Learning Flashcards
Classical Conditioning
Before Conditioning
UCS (Food)
UCR (Salvation)
NS (Bell)
No Response
During Conditioning
NS (Bell) + UCS (Food)
UCR (Salvation)
After Conditioning
CS (Bell)
CR (Salvation)
Another E.g.,
[Pizza box (NS) → no response]
Pizza (UCS) → salvation (UCR)
Pizza box (NS) + pizza (UCS) → salvation (UCR)
Pizza box (CS) → salvation (CR)
Little Albert
White rat (NS) → no response
Loud noise (UCS) → fear (UCR)
White rate (NS) + loud noise (UCS) → fear (UCR)
White rate (CS) → fear (CR)
Stimulus generalization
stimulus similar to the original CS, triggers same CR (e.g., dogs salivated to bells that were slightly high in pitch and lower in pitch); more stimulus resemble CS, the stronger the CR
Stimulus discrimination
(opposite of stimulus generalization)
learned response to specific stimulus; can discriminate between CS and similar stimuli and only respond to the CS with a CR (more times you present the CS w/ the US and the similar stimuli w/ out US, dogs response only to CS w/ out CR)
Can result in experimental neurosis when dogs had to make difficult decisions discriminating stimulus
(Classical) Extinction
stimulus is repeatedly presented w/ out UCS and the CR gradually disappears (can be re-learned though)
Spontaneous recovery
after extinction, the reappearance of CR; suggests that extinction does not eliminate a CR but weakens or inhibits it
Reconditioning
if CS is reintroduced after extinction, conditioning occurs faster the second time
Higher-order conditioning
NS becomes a CS through repeated paring w/ previously CS
E.g.,
First order conditiong – CS (tone) + (UCS) meat powder → CR, UCR (salvation)
Pairing NS w/ previously conditioned CS – NS (flash light) + CS (tone) → CR (salvation)
Higher-order cnoditioning – CS (flash light) + CS (tone) → CR, CR (salvation)
E.g.,
CS (restaurant) + UCS (hamburger) → CR, UCR (salvation)
NS (McDonalds golden M) + CS (restaurant) → CR (salvation)
CS (McDonalds golden M) + CS (restaurant) → CR, CR (salvation)
Delayed conditioning
presentation of the CS precedes and overlaps presentation of US
Most effective of these w/ .5 seconds between CS and US
Trace conditioning
CS presented and terminated prior to presentation of US
Simultaneous conditioning
CS and US are presented @ same time
Backwards conditioning –
US presented before CS; if US 1st no conditioning
Blocking (in classical conditioning)
previous learning (after classical conditioning) prevents CS from conditioning another NS
Kamin (1969) – light paired with electric shock; light alone (CS) elicits fear (CR); light and tone together before shock; then presented tone alone and animals had no fear; animals did not attend to tone in conditioning trials bc it did not provide more info about the US so no association developed between tone and electric shock
Habituation
very basic learning – a stimulus is repeatedly presented (light or tone), w/ no significant consequence (initial response to stimuli diminishes w/ continued presentation); e.g., first car alarm goes off, everyone rushes to help, car alarms go off every day, no one rushes to help anymore due to habituation
Exposure w/ response prevention (ERP)
Eliminate the fear response to the CS by repeatedly exposing person to the CS w/ out the UCS
Exposing person to fear/anxiety stimulus without letting them avoid
Flooding – beginning exposure w/ maximum fear/anxiety
Graduated exposure – gradually progressing from stimuli that produce less anxiety to those that produce more
Prolonged exposure, group exposure, virtual reality exposure, interoceptive exposure (for panic attacks, PTSD, and anxiety) – expose people to muscle tension, dizziness and other physiological senstans associated w/ anxiety
Implosive therapy
Eliminate the fear response to the CS by repeatedly exposing person to the CS w/ out the UCS
Exposure and imagination where therapist exaggerates scenes being imagined by client so they elicit max anxiety + embellished scenes w/ psychodynamic themes that are seen as source of anxiety
Systematic desensitization
For phobic reactions
imaginal representations (anxiety situations) are paired w/ (progress) relaxation techniques; use anxiety hierarchy and SUDs
E.g., test anxiety – college student least anxiety arousing situation, told by professor at beginning of the semester will have a midterm exam; most anxiety arousing situation, during exam when unable to identify correct answer to a question
In-vivo aversive counterconditioning
treat substance abuse, paraphilias, and self-injurious behaviors
undesirable behavior or stimuli associated w/ behavior paired w/ stimulus that naturally elicits pain/nausea/unpleasant reaction and is avoided; effects short-term only and will need booster sessions to pair target behavior w/ aversive stimuli again
E.g., reduce cigarette smoking, electric shock, stale cigarette smoke, or aversive stimuli could be applied each time person removes cigarette from pack, lights a cigarette or begins to smoke one → actions associated w/ aversive stimuli will be avoided
Covert sensitization
imagining doing behavior and then bad consequences, and engaging in alternative behavior
E.g., therapist has client imagine about to light up to smoke cigarette and then imagine feeling nauseous/stomach cramps/throwing up all over self, then throw cigarette pack away and imagine feeling better
Operant conditioning
associations between response and reinforcement
- Reinforcement – when the stimulus that follows a behavior increases the likelihood that the behavior will recur; ** Punishment – when the stimulus that follows a behavior decreases the likelihood that the behavior will recur
Punishment
(decreasing behavior)
Reinfrocement
(increasing behavior)
Positive
(adding)
Negative
(subtracting)
Positive Reinforcement
adding something
to
increase behavior
Negative Reinforcement
subrtacting something
to
increase behavior
Positive Punishment
adding something
to
decrease behavior
Negative Punishment
subrtacting something
to
decrease behavior
E.g.,
Positive Reinforcement
Kid gets $$ for getting good grades → kid gets good grades more often
Negative Reinforcement
Teacher stops reprimanding student after student follows directions → student more likely to follow directions in the future
Driver puts on seat belt when gets in car bc it terminates the annoying noise
Positive Punishment
Child given extra chores after teasing sister → kid stops teasing sister
Negative Punishment
Parents take away driving privileges after teen comes home after curfew → teen stops coming home late
Primary vs. secondary reinforces
Primary reinforces – satisfy intrinsic unlearned biological needs (food, water, sex, etc.)
Secondary reinforcers – value of reinforcers is learned (money, tokens, praise, attention)
Extinction (operant conditioning)
Extinction – eventually occurs when removing reinforcer that follows a response (how easily it is extinguished depends on rate at which we reinforce response)
Rate or interval - when responses are reinforced
Learning most rapid when reinforcement is continuous; after behavior is learned reinforcement schedule can move to partial; partial schedules are more resistant to extinction
Schedules of reinforcement
Fixed ratio (FR) – fixed # of responses to get reinforcement; e.g.,press button 3 times, get treat; leads to highest overall response rate
Fixed interval (FI) – fixed amount of time regardless of responses for reinforcement (time is fixed); e.g., paycheck
Variable ratio (VR) – reinforcement for a variable amount of responses; e.g., gambling
Variable interval (VI) – reinforcement occurs varied (unpredictably) interval e.g., pop quizzes
Variable – not predictable → steady response rate
Fixed – predictable → scalloped response rate
Ratio – behavior → high response rate
Interval – time → low response rate
Matching law
When 2 opportunities are provided for reinforcement, rate of response will match the rate of reinforcement; e.g., spend more time at a specific gambling table where you win 2 games
