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Psychology 104 > Learning > Flashcards

Learning Flashcards

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1
Q

Habituation

A

A general process in which repeated or prolonged exposure to a stimulus results in a gradual reduction in responding
* Maybe the simpleest form of learning

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2
Q

Sensitization

A

When presentaation of a stimulus leads to an increased response to a later stimulus

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3
Q

Classical Conditioning

A

A types of learning that occurs when a neutral stimulus produces a response after being paired with a stimulus that naturally produces a response
* Ie. Pavlov’s dogs
* Learning via association with stimuli

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4
Q

Unconditioned Stimulus (US)

A

Something that reliably produces a naturally occurring reaction in an organism
* Ie. Food

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5
Q

Unconditioned response (UR)

A

A reflexive reaction that is reliably produced by an unconditioned stimulus.

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6
Q

Aquisition

Conditioning

A

The phase of classical conditioning when the CS and the US are presented together

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7
Q

Conditioned Stimulus

A

A previously neutral stimulus that produces a reliable response in an organism after being paired with a US (unconditioned stimulus)

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8
Q

Conditioned Response

A

A reaction that resembles an unconditioned response but is produced by a conditioned stimulus

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9
Q

Second-Order Conditioning

A

A type of learning in which a CS is paired with a stimulus that became associated with the US in an earlier procedure

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10
Q

Respondent Extinction

Conditioning

A

The gradual elimination of a learned response that occurs when the conditioned stimulus (CS) is repeatedly presented without the unconditioned stimulus (US)

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11
Q

Spontaneous Recovery

Conditioning

A

The tendency of a learned behaviour to recover from extinction after a rest period

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12
Q

Respondant/Stimulus Generalization

A

The CR is observed even though the CS is slightly different from the CS used during acquisition

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13
Q

Respondent Discrimination

Conditioning

A

The capacity to distinguish between similar but distinct stimuli

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14
Q

Biological Preparedness

Learning

A

A propensity for learning particular kinds of associations over other kinds

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15
Q

Operant Conditioning

A

A type of learning in which the consequences of an organism’s behaviour determine whether it will repeat that behaviour in the future

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16
Q

Operant vs Classical Conditioning

A

Operant - Reaction to Consequences (good or bad), stimulus follows behaviour

Classical - Association with other stimuli, stimulus preceds behaviour

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17
Q

Operant Behaviour

A

Behaviour that an organism performs that has some impact on the environment.

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18
Q

Primary vs Secondary reinforcers

Learning

A

Primary reinforcers help satisfy biological needs or desires

Secondary reinforcers derive their effectiveness from their associations with primary reinforcers through classical conditioning

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19
Q

Fixed-interval (FI) Schedule

A

Reinforcers are presented at fixed time periods, provided that the appropriate response is made

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20
Q

Varible-interval (VI) Schedule

A

A behaviour is reinforced on the basis of an average time that has expired since the last reinforcement

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21
Q

Fixed-Ratio (FR) Schedule

A

Reinforcement is delivered after a specific number of responses have been made

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22
Q

Variable-Ratio (VR) Schedule

A

The delivery of reinforcement is based on a particular average number of responses, although the ratio of responses to reinforcements is variable

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23
Q

Intermittent Reinforcement

A

Only some of the responses made are followed by reinforcement

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24
Q

Intermittent Reinforcement Effect

A

The fact that operant behaviours that are maintained under intermittent reinforcement schedules resist extinction better than those maintained under continuous reinforcement

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25
Q

Shaping

Learning

A

Learning that results from the reinforcement of successive steps to a final desired behaviour

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26
Q

Cognitive Map

Learning

A

a mental representation of the physical features of the environment.

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27
Q

Observational Learning

A

A process in which an organism learns by watching the actions of others

28
Q

Diffusion Chain

Learning

A

A process in which individuals initially learn a behaviour by observing another individual perform that behaviour, and then become models from which other individuals learn the behaviour

29
Q

Mirror Neurons

A

A type of cell found in the brains of primates (including humans). They fire when an animal performs an action, as when a monkey reaches for a food item. More important, however, mirror neurons also fire when an animal watches someone else perform the same specific task

30
Q

Implicit Learning

A

Learning that takes place largely independent of awareness of both the process and the products of information acquisition

31
Q

Interleaved Practice

A

A practice schedule that mixes different kinds of problems or materials within a single study session

32
Q

Wundt vs Watson

Learning and Behaviour

A

Wundt - Psychology is the science of consciousness

Watson - Psychology is the science of behaviour (behaviourism)

33
Q

Behaviourism

A

Taking the “Psyche” out of Psychology
* Assumes behaviour can be studied for its own sake
* Assumes that the causes of behaviour (a natural event) only include natural phenomena
* Views behaviour as a function of evolved and environmental forces
* Pragmatic argument about how a science of behaviour should be conducted
* They don’t reject the existence of consciousness, they just say that you can’t measure it

34
Q

Is Behaviour Nature or Nurture?

A

BOTH
Behaviour = f(organism, Environment)

Organism - genetics, psychology, prior learning
Environment - current environmental stimuli being encountered

35
Q

Phylogenetic Behaviour

A

“Evolved” or Innate Behaviour
* Includes reflexes, fixed action patterns (“instincts”), and general behaviour traits

36
Q

Reflexes

A

A relationship between a specific event and simple response to that event
* Found in all members of the species
* Highly stereotypic (occur pretty reliably the same way each time)

Ex
* Pupillary reflex
* Rooting reflex
* Suckling reflex
* Salivary reflex
* Palmar grasp reflex
* Ect

Not all are useful
* Peanut allergies
* Seizures caused by flashing lights

37
Q

What are the primary Laws of the reflex?

A
  1. Law of Threshold
    * There is a point (called the threshold) below which no response is elicited and about a response always occurs
  2. Law of Intensity-Magnitude
    * Increases in stimulus intensity (or magnitude), also increase the intensity of the response
    * Habituation
  3. Law of Latency
    * The more intense a stimulus ins, the fast the response is elicited
38
Q

Fixed action patterns

A

A series of related acts found in (nearly) all members of a species
* “Instinctive behaviour”
* Species-specific behaviour
* Modal Action pattern

Occurs when the appropriate releaser stimulus is present
* Ex. When babies open their mouths and the parents feed them in response to that

Environment “modifies” behaviour to some effect

39
Q

General Behaviour traits

A

Any general behavioural tendency that is strongly influenced by genes
* May include temperment
* Ex. Introversion, general anxiety, activity level, aggressiveness, drug abuse…

Evidence
* Selective breeding
* You can selectively breed animals for personality traits (dog domestication)
* Gene knockout
* Twin studies

40
Q

What are the limits of natural selection

Psychology

A

Its too slow for sudden change in the environment

Evolutionary traits that were useful, but can become detrimental to survival
* Ex. Human craving for salt and sugar

Solution? Learning

41
Q

Learning

A

A change in behaviour due to the environment

Multiples measurable dimensions which could change
* Frequency
* Intensity
* Rate/Speed
* Form/topography

42
Q

Types of Learning

A
  • Habituation
  • Respondent (classical/pavlovian) Conditioning
  • Operant conditioning
43
Q

Why can’t we measure learning by nervous system change?

A

Learning is not defined by nervous system change because we don’t know enough about the brain to conclusively say whether a change in brain structure is the cause of behaviour change

44
Q

Are all changes of behaviour learning?

A

No

Change of behaviour IS learning

But not all changes of behaviour are defined as learning
* Drugs
* Injury
* Disease

45
Q

Probe Trial

Classical Conditioning

A

Present the CS alone (no US)
Test trial

In general, more exposure = greater conditional responding

Early exposure produces more learning than later exposure
Non linear

Conditional Responding is “asymptomatic”

46
Q

Does all conditioning/learning occur at the same rate?

A

Conditioning/Learning can occur at different rates
* Taste aversion can occur after only 1 exposure
* Salivation requires numerous exposures

47
Q

Delayed Conditioning

Classical Conditioning

A

CS and US overlap partially
* The CS begins first
* Generally the most effective method when CS-US interval is short (0.4-1 sec)
* Common in the real world

Ex. Blink conditioning

48
Q

Trace Conditioning

Classical Conditinoing

A

The CS begins and ends before the US
* The Delay is usually pretty short
* Generally, the longer the delay, the weaker the response

Ex. Rattlesnake

49
Q

Stimulus Conditioning

Classical Conditioning

A

The CS and US begin and end at the same time
* Less common in the real world

50
Q

Backwards conditioning

Classical Conditioning

A

The US before the CS
* Not very effective
* Not common in the real world

51
Q

Is extinction forgetting?

Learning

A

No, its new learning

52
Q

Aversion Therapy

A

A therapy in which a stimulus is contingently paired with noxious (adverse) stimulus
* Eg. Disulfiram (antabuse)

This is used in alcohol treatment
* They are given a drug that makes them violently sick if they have it
* Often this treatment is in direct combat with years of learned experience with alcohol

53
Q

Edward Thorndyke

A

How is behaviour learned?

Cats in boxes with latches
* Didn’t believe the cats were getting insight
* Instead the cats were learning via trial and error

If an action brings a reward, the action becomes stamped into the mind
* “Law of effect”
* Not typically used today

54
Q

BF Skinner

A

Built on Thorndyke’s ideas

Invented the operant conditioning chamber
* The boxes they put animals in to reward a desired behaviour
* Typically awarded with food
* Act as a controlled environment
* The more control the better
* Reinforcement

55
Q

What are the effects of reinforcing consequences

A
  • Increase frequency
  • Increase duration
  • Increase intensity
  • Increase in quickness
  • Increase in variability
56
Q

Positive Reinforcement

A

Add a stimulus
* A positive stimulus is added when the desired behaviour occurs

57
Q

Negative Reinforcement

A

Remove a stimulus
* A constant negative stimulus is removed when the desired response occurs

58
Q

Reinforcer

Learning

A

Any event or stimulus that follows an operant response and increases or maintains its future

59
Q

Consequences of using punishment improperly

Learning (Psychology)

A

There are many drawbacks to using punishment improperly
* Fosters undesirable emotional responses
* Aggression
* This is not just directed at the punisher
* Fear and anxiety response
* Crying
* Apathy and/or depression
* Does not teach the “correct” behaviour
* Often increases subversive practices to escape punishment
* Imitation of the punisher
* They learn to see punishment as an acceptable behaviour to use on others

60
Q

Discriminative stimulus

Operant Conditioning

A

A stimulus or event that sets the occasion for reinforcement
* Creates conditions for the reward

61
Q

Discrimination

Operant Conditioning

A

The effect of a response being more likely to occur in the presence of the discriminative stimulus or event than its absence

62
Q

Operant Extinction

A

The procedure of withholding reinforcers that maintain a behaviour

63
Q

Spontaneous Recovery

Operant Conditoining

A

The tendency for extinguished behaviour to occur again in situations similar to those it had been previously reinforced after time has elapsed

64
Q

Extinction Burst

Operant Conditioning

A

A short lived rapid burst in responding following the initial exposure to extinction
* Also produces aggression and variability of responding

65
Q

Does giving less reinforcement for a behaviour count as negative punishment?

A

Giving less reinforcement for a behaviour is not negative punishment
* It’s just a less effective form of positive punishment

Negative punishment required the removal of a reinforcing stimulus the organism is already in possession of or has access to

66
Q

Schedule of Reinforcement

A

A rule describing the delivery of reinforcement
* Different schedules produce unique schedule effects
* Scheduled effect - Particular pattern and rate of behaviour over time
* Over the long-term effects are very predictable
* May make behaviours resistant to extinction
* Occurs in numerous species (including humans)

67
Q

Shaping

Learning

A

Differential reinforcement of successive approximations of a target behaviour

Ex. Training a rat’s lever press
reinforce:
* Approaches to ladder
* Sniffing the ladder
* Touching with paw
* Full depression of the lever

Psychology 104 (10 decks)

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