L3 Flashcards
1
Q
Definition: Learning vs Conditioning
A
- Learning: refers to a RELATIVELY permanent CHANGE in knowledge or behavior as a result of experience
- Conditioning: involves learning based on [association between two events] in the environment, or between behaviors and its consequences
2
Q
Classical Conditioning
A
- Developed by Ivan Pavlov
- a process in which a NEUTRAL STIMULUS becomes associated with another stimulus through repeated pairing with that stimulus
- Mechanism
- Before Conditioning- unconditioned stimulus (UCS): naturally elicits an instinctive response
- unconditioned response (UCR): a natural response triggered by an UCS
- During Conditioning
- a neutral stimulus (NS) pairs with the UCS
- After Conditioning
- conditioned stimulus (CS): NS becomes the CS to elicit a CR
- conditioned response (CR): the acquired response triggered by a CS
2
Q
Acquisition, extinction, spontaneous recovery
A
- conditioned, unconditioned and response with respect to different phase
- drops of saliva increases again after 24 hours rest - Spontaneous Recovery
- check L3
2
Q
Acquisition, extinction, spontaneous recovery - Process
A
- Acquisition
- forming new responses since the CS-UCS ASSOCIATION is learned - Extinction
- wewakening conditioned responses when CS IS PRESENTED ALONE with no UCS repeatedly - Spontaneous Recovery
- REAPPEARING OF AN EXTINGUISHED RESPONSE after a period of non-exposure to the CS (each time the intensity decays)
2
Q
Little Albert by John Watson
A
- Little Albert fear the white and furry objects (by loud noise whenever the object is presented)
- Stimulus Generalization
- elicits the same response to similar stimuli - Stimulus Discrimination
- makes a particular response to some stimuli BUT NOT TO OTHERS
3
Q
Little Albert Process
A
- Classical conditioning to an emotional response
- 9-month-old albert exposed to stimuli and observed
- white rat paired with loud noise
- albert conditioned to fear white eat
- e.g. Attractive woman -> positive effeect
Attractive woman + car -> positive effect
car -> positive effect
3
Q
Acquiring Phobia
A
- before conditioning
NS thunderstorm -> no response
UCS Plane Crash -> UCR anxiety - during conditioning
NS (thurderstorm) + UCS (plane crash) -> UCR (Anxiety) - after conditioning
CS (thunderstorm) -> CR (anxiety)
3
Q
Operant conditioning
A
- developed by B.F. SKinner
- a learning process through which the frequency of a behavior increases or decreases as a result of its CONSEQUENCES - two types of consequences
- reinforcement: increases the likelihood of a particular behavior
- punishment: decreases the likelihood of a particular behavior
3
Q
Reinforcement
A
- reinforcement
- increase the likelihood of the particular behaviors
behavior -> favorable consequence -> increase in behavior
4
Q
Punishment
A
- decrease the likelihood of the particular behaviors
- behavior -> unfavorable consequence -> decreases in behavior
5
Q
Skinner’s box
A
- reinforcement
- positive reinforcement
behavior (response: press lever)
consequences (rewarding stimulus presented: food delivered)
effect on behavior - negative reinforcement
- negative reinforcement
behavior (response: press lever)
consequence (aversive stimulus removed: shock turned off)
effect on behavior (tendency to press lever increases)
6
Q
other issues about Reinforcement (immediate and shaping)
A
- IMMEDIATE consequences are more effective than the delayed ones
- acquisition through SHAPING
- pigeon turn (guided missiles)
- providing reinforcement of closer and closer approximations of a desired response
7
Q
Response and consequences
A
- positive (add stimulus)
- reinforcement - add pleasant stimulus to INCREASES/MAINTAIN behavior
punishment - add aversive stimulus to DECREASE behavior - negative (remove stimulus)
- reinforcement - remove aversive stimulus to INCREASE/MAINTAIN behavior
punishment - remove pleasant stimulus to DECREASE behavior
8
Q
Response and consequences (not necessary to remember but must understand it)
A
- positive reinforcement!
- BEHAVIOR: you turn in homework on time
- STIMULUS: teacher praises you for turning in your homework on time
- EFFECT ON BEHAVIOR: you turn in your homework on time again - negative reinforcement!
- behavior: you take aspirin for a headache
- stimulus: your headache goes away
- effect on behavior: you take aspirin again the next time you have a headache - positive punishment!
- behavior: you don’t clean up your room when your parents asks you to
- stimulus: your parent yells at you for not cleaning up your room
- effect on behavior: you stop dawdling and clean up your room to avoid being nagged about it - negative punishment!
- behavior: you come home 2 hours after curfew
- stimulus: you are grounded for 2 weeks
- effect on behavior: you don’t come home late the next time you’re allowed to go out with friends
9
Q
Schedules of consequences
A
- Fixed Ratio Schedule (FR): provided after A FIXED NUMBER OF RESPONSES
- Variable Ratio Schedule (VR): Provided after an unpredictably VARYING NUMBER OF RESPONSES
- Fixed Interval Schedule (FI): Provided after a FIXED AMOUNT OF TIME
- Variable interval schedule (VI): Provided after an unpredictably VARYING AMOUNT OF TIME
- ratio: number of responses
interval: time
10
Q
Summary of Conditioning
A
- Classical Conditioning
- stimulus 1: doctor’s office
- stimulus 2: shot
-> a child associates going to a doctor’s office - Operant conditioning
- behavior: swimming
- consequences: gold medal
-> performing well in a swimming competition (behavior)
11
Q
Observational Learning
A
- developed by Albert Bandura
- Learning through Observation!- Social Learning Theory: Limitation or modelling
- video on Bobo doll experiment
12
Q
Schedules of reinforcement and patterns of response
A
- Conclusion
- A steeper slope indicates a faster rate of response over time
- “variable” schedule leads to higher resistance to extinction - Check the graph
13
Q
Observation modelling: Four Processes in Modelling
A
- Attention
- focus on the model’s BEHAVIOR and ITS CONSEQUENCES - Retention
- REMEMBER what you have observed - Reproduction
- convert the mental images into OBSERVABLE BEHAVIOR (based on your ability / competence) - Motivation
- consider performing that behavior if it is POSITIVE to you
14
Q
” See aggression…do aggression” IV and DV
A
- Bobo dolls experiment
- IV: Aggressive model with and without consequences (reinforcement vs punishment)
- DV: aggression of level (e.g. number of hits on Bobo doll) - Procedures
- children watched an adult model directed an aggressive act to the Bobo doll
- in Experiment condition A, the model was REWARDED for their aggressive act
- in experiment condition B, the model was PUNISHED for their aggressive act
- in control condition, no model was SHOWN to the children
15
Q
Bobo Doll Procedures
A
- Procedures
- children watched an adult model directed an aggressive act to the Bobo doll
- in Experiment condition A, the model was REWARDED for their aggressive act
- in experiment condition B, the model was PUNISHED for their aggressive act
- in control condition, no model was SHOWN to the children
- the children were left alone in the room with the bobo doll, and video taped their behaviors
16
Q
Bobo doll results
A
- A>C>B
17
Q
Bobo Doll implications
A
- Learning through watching -> no reinforcement involved
- vicarious or “indirect” reinforcement - Learning vs conditioning
- involves COGNITIVE processes
- voluntary responses
- novel behaviors - daily life application
- physical punishment on children for parenting practices?
- children observes parents and learn to fear a stimulus without being directly exposed to an aversive situation
- children learn to become aggressive at home, and parents’ ignorance of it leads to a violent streak in the latter -> bully people at school
18
Q
Mirror Neurons
A
- neurons (in frontal lobe) that fire when observing other people perform certain action
- not necessary model bad thing!
19
Q
Conclusion (Learning)
A
- 3 types of learning theories
- classical conditioning: stimulus-and-responses
- operant conditioning: reinforcement vs punishment
- observation learning: from watching to performing - review of the definition of learning
- are our behavior mechanically or passively influenced by the environment ?
- role of THINKING and MEMORY
