Chapter 7 Module (Learning) Flashcards
Learning
The process of acquiring through experiencing new and relatively enduring information or behaviorus.
Classical Conditioning
Two or more stimuli
First stimuli comes to elicit behaviour in anticipation of the second stimulus.
Operant Conditioning
Learn to repeat acts that bring rewards and avoid acts that bring unwanted results.
A response and its consequence
Cognitive Learning
Learning new behaviours by observing events and people, and through language.
Also learning things we have neither experienced nor observed.
Association
Naturally connects events that occur in sequence.
Feed habitual behaviours (the default modes)
Stimulus
Any event or situation that evokes a response.
Respondent Behaviour
Behaviour that occurs as an automatic response to some stimulus.
Operant Behaviours
Behaviour that operates on the environment, producing a consequence.
Behaviourism
The view that psychology
1) should be an objective science that
2) studies behaviour without reference to mental processes
Most research psychologists today agree with 1 but not with 2.
Neutral Stimuli (NS)
In classical conditioning, a stimulus that elicits no response before conditioning.
Unconditioned Response (UR)
In classical conditining, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US)
ex. drooling
Unconditioned Stimulus (US)
In classical conditioning, a stimulus that unconditionally - naturally and autmatically - triggers an unconditioned response (UR).
ex. food
Conditioned Response (CR)
In classical conditioning, a previously unconditinoed response becomes activated in response to the previously neutral stimuli.
ex. drooling to the sound of a bell
Conditioned Stimulus (CS)
In classical conditioning, a previously neutral stimuli elicits a previously unconditioned response.
ex. a bell that elicits drooling
5 Major Conditioning Processes
(Pavlov)
1) Acquisition
2) extinction
3) Spontaneous recovery
4) Generalization
5) Discrimination
Acquisition
In classical conditioning, the initial stage when one links a neutral stimulus and an unconditined stimulus so that the neutral stimulus begins triggering the conditional response.
In operant conditioning, the strengthening of a reinforced response.
High-Order conditioning
A new NS can become a new CS without the presence of a US.
Extinction
Diminished response that occurs when the CS no longer signals an impending US.
Spontaneous recovery suggests that extinction is suppression rather than elimination.
Spotaneous Recovery
The reappearance of a (weakened) CR after a pause.
Generalization
When the CS does not have to be specific, and similar stimuli can elicit a CR.
Discriminization
Distinguishing between the CS and similar stimuli.
Law of Effect
Thorndike’s principle that behaviours followed by favorable consequencess become more likely, and that behaviours followed by unfavorable consequences become less ilkely.
Operant Chamber
Skinner box.
Reinforcement
In operant conditioning, any event that stregnthens the behaviour it follows.
Can be negative (taking away a negative) or positive (giving a reward).
Positive Reinforcement
Adding a reward as a consequence of a behaviour that you are trying to teach/enforce.
Negative Reinforcement
Taking away a negative stimulus as a consequence of a behaviour that you are trying to teach/enforce.
Primary Reinforcers
A reinforcement that is unlearned and satisfies a biological need.
Ex. eating when hungry.
Conditioned Reinforcers
Also known as secondary reinforcers
A reinforcement that is learned association with a primary reinforcer.
Ex. a light in a skinner box.
Continuous Reinforcement Schedule
Learning applies rapidly. Fast extinction rate as well.
Best for mastering somethig.
Partial (intermittent) Reinforcement Schedule
Learning is slower, but resistance to extinction is higher.
Ex. gambling at the slot machines
Fixed Ratio Schedule
A brief pause and then continuous response.
Variable Ratio Schedule
Very high rates of responding, more responses is what leads to a reinforcer.
Fixed Interval Ratio Schedule
Choppy start, and then high response rates.
Rapid response rate hear time of reinforcement.
Variable Interval Ration Schedule
Slow and steady responding, very consistent.
Punishment
Decreases the behaviour that it follows.
Positive Punishment
Doing something bad.
Negative Punishment
Taking away something good.
5 Drawbacks to Punishment
1) Behaviour is suppressed not forgotten.
2) Does not replace unwanted behaviour.
3) Teaches discrimination among situations.
4) Teaches fear due to generalization.
5) Increases violence by modeling aggression.
Behaviour Chain
Series of related behaviours, each of which provides the cue for the next & the last that produces a reinforcer.
Biological Influences on Learning
Genetic predispositions
Unconditioned responses
Adaptive responses
Neural Mirroring
Psychological Influences on Learning
Previous experiences
Predictability of associations
Gerneralization
Discrimination
Expectations
Socio-Cultural Influences
Culturally Learned Preferences
Motivation, affected by presence of others
Modeling
Preparedness
A biological predisposition to learn associations, such as between taste and nausea, that have survival value.
Think Darwin and natural selection.
Instinctive Drift
The tendency of learned behaviour to gradually shift back to biologically predisposed patterns
Cognitive Map
A mental representation of the layout of one’s environment.
Ex. Rats make a mental map of a maze that they were placed in.
Latent Learning
Learning that occurs but is not apparent until an incentive is present.
Observational Learning
Learning by observing others.
Modeling
The process of observing and imitating others.
ex. learning a langugae.
Mirror Neurons
Frontal lobe neurons that some scientists believe fire when we preform certain actions or observe another doing so.
The brain’s mirroring of another’s action may enable imitation and empathy.
Prosocial Behaviour
Positive, helpful, or constructive behaviour.
Promotes more prosocial behaviour, prosocial effects.
Antisocial Behaviour
Behaviours that are negative, aggressive, or violent.
Ex. Men who beat their wives typically have fathers who beat their wives aswell.
Reciprocal Determinism
Internal (Cognitive) forces + external (environmental) forces = influence behaviour
Examples of Observational Learning
Modeling can eliminate unwanted behaviours - teaching kids to not be afraid of dogs
Filmed models in therapy - shy kids watching videos of social activity being met positively.
3 main factors influencing modeling
1) Model (similarity)
2) Observer (self-esteem)
3) Rewards (praise or punishment)
Self-Efficacy
Believing you have the skill/capability to perform a behaviour.
Strong sense of self-efficacy = believe you can succeed despite obstacles
Developing Self-Efficacy
Successful Performance
Vicarious experiences of success
Internal success images
Verbal Persuasion
Physiological & emotional arousal
