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351 - Fundamentals of Learning > Instrumental Conditioning > Flashcards

Instrumental Conditioning Flashcards

1
Q

T/F: elicited behaviors and classical conditioning requires participants to make a particular response to obtain CS or UCS

A

F: they elicit responses but they are not required

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2
Q

what type of behavior requires a response to produce a desired environmental outcome

A

instrumental or goal-directed behavior

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3
Q

what animals did Edward Thorndike study and what was the study

A

cats in puzzle boxes

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4
Q

with experience, what are the results of the edward thordike study and the name he gave the principle

A

less frequent ineffective responses
more frequent successful responses
“Law of effect”

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5
Q

what did throdikes study give birth to

A

learning curves: time it takes to get out decreases w/ nb of trials

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6
Q

what is the law of effect

A

responses that produce satisfying effect in particular situation become more liekley to occur again in that istuation and responses that produce a discomforting effect become less likely to occur again in that situation

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7
Q

what is a synonym for law of effect

A

reinforcement

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8
Q

reinforcement states that: through learning, the cues, condition,context,state of an individual will trigger a response if that repsonse previously resulted in smth ___________

A

positive

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9
Q

what is an example of reinforcement

A

cat presses lever to get food

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10
Q

what type of learning is reinforcement

A

S-R learning: stim elicits a particular response

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11
Q

who discovered instrumental/operant conditioning

A

jerzy Konorski

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12
Q

who popularized operant bhv and respondent bhv

A

B.F. Skinner

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13
Q

what is operant bhv

A

an item of bhv that is initially spontaneous rather than a response to a prior stimulus but whose consequences may reinforce or inhibit recurrence of that bhv

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14
Q

what did skinner invent

A

skinner box

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15
Q

what is a method for measuring instrumental bhv

A

discrete-trial procedures
distinct trials w/ beginning and end
Start box to Goal box

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16
Q

what type of discrete-trial procedures are used (material)

A

runway (straight-alley maze)
T-maze

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17
Q

what do the 2 types of mazes measure

A

runway: running speed or latency
T-maze: choice btw 2 outcomes

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18
Q

what do discrete trials infer

A

expeirmenter must start and stop each trial: reduces learning and performance opportunities

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19
Q

what do free operant procedures allow

A

animal can repeat responses without constraint

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20
Q

what animals were typically used for the skinner box and which are used now

A

pigeons
small rodents (rats, mice)

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21
Q

what is a false myth abt skinner

A

skinner box on daughter

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22
Q

what is in a skinner box

A

operandi such as lever where animal can perform an operant response

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23
Q

what are some examples of operant responses

A

lever, nsoepokes, keypecks…

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24
Q

can animals use differetn ways to performe the same operant response

A

yes

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25
Q

what is normally triggered by operant response

A

reward (food, water, drugs)

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26
Q

how is learning measured in skinner box

A

response rate, how often responses happen

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27
Q

what is essential in operant training

A

careful shaping of bhv by training small, easy, successive steps
get rat to look at lever, get closer, touch, press

28
Q

what is shaping

A

shape bhv through successive approximation
initially rewarding bhv close to intended outcome

29
Q

is pushing a lever a natural bhv for rats

A

nope

30
Q

what did skinner argue that operant conditioning can be used as

A

to produce extremely complex bhv (language)
with rewards and punishments, encourage organism closer to desired bhv each time

31
Q

shaping is at the origin of _____ _____ ________

A

behavioral modification therapies
stickers

32
Q

T.F. in all instrumental conditioning, participant response does not necessarily produce outcome or consequence

A

F. yes it does

33
Q

what form can be the outcome or consequence

A

pleasant or unpleasant

34
Q

what is the name for a pleasant outcome

A

appetitive stimulus

35
Q

what is the name for an unpleasant outcome

A

aversive stimulus

36
Q

how can operant response affect the outcome

A

elicit or prevent the outcome

37
Q

what is the goal of reinforcement vs punishment

A

r: icrease bhv
p:decrease bhv

38
Q

what is +/- reinforcement

A

+: add smth good (candy, praise)
-: remove smth bad (nagging, shock)

39
Q

what is +/- punishment

A

+: add smth bad (shock, spanking)
-: remove smth good (privileges, phone) omission training

40
Q

what term is often misused in relation to punishm and reinforcem

A

negative reinforcem when meaning positive punishment

41
Q

what categories can be made of negative reinforcement

A

escape: remove noxious stim (turn off alarm)
active avoidance: bhv avoids noxious stim (study to avoid bad grade)

42
Q

what are some limitations with animals for instrumental conditioning

A

trial and err approach:
- animal does nothing
- animal never does wanted bhv

43
Q

what are some problems concerning punishment

A
  • punished bhv is suppressed not forgotten (bhv returns when no punishm)
  • increased aggression
  • creates fear that can generalize to unwanted bhv (fear school cuz bad grades –> stop going to school)
  • doesnt guide to wanted bhv
44
Q

what are some limitations with the world for reinforcem and punishm + exmaples

A

often unclear or contradictory
- crash car (punishm), then emptahy and support from friends and fam(reward)
- friends celebrate (rew) when u dont do homework to hang out (puni)
- underage drinking: cool (rew), gets arrested (puni)

45
Q

what can happen if punishm is provided in the form of attention

A

can reinforce > punish bhv
- kid gets attention they want so keep doing bhv

46
Q

how can attention seeking w/ punishm be avoided and the complications

A

omission training - differential reiforcement of other bhv (DRO) (ignore bad bhv)
- ignore kid shamish window while praising good
could lead to even more extreme bad bhv to get ur attention

47
Q

what did thorndike discover when trying to condition bhvs

A

belongingness: some responses more naturally belonged to reinforcer, some bhv are harder to condition than others
- diff to condition cats to yawn to get out of box compared to pulling string

48
Q

which bhv belong with the reinforcer

A

ones that become more likely when hungry are readily reinforced with food
vs
responses less likely when hungry are diff to train as instrumental repsonses
- racoon washes coin cuz associated with food
- they will behave in relation/intention of UCS

49
Q

what determines the effectiveness of a reinforcer

A

quantity and quality (work harder for better rewards)

50
Q

what is the crespi effect

A

previous history of reinforcement affects value of reward
- positive/neg bhv contrast effects
- small/large or large/small

51
Q

what can devalue other forms of reward with drug addiction

A

anticipatory negativev contrast
- had 4, then 14 :))
- had 64, then 14 :(((
never gonna b as good as drug
more value for drug, less for everything else

52
Q

relationship btw response and reinforcer determine _____

A

learning

53
Q

what are the 2 relationship variables btw response and reinforcer

A

contiguity and contingency

54
Q

what is the temporal relation btw resp and reinf

A

temporal contingency: dilvery of reinforcer immediately after response (how close they r in time)

55
Q

what is the causal relation and a synonyme

A

response-reinforcer contingency
how necessary and sufficient the instrumental repsonse is to produce the reinforcer

56
Q

temporal and causal factors are _______ of each other

A

independent
strong temporal relation =/= strong causal

57
Q

how is gambling related to temporal and causal factors

A

strong temporal: every slot = reponse
low causal: few slots = reward

58
Q

what type of temporal relation is most effective, why

A

immediate reinforcement
credit assignment bias: delay makes it hard to determine what response causes reinforcer

59
Q

what are secondary/conditioned reinforcers

A

stimuli previously associated with the reinforcer that helps bridge gap during the delay
- marking procedure to mark successful completion of the task improves learning

60
Q

what are the results for close vs far marking procedures

A
  • close: fast learning, the light after pressing shows that it did smth
  • far: reduce learning, the light b4 food tells animal that pressing didnt do anything and the light just predicts food and nothing predicts the light
61
Q

what is repsonse-reinforcer contingency

A

causal factor

62
Q

what can lead to superstitious bhv

A

reward delivered at intervals irrespective of what the animal does
- accidental reinforcement: animal thinks turning causes it, but its just every 10 seconds

63
Q

what are examples of superstitious bhv in humans

A
  • gambling (slot machines promote superstitious bhv)
  • professional sports (lucky shorts, rituals b4 game)
64
Q

what was skinners superstitious experiment

A

pigeons reinforced /15sec, what they were doing at the time of the food, re-do
dont try to do nothing cuz odds are x causes y

65
Q

what can happen if there is no contingency and causal link btw response and outcome

A

learned helplessness effect (lack of control)
- animal exposed to shock stop trying to learn how to stop it cuz nothing does

66
Q

what is the consequence of learned helplessness effect

A

undermines ability to learn a new instrumental response (they learned absence of pwr and control

67
Q

what could reduce learned helplessness effect

A

learning to predict shock termination/absence
- reduce harmful effects of stress
they feel like they have more control, awareness, less powerless, intellectual control

351 - Fundamentals of Learning (11 decks)

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