Chapter 8 Flashcards
two examples of Learning Influenced By Cognition & Modeling
Observational Learning (Bandura) Social Learning Theory –
Social Learning Theory
we learn social behavior by observing and imitating and by being rewarded or punished.
who theorized Observational Learning
Bandura
mirror
neurons
the ones we use to learn and even change our way of feeling from what we see.
Cognitive Maps
Tolman coined the term cognitive map, which is an internal representation (or image) of external environmental feature or landmark. He thought that individuals acquire large numbers of cues (i.e. signals) from the environment and could use these to build a mental image of an environment (i.e. a cognitive map).
latent learning
Tolman- defined as learning which is not apparent in the learner’s behavior at the time of learning, but which manifests later when a suitable motivation and circumstances appear.
abstract learning
relating to or involving general ideas or qualities rather than specific people, objects, or actions. abstract thinking. abstract ideas/concepts such as love and hate. “Honesty” is an abstract word. The word “poem” is concrete, the word “poetry” is abstract.
insight learning
kohler- Insight learning is the abrupt realization of a problem’s solution.
Learned Helplessness
Seligman-When unable to avoid repeated adverse events an animal or human learns helplessness.
classical conditioning
objects take on new meaning when they are closely associated with some type of involuntary behavior.
such as when a biologically potent stimulus (e.g. food) is paired with a previously neutral stimulus (e.g. a bell).
Operant Conditioning
– consequences determine behavior.
roughly changing of behavior by the use of reinforcement which is given after the desired response
Thorndike’s Law of Effect
Behaviors followed by favorable consequences become more likely.
Behaviors followed by unfavorable consequences become less likely.
why did Thorndike use term instrumental
He used the term instrumental learning to describe his work because he believed the consequence was instrumental in shaping future behaviors.
Reinforcement –
any event that strengthens the behavior it follows
Positive reinforcement –
adding a positive stimulus to increase the likelihood that a behavior will continue.
Negative reinforcement –
removing an aversive stimulus in order to strengthen a behavior.
Punishment
an event that reduces the frequency of a behavior it follows.
Extinction
reduces the occurrence of a behavior when the behavior meets with no consequence.
in the bell food dog experiment, what is the Neutral Stimulus (NS)
bell
in the bell food dog experiment, what is the unconditioned stimulus
food
in the bell food dog experiment, what is the Unconditioned Response (UCR)
salivate
in the bell food dog experiment, what is the Conditioned Stimulus
bell
in the bell food dog experiment, what is the Conditioned Response
salivate
Learning
a relatively permanent change in an organism’s behavior due to experience.
who theorized classical conditioning
Ian Pavlov
Acquisition
Acquisition is the initial stage in classical conditioning in which an association between a neutral stimulus and an unconditioned stimulus takes place.
Stimulus Generalization
Tendency to respond to stimuli similar to the CS is called generalization. Pavlov conditioned the dog’s salivation (CR) by using miniature vibrators (CS) on the thigh. When he subsequently stimulated other parts of the dog’s body, salivation dropped.
Stimulus Discrimination
Discrimination is the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus.
is learning different or similar for all animals and who thought this
Pavlov and Watson believed that laws of learning were similar for all animals. Therefore, a pigeon and a person do not differ in their learning.
Systematic Desensitization
Helps with phobias.
Types of Learning
Classical Conditioning Operant Conditioning Observational Latent Abstract Insight
who Operant Conditioning
Skinner
spontaneous recovery
the reappearance of the conditioned response after a rest period or period of lessened response. If the conditioned stimulus and unconditioned stimulus are no longer associated, extinction will occur very rapidly after a spontaneous recovery.
