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psy > L3 > Flashcards

L3 Flashcards

1
Q

Definition: Learning vs Conditioning

A
  1. Learning: refers to a RELATIVELY permanent CHANGE in knowledge or behavior as a result of experience
  2. Conditioning: involves learning based on [association between two events] in the environment, or between behaviors and its consequences
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2
Q

Classical Conditioning

A
  1. Developed by Ivan Pavlov
  2. a process in which a NEUTRAL STIMULUS becomes associated with another stimulus through repeated pairing with that stimulus
  3. 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
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2
Q

Acquisition, extinction, spontaneous recovery

A
  1. conditioned, unconditioned and response with respect to different phase
  2. drops of saliva increases again after 24 hours rest - Spontaneous Recovery
  3. check L3
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2
Q

Acquisition, extinction, spontaneous recovery - Process

A
  1. Acquisition
    - forming new responses since the CS-UCS ASSOCIATION is learned
  2. Extinction
    - wewakening conditioned responses when CS IS PRESENTED ALONE with no UCS repeatedly
  3. Spontaneous Recovery
    - REAPPEARING OF AN EXTINGUISHED RESPONSE after a period of non-exposure to the CS (each time the intensity decays)
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2
Q

Little Albert by John Watson

A
  1. Little Albert fear the white and furry objects (by loud noise whenever the object is presented)
  2. Stimulus Generalization
    - elicits the same response to similar stimuli
  3. Stimulus Discrimination
    - makes a particular response to some stimuli BUT NOT TO OTHERS
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3
Q

Little Albert Process

A
  1. Classical conditioning to an emotional response
  2. 9-month-old albert exposed to stimuli and observed
  3. white rat paired with loud noise
  4. albert conditioned to fear white eat
  5. e.g. Attractive woman -> positive effeect
    Attractive woman + car -> positive effect
    car -> positive effect
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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)
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3
Q

Operant conditioning

A
  1. developed by B.F. SKinner
    - a learning process through which the frequency of a behavior increases or decreases as a result of its CONSEQUENCES
  2. two types of consequences
    - reinforcement: increases the likelihood of a particular behavior
    - punishment: decreases the likelihood of a particular behavior
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3
Q

Reinforcement

A
  1. reinforcement
    - increase the likelihood of the particular behaviors
    behavior -> favorable consequence -> increase in behavior
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4
Q

Punishment

A
  1. decrease the likelihood of the particular behaviors
    - behavior -> unfavorable consequence -> decreases in behavior
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5
Q

Skinner’s box

A
  1. reinforcement
    - positive reinforcement
    behavior (response: press lever)
    consequences (rewarding stimulus presented: food delivered)
    effect on behavior
  2. negative reinforcement
    - negative reinforcement
    behavior (response: press lever)
    consequence (aversive stimulus removed: shock turned off)
    effect on behavior (tendency to press lever increases)
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6
Q

other issues about Reinforcement (immediate and shaping)

A
  1. IMMEDIATE consequences are more effective than the delayed ones
  2. acquisition through SHAPING
    - pigeon turn (guided missiles)
    - providing reinforcement of closer and closer approximations of a desired response
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7
Q

Response and consequences

A
  1. positive (add stimulus)
    - reinforcement - add pleasant stimulus to INCREASES/MAINTAIN behavior
    punishment - add aversive stimulus to DECREASE behavior
  2. negative (remove stimulus)
    - reinforcement - remove aversive stimulus to INCREASE/MAINTAIN behavior
    punishment - remove pleasant stimulus to DECREASE behavior
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8
Q

Response and consequences (not necessary to remember but must understand it)

A
  1. 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
  2. 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
  3. 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
  4. 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
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9
Q

Schedules of consequences

A
  1. Fixed Ratio Schedule (FR): provided after A FIXED NUMBER OF RESPONSES
  2. Variable Ratio Schedule (VR): Provided after an unpredictably VARYING NUMBER OF RESPONSES
  3. Fixed Interval Schedule (FI): Provided after a FIXED AMOUNT OF TIME
  4. Variable interval schedule (VI): Provided after an unpredictably VARYING AMOUNT OF TIME
  5. ratio: number of responses
    interval: time
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10
Q

Summary of Conditioning

A
  1. Classical Conditioning
    - stimulus 1: doctor’s office
    - stimulus 2: shot
    -> a child associates going to a doctor’s office
  2. Operant conditioning
    - behavior: swimming
    - consequences: gold medal
    -> performing well in a swimming competition (behavior)
11
Q

Observational Learning

A
  1. 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
  1. Conclusion
    - A steeper slope indicates a faster rate of response over time
    - “variable” schedule leads to higher resistance to extinction
  2. Check the graph
13
Q

Observation modelling: Four Processes in Modelling

A
  1. Attention
    - focus on the model’s BEHAVIOR and ITS CONSEQUENCES
  2. Retention
    - REMEMBER what you have observed
  3. Reproduction
    - convert the mental images into OBSERVABLE BEHAVIOR (based on your ability / competence)
  4. Motivation
    - consider performing that behavior if it is POSITIVE to you
14
Q

” See aggression…do aggression” IV and DV

A
  1. 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)
  2. 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
  1. 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
  1. A>C>B
17
Q

Bobo Doll implications

A
  1. Learning through watching -> no reinforcement involved
    - vicarious or “indirect” reinforcement
  2. Learning vs conditioning
    - involves COGNITIVE processes
    - voluntary responses
    - novel behaviors
  3. 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
  1. neurons (in frontal lobe) that fire when observing other people perform certain action
  2. not necessary model bad thing!
19
Q

Conclusion (Learning)

A
  1. 3 types of learning theories
    - classical conditioning: stimulus-and-responses
    - operant conditioning: reinforcement vs punishment
    - observation learning: from watching to performing
  2. review of the definition of learning
    - are our behavior mechanically or passively influenced by the environment ?
    - role of THINKING and MEMORY

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