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Intro to Psych > Learning > Flashcards

Learning Flashcards

1
Q

Associative learning

A

process of associating multiple things together

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1
Q

Learning broadly involves these three steps

A

1.) Process
2.) Acquiring information
3.) New information

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2
Q

Classical conditioning

A

Pavlov Dogs

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3
Q

Stimulus

A

Event or situation that evokes or creates a response

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4
Q

Conditioned equals…

A

Learned

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5
Q

Unconditioned equals…

A

Unlearned (has not been learned yet)

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6
Q

Two primary ways we learn (conditioning)

A

1.) Classical
2.) Operant

(association)

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7
Q

Observational learning

A

Trying to imitate based on what kids see; just observation so not one of the two primary ways we learn but definitely common way we learn is through observation

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8
Q

Pavlov

A

Studying salvation levels of dogs and noticed that when dogs are presented with meat, they would salivate more (natural response).

When the meat was paired with a bell over time, meat wasn’t creating a response but bell was causing them to start salivating (which didn’t make sense to him but was caused by CLASSICAL CONDITIONING)

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9
Q

Classical conditioning

A

Neutral stimuli that can cause us to have certain responses

  • ALL BEHAVIORISM framework so classical conditioning is seen as a field of behaviorism
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10
Q

Paradigm

A

Recipe to build classical conditioning process

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11
Q

5 “Ingredients” for a paradigm

A

1.) Unconditioned stimulus
2.) Unconditioned response
3.) Neutral stimulus
4.) NS becomes CS (conditioned)
5.) UR becomes CR (conditioned)

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12
Q

Unconditioned stimulus (US)

A

Unlearned stimulus that causes a response
- Unlearned AND naturally occurring; will cause a response of some sort

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13
Q

Unconditioned response (UR)

A

Unlearned response; built in; naturally occurring
- US always causes UR

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14
Q

Neutral stimulus (NS)

A

Something neutral that should NOT initiate a certain feeling on its own

EX. Bell is neutral in Pavlov’s dogs example

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15
Q

NS becomes CS

A

EX. Bell in Pavlov’s dogs example becomes a conditioned stimulus (evokes a response)
- learning has happened

(In EX., bell is now enough to cause a response; don’t need the meat anymore [CS])

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16
Q

UR becomes the CR

A

Response doesn’t change but now it is conditioned
ex. bell evokes salivation

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17
Q

Examples of paradigms

A

Food eversions
Trauma triggers

is NOT always bad; can be positive response too!!

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18
Q

5 processes that build on Classical Conditioning

A

1.) Acquisition
2.) Extinction
3.) Spontaneous Recovery
4.) Generalization
5.) Discrimination

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19
Q

Acquisition

A

Initial learning

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20
Q

Extinction

A

Extinguished/break the chain of unconditioned response

-This is the premise of trauma therapy to break the connection so trigger doesn’t cause fear/anxiety response anymore

Reduction of CR but hard to break… and never fully eliminated

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21
Q

Spontaneous recovery

A

Reappearance of an extinguished CR
- Conditioning process is quicker this time around so conditioning NEVER fully disappears, just buried

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22
Q

Generalization

A

CS elicits a response
- Similar CS’s can also elicit a response

EX. Trauma about almost hit by a particular car can generalize to being afraid of all vehicles

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23
Q

Discrimination

A

Can discriminate one CS from another…

Clinical example is Antabuse

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24
Antabuse
Used in the treatment of alcohol abuse (dependent on alcohol and interfering with life so trying to refrain from use) Biological and learning route *This is a medication that prevents the breakdown of different pieces of alcohol - get really sick and hung over times ten - incentive not to use alcohol because don't want to get sick - can break that chain of alcohol abuse
25
What is the point of Antabuse?
Patients develop aversive response via classical conditioning (avoiding alcohol so they don't get sick) - sight or smell of alcohol can cause nausea
26
Does Antabuse work in the long-term?
No because people can just stop taking the medication to avoid the response, which breaks the classical conditioning (from a behavioral standpoint)
27
Operant conditioning
Trying to strengthen or reduce a response
28
Positive
Add something
29
Negative
Remove something
30
Who was a big name in operant conditioning?
BF Skinner (behaviorist)
31
What did BF Skinner contribute to operant conditioning?
Skinner's Box/Operant Chamber - taught animals how to learn through reward (getting treats for pushing certain levers) - 1950s-60s, people learned through punishment and reinforcement
32
Aversive
Don't like it; bad
33
Positive reinforcement
Adding something to strengthen a response
34
Example of positive reinforcement
If Dr. McKay wanted to see participation rates increased (behavior is participation) then he could ADD money, candy, and bonus points to STRENGTHEN participation HOWEVER, problem is that there is no consideration for cognition... what you think about the class, emotions behind behavior, etc. He just wants to see an increase in participation
35
Negative reinforcement
Removing something to strengthen a behavior
36
What is an example of negative reinforcement?
Driving and don't want to wear a seatbelt? But the you start hearing a really annoying beeping sound - the purpose of the sound is to entice you to remove your seatbelt -You have to remove your seatbelt to stop the beeping SO... REMOVING sound to STRENGTHEN seat belt use
37
What are the 3 primary reinforcers?
1.) Food 2.) Water 3.) Sleep - don't have to learn how to eat, sleep, drink (innately know when hungry, thirsty, tired, etc.)/natural
38
Secondary reinforcers
Ex. money - allows you to get primary reinforcer but this is a LEARNED process - this is why things like money gain a lot of power for letting you do/get things
39
2 "Schedules" of reinforcement
1.) Continuous 2.) Partial
40
Continuous schedule of reinforcement
Reinforcement happens EVERY time Ex. Giving you a treat every time you raise your hand in class Initially it is really good but over time, there are issues...
41
Issues with continuous schedule of reinforcement?
Super vulnerable to extinction (easily extinguished; rapidly works=rapidly extinguished) - good to give rewards when we start learning but can't happen all the time
42
Partial schedule of reinforcement?
Reinforcement happens occasionally - hard to extinguish since more meaningful when we don't know when/if we will be receiving the reward - causes you to still do the behavior even without reward
43
What schedule of reinforcement is used in normal learning experience?
Partial
44
Fixed ratio schedule
Getting something EVERY fixed number Ex. reward points; buy five pizzas, get one free - guarantee (not variable) Ex. Raise hands every six times, get extra credit reward
45
Variable ratio schedule
Unpredictable number (centers around an average number); will happen eventually but don't know when - Ex. Casino/slot machine in which you are going to win, you just don't know if 1st of 1000th poll
46
Fixed interval schedule
Based on time of the week etc., not a specific number
47
What is the problem with a fixed interval schedule?
Ex. extra credit on Fridays, people won't say a word until Friday when they know they will be getting the reward
48
Variable interval
Times are changing; behavior gets increased during variable times Ex. Checking texts/emails when free/not busy because never know when there will be a message **Ex. In-class assignments - don't know what time period it is going to happen and not knowing helps boost attendance overall, which strengthens behavior of attendance
49
Fixed
Solid
50
Variable
Changing
51
Ratio
Number
52
Interval
Time
53
Continuous
Every time but hard to keep up
54
Partial: Fixed ratio
"Every so many" (ex. every five pizzas, you get a free pizza)
55
Partial: Fixed interval
"Every so often" (ex. every Tuesday, you get a free pizza)
56
Partial: Variable ratio
After an unpredictable number; you known you are going to win but don't know when (Ex. slot machine)
57
Partial: Variable interval
Hard Unpredictably often (Ex. Check your phone all the time because texts unpredictably come in and we don't know when)
58
Operant conditioning includes reinforcement AND punishment
(+) positive=add (-) negative=remove (not necessarily bad)
59
Punishment
Trying to decrease a behavior just like reinforcement is used to increase behavior
60
Positive punishment
Add a stimulus to try to decrease behavior Ex. Spraying pets with water when they are scratching (decrease behavior) -water is the stimulus to reduce scratching in this example
61
Negative punishment
Withdrawing/removing a stimulus (typically something desired) to decrease a behavior Ex. Taking away phone when kid is being rowdy (Removing toys, time with friends, time playing video games, etc...)
62
Downside of physical punishment
Modeling: - modeling a bad behavior so child think it is ok to hit people, animals, etc. since parent did it Anxiety and fear increases due to classical conditioning (trauma) - if extinguished, simply suppressed not gone - This is due to concept of spontaneous revery even if chain is broken NOT actually replacing unwanted behavior - with a punishment paradigm, you have to provide alternate behavior!
63
Example of observational learning
Bandura's Bobo Doll Experiment
64
Main objective of the Bobo Doll Experiment
A study of aggression - if kids watched adults beat the crap out of these dolls, what will the kids do?
65
Novel
new
66
Bobo Doll Experiment Highlights
We learn by viewing and modeling other people's behavior - Separate from conditioning process we talked about
67
2 concepts of modeling
1.) Observe behavior 2.) Imitating behavior
68
Modeling due to mirror neurons
Found in the frontal lobe (higher level thinking and ability) Neurons that fire when we see people do certain behaviors and imitate them
69
Kids and Bobo Dolls Results
- Increased attraction to guns and guns were not even modeled - Picked up novel hostile language - Devised new ways to hit the doll - Doll becomes weapon of assault

Intro to Psych (13 decks)

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