learning Flashcards
what is classical conditioning
a form of learning where an existing reflex response is elicited by the repeated pairing of 2 stimuli
define:
- neutral response
- unconditioned stimulus
- unconditioned response
- conditioned stimulus
- conditioned response
neutral stimulus: a stimulus that on its own doesn’t elicit a particular response
unconditioned stimulus: a stimulus with the inherent ability to elicit a reflex response
unconditioned response: the reflexive reaction to a specific unconditioned stimulus
conditioned: stimulus: a stimulus that elicits a particular response due to learning
conditioned response: a reflex response elicited by a previous neutral stimulus as a consequence of of learning
define:
stimulus generalisation
stimulus discrimination
extinction
spontaneous recovery
stimulus generalisation: when a stimulus similar to the CS elicits the same response as the CS
stimulus discrimination: when a stimulus does not elicit the CR because it differs from the original stimulus.
extinction: when repeated presentation of the CS on it own ceases to elicit a response, as there is no longer an association between the CS and the US
spontaneous recovery: the sudden reappearance of a previously extinct CR after the US has been absent for some time.
Pavlov’s dog aim, method and procedure
Aim: to investigate classical conditioning in dogs.
method
subjects: dogs
materials: meat powder, a bell, and a pavlovian apparatus.
iv: bell, food or both
dv: times dogs salivated and amount of saliva produced.
procedure
dogs placed in harnesses with tube in cheek to collect saliva to measure. Bell (NS) was rung next to dog and salivation did not occur. Dog was then given meat power (UCS) leading to salivation (UCR). Bell then rung just before giving dog meat powder then repeated. Then when bell rung and salivation occurred. Bell becomes CS and salivation becomes CR
Pavlov’s dog contribution and limitations
contributions: pavlov impacted the understanding of learning processes by presenting classical conditioning as an undiscovered form of learning. The study provided a link between physiological and psychological processes and provided insights as to their interaction in the production of learning behaviours.
limitations: there is an inability to generalise the results from the dogs to humans. The dogs were exposed to unpleasant stimuli during the experiments, causing physical and psychological harm.
little Albert aim, method and procedure
Aim: to assess whether a child can be conditioned to feel fear through simultaneous presentation of a white rat and loud noise (hammer hitting metal bar). If a fear response is successfully elicited, to determine whether this emotional response can be extended to similar stimuli.
method
participant: 11 moth old baby
materials: white rat, rabbit, seal skin coat, Santa Claus mask, a metal pole and a hammer.
Iv: exposure to various stimuli and the pairing of stimuli.
Dv: the observed emotional emotional and behavioural responses displayed by Albert.
procedure: Albert on mattress on floor and white rat was placed in-front. Rat didn’t elicit response (NS). from then on every time Albert reaches for rat bar is struck. loud noise (UCS) causes Albert fear (UCR). Rat becomes CS and fear becomes CR.
key findings, contributions, limitations and strengths little Albert
key findings: Albert was conditioned to feel fear from the sight of rat after multiple pairings of loud noise and him reaching out. Emotional transfers from the white rat to the seal skin coat and Santa Claus mask occurred due to similarity of the stimulus.
Contributions: experiment provided a clear demonstration of how classical conditioning can be used to elicit a fear response resulting in further research into formation of phobias and development of treatment.
The ethical concerns led to widespread debate and discussion about how research should be conducted in particular gaining informed consent especially from vulnerable people.
criticisms: Albert was psychologically harmed and the mother gave consent but was not informed of the extent of the procedure and risks.
define operant conditioning
a type of learning whereby the consequence of behaviour determines whether they will be repeated or not
three phase model of operant conditioning
Antecedent: internal and external conditions present immediately prior to a particular response.
Behaviour: the observed behaviour resulting from the antecedent
Consequence: the outcome of the behaviour.
reinforcement and punishment types
positive punishment: addition of stimuli that decreases likelihood of behaviour repeating.
positive reinforcement: the addition of a stimuli that increases likelihood of the behaviour repeating.
negative punishment: the removal of stimuli that decrease the likelihood of the behaviour repeating.
negative reinforcement: the removal of stimuli that increases the likelihood of behaviour repeating.
law of effect
aim
method
procedure
aim: to examine the influence reinforcement had on the behaviour of cats seeking to escape from a puzzle box in order to each food
method
subject: 13 cats
materials: puzzle boxes, food for cats, and clock for time keeping.
Iv: number of times cats placed in box
Dv: Time taken for them to escape from the puzzle boxes.
procedure: cats placed in puzzle box and fish placed by box. Thorndike used a range of puzzle boxes each with different ways of opening. He repeatedly timed how long it took for the cats to get out.
Law of effect key findings, contributions and criticisms
key findings: cats worked out how to escape through trial and error. Once placed back in the box cats made conscious decision to escape via mechanism. The choice demonstrates positive operant conditioning. Cats got food when pressing lever resulting in increase of likelihood of lever pressing. The second time cats were placed in the box the time taken to get out reduced drastically.
contribution: Thorndikes research with the cats formed foundation on which theorists built their understanding of operant conditioning on.
criticisms: Thorndikes findings are based on an animal model of trial and error learning and reinforcement of behaviour. This simplified concept of learning can’t be generalised to humans.
Experiment could not be replicated due to ethical concerns as hungry cats in boxes could be distressing.
schedules of reinforcement
fixed ratio: reinforcement takes place after set number of responses
fixed interval: reinforcement takes place at fixed time time intervals.
variable ratio: when reinforcement takes place after an unpredictable number of responses
variable interval: when reinforcement takes place at irregular time intervals.
Skinner box
aim
method
procedure
aim: to demonstrate the process of operant conditioning in pigeons
subject: 8 pigeons
materials: experimental cage with attached timer and food hopper and bird feed.
Iv: time interval at which food was released.
Dv: observed behaviours of pigeons
procedure: pigeons fed less to increase hunger then each pigeon was placed into cage for few minutes each day. Timer was programmed to present food to pigeon at set intervals via a hopper tipped down.
the intervals between food would change but hopper would be lowered for 5 seconds every time.
