Learning Flashcards
Associative meow
Psycho Social Stages of Development
- by Erik Erikson
- development is lifelong
- on solving conflict we reach virtue
*Identity VS Logos VS confusion - solve three main issues that come up as challenge during our development: sexual identity, moral identity and career identity
Roots of Learning
Behaviourism measure of observable behaviour and not internal mental processes
Changes in learning may not be evident until a new situation arises and the behaviours occur
Learning
relatively permanent changes in behaviour that results from previous experience with certain stimulus and response
Types of Learning
Associative (S-R): OC, CC, Trial and Error
Observational Learning- learn by imitation
Insight Learning- Aha! Moment
Learning Styles- VARK Model, acquire knowledge in a certain way
Classical Conditioning
- observed Ivan Pavlov (20th Century), Russian Physiologist
- he was observing process of digestion in dogs
- conducted a series of experiments (salivary gland, tuning fork, planning and timed pairing)
- type of learning where a neutral stimulus acquires the ability to produce a response that was originally producced by a different stimulus
CC Process
Before CC= UCS–UCR, NS–NR
During CC= NS+UCS–UCR
After CC=CS–CR
NS, UCS, UCR, CS, CR, extinction,
Definitions
- NS: causes certain response but does not produce effect being tested
- UCS: triggers or elicits a physiological effect (salivation or eyeblink)
- UCR: unlearnt, innate, involuntary physiological reflex elicited by UCS
- CS: formally NS that acquired the ability to elicit a response that was previously elicited from the UCS
- CR: elicited by CS, similar but not identical (in size or amt) to the UCR
extinction: procedure in which CS is repeatedly presented without the UCS and as a result no longer produced CR - acquisition: initial learning of the S-R link which involves a NS being associated with a UCS and becoming a CS which elicits the CR
Critics of CC
- All learning is CC: all learning cannot be explained through Classical Conditioning
- All learning is also not mechnical, learning can be intentional and under our control
- John Garcia-leading researcher in learning processes; disputes the supposition that optimum learning only occurs when UCS immediately follows the CS
Applications of Cognitive Learning Theories
- Explain harmful behaviour
- Overcome Phobia
- Pleasant Emotions
- Consumer Behaviour
Basic Processes
- Generalisation: CR triggered by stimuli similar to CS even when never paired with US ex: white rabbit
- Discrimination: org distinguishes between CS and other stimuli that do not predict UCS ex: red chalk
- Extinction: CS presented without UCS repeatedly leading to a lack in CR ex: dog no longer salivates to bell
- Spontaneous Recovery: after extinction if CR reappears without any new CS-UCS formed ex: dog starts salivating with bell again
- Acquisition: during this phase, the org associates CS with UCS leading to CR
- Higher Order Conditioning: when CS is paired with new stimulus leading to it being a second CS and eliciting the CR without the UCS. ex: flash of light salivates dog
Pavlov and the Dog
Ivan Pavlov’s dog experiment demonstrated classical conditioning. Pavlov noticed that dogs would salivate not just at the sight of food, but also when they saw the lab assistant or heard sounds associated with feeding. To study this, he repeatedly rang a bell (a neutral stimulus) before giving the dogs food (an unconditioned stimulus). Over time, the dogs began to salivate (a conditioned response) just at the sound of the bell, even when no food was present. This showed that a neutral stimulus could become a conditioned stimulus through association, leading to a learned response.
Little Albert
The Little Albert experiment by John B. Watson and Rosalie Rayner in 1920 demonstrated classical conditioning in humans. They first exposed 9-month-old Albert to a white rat, which he wasn’t afraid of. Then, they paired the rat with a loud noise that startled him. After repeated pairings, Albert began to cry just at the sight of the rat, even without the noise. The experiment showed that fear could be conditioned and that this fear generalized to similar objects, like a rabbit and a fur coat.
Law of Effect
- By E.L Thorndike
- states that behaviors followed by positive consequences are strengthened while behaviors followed by negative consequences are weakened.
example: meat is kept outside the cage of a hungry cat, the cat scratches around the cage and accidently scratches the level getting the food. The scratching will increase overtime and the time required to push the lever will also decrease.
Skinner Box
Skinner’s Box, or the Operant Conditioning Chamber, is a device used by psychologist B.F. Skinner to study how behavior is influenced by reinforcement and punishment. The box contains a lever or button that, when pressed by an animal like a rat or pigeon, can deliver a reward (food) or punishment (mild electric shock).
Operant Conditioning
a form of learning through which organisms learnt to repeat behaviors that I yield positive outcomes or permit them to avoid/escape from negative outcomes
