMEDIATELY after the behaviour

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21
Q

What variables affect Reinforcement?

A
  • Immediacy (Contiguity)
  • Contingency
  • Motivating Operations
  • Individual Differences
  • Magnitude
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22
Q

Contingency

A

A stimulus is more effective as a reinforcer when it is delivered CONTINGENT on the behaviour
Reinforcer is not randomly given

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23
Q

Motivating Operations

A

Establishing operations make a stimulus MORE effective as a reinforcer at a particular time.
Abolishing operations make a stimulus LESS effective as a reinforcer at a particular time

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24
Q

Individual differences

A

Reinforcers vary from person to person

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25
Q

Magnitude

A

Generally, a more intense stimulus is a more effective reinforcer

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26
Q

Task Characteristics

A

E.g. Reinforce a pigeon pecking for food v.s. a hawk pecking for food

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27
Q

Establishing Operations (EO)

A

An operation that INCREASES the effectiveness of a reinforcer
E.g. a bar offering free popcorn and beverages

28
Q

Abolishing Operations (AO)

A

An operation that DECREASES the effectiveness of a reinforcer

E.g. Satiation - if you are full, you will be less motivated to eat food

29
Q

Reinforcer Magnitude

A

Generally, larger reinforcers are more reinforcing than smaller reinforcers
- NOT linear
will $5 be as effective if you just won the lottery?

30
Q

Premack Principle

A

H = high probability response
L = low probability response

L ➡️ H, reinforces L
H ➡️ L, DOES NOT reinforce H

Different behaviours have different probabilities of occurring.
E.g. Eating = high probability; Lever pressing = low probability.
Lever pressing leads to more eating, not the other way around

31
Q

Continuous Reinforcement (CRF) Schedule

A
  • Behaviour is reinforced EACH TIME it occurs
  • Rate of behaviour increases rapidly
    • Useful when shaping a new behaviour
  • RARE in the natural environment!
    Everytime you are doing that behaviour, you are getting rewarded
32
Q

Intermittent Reinforcement Schedule

A
  • Many different types
  • Four (4) main types:
    • Fixed-ratio (FR)
    • Variable-ratio (VR)
    • Fixed-Interval (FI)
    • Variable-Interval (VI)
33
Q

Fixed-Ratio (FR)

A

Behaviour reinforced after a fixed-number of times
- e.g. FR-120

34
Q

What does the Fixed Ratio schedule generate?

A

Post-Reinforcement Pause (PRP)
- Pausing typically increases with ratio size and reinforcer magnitude
- Straight horizontal line on graph; reinforcement being provided

Steady RUN RATES following the PRP

35
Q

Variable-Ratio Schedule (VR)

A
  • The number of responses needed varies each time
  • Ratio-requirement varies around average
  • e.g., VR-360 (reinforcement after 360 responses)
36
Q

Variable-Ratio Schedule Example:
VR-360
Ratios
Shuffled Ordering

A

Ratios:
• 1, 10, 20, 30,60, 100, 180, 240, 300, 360, 420,480, 540, 600, 660, 690, 690, 720, and 739 responses
• Mean = 360 (Average Ratio)

ShuffledOrdering:
• 20, 240, 720, 420, 480, 60, 10, 690, 30, 739, 360, 690, 300, 1, 660, 600, 540, 100, 180

37
Q

What are Post-Response Pauses (PRPs) like in Variable-Ratio Schedules?
What are they influenced by?

A

Rare and very short
- influenced by the LOWEST ratio and/or the AVERAGE ratio

38
Q

What do Variable-Ratio Schedules produce?

A

Produce Higher rates than a comparable Fixed-ratio schedule, because you do not know when you will be reinforced

39
Q

What are Variable-Ratio schedules common in?

A

Natural environments

40
Q

Two common variations in Variable-Ratio schedules

A
  • Random-Ratio
  • Progressive-Ratio
41
Q

Random-Ratio (VR)

A

• Schedule is controlled by a random number generator.
• Produces similarly high rates of responding.
• Type of ratio used in casino games & video games!

42
Q

Progressive-Ratio (VR)

A

• Ratio requirements move from small to large
• e.g., 1,2,3,4,5,6,7,8…
• e.g., 2,4,6,8,10 . . .
• PRPs increase with ratio size
• Creates a “BREAK-POINT” measure of how hard an organism will work
• at what point is a human willing to stop responding for said reinforcement

43
Q

Fixed-Interval Schedule (FI)

A

• Behavior is reinforced when it occurs after a given period of time.
• e.g., FI-4min (only after 4 minutes, if you respond again, will you get reinforced. No less)

44
Q

What do Fixed-Interval schedules produce and what increases gradually as a result?

A

• PRPs
• Responding increases gradually producing a “scallop” shape

  • Probably would not study right after an exam, but would study more as another exam approaches
45
Q

Are Fixed-Interval schedules (FI) common or uncommon in the natural environment?

A

Uncommon

46
Q

Variable-Interval Schedule (VI)

A

• The TIMING of the response needed VARIES each time
• Interval varies around an AVERAGE
• e.g., VI-3mins (shuffled reinforcement in terms of time - seconds)

  • RATIOS (in seconds): • 300, 30, 280, 120, 360, 300, 0, 240, 220, 180, 10, 280, 100, 60

Not knowing how long it is going to rain for, when the bus will come in the snow

47
Q

PRPs and rates of responding in Variable-Interval Schedule?

A

• PRPs are rare and short
• Steady rates of responding, but
• BUT NOT AS HIGH AS A VR

48
Q

Are Variable-Interval Schedules common or uncommon in natural environments?

A

Common

49
Q

Extinction

A
  1. A behaviour that has been previously reinforced
  2. No longer results in the reinforcing consequences
  3. And therefore, the behaviour stops occurring in the future
50
Q

Extinction Burst

A

Increase in frequency, duration, and/or intensity of the unreinforced behaviour during the extinction process
- Still trying to get that reinforcement because you expect it. It has not been extinguished
- Like getting a snack that will not come out of the vending machine because you entered coins

51
Q

Spontaneous Recovery

A

The tendency for the EXTINGUISHED behaviour to occur again in situations SIMILAR to those it had been previously reinforced

52
Q

Defining Punishment

A
  1. The occurrence of a particular
    behavior
  2. Is followed by an immediate consequence
  3. That results in the WEAKENING of the behavior (i.e., the person is less likely to engage in the behavior again in the future)
53
Q

Two Ways of punishing

A

Add a stimulus = Positive Punishment ➕
Remove a stimulus = Negative Punishment ➖

54
Q

Premack Principle for Reinforcement and Punishment

A

For Reinforcement:
• High-probability behavior reinforces low-probability behavior

For Punishment:
• Low-probability behavior punishes high-probability behavior.

55
Q

Extinction v.s. Negative Punishment

A

• Extinction - WITHHOLDING the reinforcer that was maintaining
the behavior

• Negative punishment - REMOVING or WITHDRAWING a positive reinforcer after the behavior

56
Q

Variables Affecting Punishment

A

• Contingency - the degree of correlation between a behavior and its consequence (consequence has to occur everytime that behaviour happens)
• Contiguity - nearness of events in time (temporal contiguity) or space (spatial contiguity).
• The longer the delay (less contiguity), the slower the learning.
• Intensity - the more intense the punisher is in terms of magnitude, the more effective it typically is.

57
Q

Introductory Intensity of Punishment and Ethical Consideration
(Variables that affect punishment)

A

Using an effective level of punishment from the beginning is very important!

• If punishment is to be used, it must be intense enough to supress the behavior dramatically (always try reinforcement before you try punishment)

58
Q

The Problems with Punishment

A

Punishment can induce ESCAPE and AVOIDANCE behaviors.
• Examples:
• Hiding
• Cheating • Lying

59
Q

More problems with punishment

A

• Aggression
(Form of escape, become aggressive because you were punished)
• Apathy
(Why do anything if anything you will be punished)
• Doesn’t teach acceptable behaviors!
• Abuse
• Imitation of the Punisher

60
Q

Classical Conditioning

A

Process of learning to associate two stimuli (associative learning; associate something with say a memory)
• Respondent conditioning
• Pavlovian conditioning

61
Q

Unconditional Reflex

A

Unconditional (or unlearned) stimulus elicits a Unconditional (or unlearned) response
- Natural responses
- Donut (US) causes salivation (UR)

62
Q

Conditional Reflex

A

Conditional (or learned) stimulus elicits a Conditional (or learned) response
- When you associate two things together, like bell donut bell donut. The bell would make you salivate, donut or no donut

63
Q

Generating a Conditional Reflex

A

Step 1:
• Make administration of the US CONTINGENT on presentation of the novel stimulus
Neutral Stimulus (🔔) ➡️ US (🍩) ➡️ UR (🤤)
——— Time ——— >
as the neutral stimulus is repeated
it becomes the CS
Step 2:
• Present the CS (formerly the neutral stimulus) on its own
Conditional Stimulus (🔔) ➡️ Conditional Response (🤤)

64
Q

Variables affecting Respondent Conditioning

A

AMOUNT of Exposure to the Contingencies (i.e., Number of pairings)

• In general, MORE exposure = GREATER conditional responding
• EARLY exposure produces MORE learning than later exposure
• i.e., Non-linear
• Conditional Responding is asymptotic
• Conditioning can occur at different rates

65
Q

Other variables affecting Respondent Conditioning

A

Intertrial-Interval (time between exposures)
• Interval between one CS-US exposure (a trial) and another CS-US exposure (a different trial)
• Long term contingency is better because you can analyze the data more)

Age
• Degenerative/health effects of aging • Learning history

66
Q

Conditioned Emotional Responses

A

An emotional response to a stimulus that is acquired through Respondent Conditioning.
• Like classical conditioning, but taking use of emotion
• e.g., Little Albert
• CERs can be positive OR negative

Psych 104 Final (3 decks)

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