Learning Flashcards
Learning
Change in behaviour due to experience
Innate
Something we’re born knowing how to do
Reflexes
Type of stimulus-response relationship that’s either learned/innate and indicated behaviour that’s automatic
Social/vicarious learning
Learn by watching others
Latent learning
Learn something that doesn’t show until it’s relevant (can be social/operant/Pavlovian)
Pavlovian/classical conditioning
Learning in which seemingly insignificant event signals important event (associating 2 events)
Stimulus
Event in situation that tells us about environment and what to do
Unconditional stimulus (UCS)
Biologically important event requires no conditioning to affect behaviour
Unconditional response (UCR)
Biologically important respone occurs b/c of UCS
Conditional stimulus (CS)
Requires learning to be meaningful and is only meaningful b/c event indicates something about UCS (signals/predicts UCS)
Conditional response (CR)
Learned response that occurs to the CS
Neutral stimulus
- Becomes CS after conditioning
- Doesn’t indicated if UCS will occur and in which environmental event currently has no meaning
Excitatory CS
- Indicates that UCS will occur
- (+) correlation b/w CS and UCS
- CS presented before UCS
- Short-delayed: Signal occurs a few secs before what’s signaled
- Long-delayed: Signal occurs many secs before
- Trace: Signal occurs many mins/hours before what’s signaled
Inhibitory CS
- Indicates that no UCS will occur
- (-) correlation b/w CS and UCS
- Simultaneous: Signal and what’s signaled occur at the same time (CS and UCS overlap)
- Backward: UCS presented before CS so CS signals no UCS will occur
Extinction (classical)
CS presented until CR is reduced/goes away
Spontaneous recovery
After extinction, signal occurs alone and CR reappears
Stimulus generalization
Notices similarities b/w objects and responses to them as if they were the same
Stimulus discrimination
Notices differences b/w objects responds differently b/c they’re not the same
Higher-order conditioning
Already-conditioned signal paired w/ neutral stimulus
[already paired neutral stimulus becomes UCS]neutral stimulus becomes CS
Behaviourism
- How we learn new behaviours and how those change across different situations
- Credited to John B Watson
- Excluded mental constructs and believed that only observable events should be included
Steps of exposure therapy
1) Exposure plan (list fears from least to greatest)
2) Pick low starting point
3) Build way up
Operant/instrumental conditioning
Learn that behaviours = consequences and how these affect us
Instrumental
Process of interacting w/ some response option that can affect environment
Law of effect/consequence
Finding that we learn about situations/behaviours that become something we like and don’t learn to association situations and behaviours that become something we don’t like
Consequence
Type of stimuli in which outcomes produced by behaviour affect future behaviours
Satisfaction/”stamping in”
Repeat behaviours that become something we like
Discomfort/”stamping out”
Don’t associate beahviours w/ situations that become something we don’t like and learn to not repeat them
Radical behaviourism
- Founded by B.F. Skinner
- Radical behaviourism: Treats thinking and feeling like any other behaviour
Antecedents
Situation that makes it possible for us to respond and tell us what we might get for that response
Contingencies
If-then rule (if you do this then that will happen)
Positive reinforcement
Apply stimulus to increase desirable behaviour
Positive punishment
Apply stimulus to decrease undesirable behaviour
Negative reinforcement
Remove stimulus to increase desirable behaviour
Negative punishment
Remove stimulus to decrease undesirable behaviour
2 forms of negative reinforcement
Escape: Aversive stimulus already present and response removes/stops unpleasant stimulus (stop situation during its occurrence)
Avoidance: Aversive stimulus not present but will occur unless you produce response to cancel/omit unpleasant stimulus (stop situation before it occurs)
Extinction burst
Behaviour previously reinforced occurs at higher rate w/o consequence
Partial reinforcement extinction effect
Behaviour reinforced only occasionally lasts longer w/o consequences than behaviour reinforced every time when consequences are no longer available
Shaping
Breaking down complex response into smaller steps and reinforcing responses that are closer and closer to final form and no longer reinforcing previous behaviours
Generalized unconditioned reinforcers
Objects traded for several other reinforces and don’t lose influence over reinforcing behaviour
Fixed ratio (FR) sched
Reinforcers produced after set # of responses
Variable ratio (VR) sched
Reinforcers produced after average # of responses
Fixed interval (FI) sched
Reinforcers produced after set # of times and a few responses
Variable interval (VI) sched
Reinforcers produced after average # of time and a few responses
Ratio reinforcement schedules from lowest to highest rate of responding
FI, VI, FR, VR
Main difference b/w Pavlovian and operant conditioning
Pavlovian: UCS will occur regardless of if it’s been associated w/ CS (behaviour does not affect probability of consequence)
Operant: Must respond to receive consequence
___ is credited w/ establishment of cognitive psych
Edward C. Tolman
___ discovered field of social learning
Albert Bandura
4 phases/processes/states of social learning
Attentional:Observer watches model doing something
Retention: Observer remembers what model did so they can imitate later
Production: Observer copies what mode demonstrated
Motivational: Obeserver obtains same outcome as model for the same response
