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Psychology > Learning > Flashcards

Learning Flashcards

1
Q

What is conditioning

A

The learning of associations or through concequences

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2
Q

Learning by association

A

A reflex response to a stimulus is transferred to another stimulus to which there is no natural response, by repeatedly presenting the two stimuli together

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3
Q

Classical conditioning-before training

A

UCS (something which produces a response)-UCR (a reflex behaviour)

NS-No response

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4
Q

Classical conditioning-during training

A

UCS+NS (continually paired)-UCR

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5
Q

Classical conditioning-after training

A

CS(NS now produces same response as UCS so NS is now the conditioned stimulus)-CR

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6
Q

Extinction

A

When a CS is experienced without UCS over a period of time the CR is extinguished

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7
Q

Spontaneous recovery

A

When extinct responses reappear even without the new pairings to the UCS

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8
Q

Generalisation

A

When we find ourselves exhibiting responses to other similar stimuli to the one stimulus we have been conditioned to

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9
Q

How can classical conditioning explain our tastes

A

Associations can explain why we like/dislike anything from food to music

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10
Q

What is the difference between stage theories and learning theories

A

Behaviour can be aquired at any time and last a lifetime whereas stage theories say that development happens in steps over time

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11
Q

How is classical conditioning reductionist

A

Explains only behaviour through association

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12
Q

How is classical conditioning a good science

A

-Falsifiable(produces testable hypotheses and can be proved wrong)

-Focuses on ovservable measureable behaviours

-Controlled studies leading to valid and reliable results

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13
Q

Strengths of classical conditioning (with eg)

A

Ivan Pavlov demonstrated classical conditioning through salivation in dogs- there is firm evidence in supporting existence of classical conditioning.

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14
Q

Weaknesses of classical conditioning (with eg)

A

-Some of Pavlovs details are open to question (he believed contiguity was essential in pairing NS and UCS

-Can only explain how a limited range of behaviours can be aquired (only reflex responses not complex chains of learned behaviour only a partial explanation)

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15
Q

Evaluation of John Watson and Rosalie Rayner

A

-Demonstrated that a fear response could be conditioned in a human baby

-Firm evidence supporting classical conditioning in humans

-proved contiguity is more important than contingency

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16
Q

Contingency

A

Extent to which the NS reliably predicts the UCS

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17
Q

Examples of how classical conditioning has therapeutic applications

A

Systematic desensitisation, flooding, aversion therapy (removing an unwanted behaviour eg. sexual arousal to young children paired with electric shock)

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18
Q

What should a science be

A

Replicable, reliable, valid, reductionist, falsifiable, empiricism, testable, hypothesis controlled

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19
Q

Pavlovs aim

A

To explore how salivation can become associated with new stimuli and the conditioned reflexes in the eating behaviour of dogs

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20
Q

Procedure

A

-Dogs immobilised in soundproof chamber

-Baseline salivation measured when presented with NS

-Conditioned dogs to salivate with CS, amount of saliva produced with CS elicited measured

-Compared this to baseline measure

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21
Q

Pavlov diagram before training

A

UCS (food) - UCR (salivation)

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22
Q

Pavlov diagram during training

A

NS (Bell) - no response

NS (Bell) + UCS (Food) - UCR (salivation)

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23
Q

Pavlov diagram after training

A

CS (Bell)-CR (salivation)

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24
Q

Variations of Pavlov

A

-Types of NS

-NS presented

-Measuring extinction and spontaneous recovery

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25
Pavlov findings
-Forward pairings of NS and UCS elicited began salivation up to 9 seconds after CS presented -No salivation with backward conditioning -Extinction occurred after repeated presentation of CS without UCS- occasional spontaneous recovery
26
Pavlov conclusion
Dogs can be classically conditioned to salivate at the sound of a bell/buzzer/metronome
27
How do Pavlov's findings have survival value
They are prepared to eat when the food is ready
28
Good experimental control
Soundproof chamber- reduces external sounds which could act as extra stimuli- findings more valid
29
Generalisability in Pavlov
Unclear- humans have different brain structure to dogs which may cause a different response
30
Findings have useful applications
Eating problems such as obesity can be partially understood in terms of conditioned responses
31
How can Pavlovs research be useful in society
Eg cigarette packets- creates association between UCS of distressing image, NS of cigarettes- CR of disgust and horror
32
Pavlov evaluation conclusion
Deserves credit-discovered classical conditioning Well controlled procedures were well controlled-conclusions supported later research
33
When does learning occur
Voluntary behaviour is followed by consequence (reinforcer or punisher) increasing reinforcement or decreasing punishment
34
Positive Reinforcement
Something pleasant given to continue a behaviour
35
Negative Reinforcement
Something unpleasant taken away to continue a behaviour
36
Positive Punishment
Something unpleasant given to stop a behaviour
37
Negative punishment
Something pleasant taken away to stop a behaviour
38
Primary reinforcement
Rewarding because they have biological significance eg. food water sex
39
Secondary reinforcement
Rewarding because they are associated with or can be exchanged for primary reinforcers eg money
40
Skinners box (1948)
-box containing food pellets which were reinforcers for behaviours eg rat pulling a lever -some chambers electrified floors (punishers) -Able to target behaviours
41
Difference between classical conditioning and operant conditioning
Operant conditioning happens throughout our lives- can be used to modify social behaviour
42
Nature vs Nurture
The extent to which behaviour can be explained by innate, genetic factors or by external environmental factors
43
Behaviourist
Believing we are born with a blank slate and we learn almost everything
44
Operant conditioning
Explains in terms of learning through consequences
45
Operant conditioning evaluation-positives
There is evidence to support operant conditioning- eg skinner's box demonstrating operant conditioning in animals-consistent findings Useful applications in education and childcare
46
Operant conditioning evaluation conclusion
Can explain a much wider range of behaviours than classical conditioning, including complex chains
47
Why is operant conditioning an incomplete explanation
Cannot account for learning of new behaviours which the animal has never performed before or where behaviours originate
48
Fixed ratio
Ever x number of behaviours reward is given
49
Variable ratio
After unpredictable number of behaviours reward is given
50
Variable interval
After unpredictable amount of times reward is given
51
How can abnormal behaviours be explained through reinforcement schedules
Eg variable ratio can start addiction- reinforcement schedules experienced by some people and not others
52
Behaviour modification
The use of operant conditioning techniques to change the frequency of behaviour eg sports therapy
53
Shaping
A process of modifying behaviour by reinforcing successive approximation to a desired behaviour eg. language
54
Examples of animals used in experiments
Pavlov's research on salivation in dogs, skinner's research on rats and pigeons And Harry Harlow (1959) experiment on infant rhesus monkeys and attachment
55
Ethical guidelines for scientific procedures act (1986)
In UK, animal research must only take place in licensed laboratories with licensed researchers on licensed projects
56
BPS guidelines
-confinement, restraint stress and harm minimised to reduce trauma -different species considered to reduce pain and discomfort -optimise research design to reduce number of animals used
57
+ of using animals
-Most animals can be generalised to humans -Less ethical issues -Animals have shorter breeding cycles- easy to study effects over generations
58
- of using animals
-Not always justifiable to generalise from animals to humans -Can be unethical -Guidelines may not be effective
59
Evidence for reinforcement schedules-evaluation
-Gary Latham and Dennis Dosset (1978)- mountain beaver trappers responded better to ratio pay (£4 every trapped animal)- firm evidence in supporting partial reinforcement
60
Useful applications in behaviour modification
-forms of treatment eg schizophrenia
61
How do reinforcement schedules fail to take into account intrinsic motivation
-only takes into extrinsic motivation (rewards) rather than intrinsic (interest and enjoyment)
62
- of reinforcement schedules
-therapists can determine future behaviours of clients-open to abuse
63
+ of reinforcement schedules
therapist + client generally agree on what behaviours they are working towards
64
Reliability
All procedures are the same for every participant-comparible
65
Reductionism
Identifying individual variable that may contribute to a complex behaviour
66
Internal validity
Extent to which a research study is testing what was intended
67
Predictive validity
Extent to which a test actually is related to the behaviour you want to measure
68
Ecological validity
Whether your study findings can be generalised beyond the research setting
69
Empiricism
View that knowledge can only come through direct observation of experiment
70
Falsification
The attempt to prove something wrong.
71
Scientific process
Observation-theory-hypothesis-designed study-conclusion

Psychology (7 decks)

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