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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
Q

Pavlov findings

A

-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

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26
Q

Pavlov conclusion

A

Dogs can be classically conditioned to salivate at the sound of a bell/buzzer/metronome

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27
Q

How do Pavlov’s findings have survival value

A

They are prepared to eat when the food is ready

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28
Q

Good experimental control

A

Soundproof chamber- reduces external sounds which could act as extra stimuli- findings more valid

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29
Q

Generalisability in Pavlov

A

Unclear- humans have different brain structure to dogs which may cause a different response

30
Q

Findings have useful applications

A

Eating problems such as obesity can be partially understood in terms of conditioned responses

31
Q

How can Pavlovs research be useful in society

A

Eg cigarette packets- creates association between UCS of distressing image, NS of cigarettes- CR of disgust and horror

32
Q

Pavlov evaluation conclusion

A

Deserves credit-discovered classical conditioning

Well controlled procedures were well controlled-conclusions supported later research

33
Q

When does learning occur

A

Voluntary behaviour is followed by consequence (reinforcer or punisher) increasing reinforcement or decreasing punishment

34
Q

Positive Reinforcement

A

Something pleasant given to continue a behaviour

35
Q

Negative Reinforcement

A

Something unpleasant taken away to continue a behaviour

36
Q

Positive Punishment

A

Something unpleasant given to stop a behaviour

37
Q

Negative punishment

A

Something pleasant taken away to stop a behaviour

38
Q

Primary reinforcement

A

Rewarding because they have biological significance eg. food water sex

39
Q

Secondary reinforcement

A

Rewarding because they are associated with or can be exchanged for primary reinforcers eg money

40
Q

Skinners box (1948)

A

-box containing food pellets which were reinforcers for behaviours eg rat pulling a lever

-some chambers electrified floors (punishers)

-Able to target behaviours

41
Q

Difference between classical conditioning and operant conditioning

A

Operant conditioning happens throughout our lives- can be used to modify social behaviour

42
Q

Nature vs Nurture

A

The extent to which behaviour can be explained by innate, genetic factors or by external environmental factors

43
Q

Behaviourist

A

Believing we are born with a blank slate and we learn almost everything

44
Q

Operant conditioning

A

Explains in terms of learning through consequences

45
Q

Operant conditioning evaluation-positives

A

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
Q

Operant conditioning evaluation conclusion

A

Can explain a much wider range of behaviours than classical conditioning, including complex chains

47
Q

Why is operant conditioning an incomplete explanation

A

Cannot account for learning of new behaviours which the animal has never performed before or where behaviours originate

48
Q

Fixed ratio

A

Ever x number of behaviours reward is given

49
Q

Variable ratio

A

After unpredictable number of behaviours reward is given

50
Q

Variable interval

A

After unpredictable amount of times reward is given

51
Q

How can abnormal behaviours be explained through reinforcement schedules

A

Eg variable ratio can start addiction- reinforcement schedules experienced by some people and not others

52
Q

Behaviour modification

A

The use of operant conditioning techniques to change the frequency of behaviour eg sports therapy

53
Q

Shaping

A

A process of modifying behaviour by reinforcing successive approximation to a desired behaviour eg. language

54
Q

Examples of animals used in experiments

A

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
Q

Ethical guidelines for scientific procedures act (1986)

A

In UK, animal research must only take place in licensed laboratories with licensed researchers on licensed projects

56
Q

BPS guidelines

A

-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
Q

+ of using animals

A

-Most animals can be generalised to humans

-Less ethical issues

-Animals have shorter breeding cycles- easy to study effects over generations

58
Q
  • of using animals
A

-Not always justifiable to generalise from animals to humans

-Can be unethical

-Guidelines may not be effective

59
Q

Evidence for reinforcement schedules-evaluation

A

-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
Q

Useful applications in behaviour modification

A

-forms of treatment eg schizophrenia

61
Q

How do reinforcement schedules fail to take into account intrinsic motivation

A

-only takes into extrinsic motivation (rewards) rather than intrinsic (interest and enjoyment)

62
Q
  • of reinforcement schedules
A

-therapists can determine future behaviours of clients-open to abuse

63
Q

+ of reinforcement schedules

A

therapist + client generally agree on what behaviours they are working towards

64
Q

Reliability

A

All procedures are the same for every participant-comparible

65
Q

Reductionism

A

Identifying individual variable that may contribute to a complex behaviour

66
Q

Internal validity

A

Extent to which a research study is testing what was intended

67
Q

Predictive validity

A

Extent to which a test actually is related to the behaviour you want to measure

68
Q

Ecological validity

A

Whether your study findings can be generalised beyond the research setting

69
Q

Empiricism

A

View that knowledge can only come through direct observation of experiment

70
Q

Falsification

A

The attempt to prove something wrong.

71
Q

Scientific process

A

Observation-theory-hypothesis-designed study-conclusion

Psychology (7 decks)

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