Learning Flashcards
Learning
> relatively permanent change in thought or behavior
>result of experience
*Classical Conditioning
> teach something to respond/remember
every animal can be
ex. Pavlov & his dog digestion experiment
ex. Vietnam vets w/sounds
Pavlov and His Dog Experiment
> collected saliva to study digestion
>dogs salivate at sound of Pavlov
Unconditioned Stimulus (UCS) (Classical Conditioning Terminology)
> something person/animal already knows
>perhaps innate (food)
Unconditioned Response (UCR) (Classical Conditioning Terminology)
> reflexive/innate biological response
>ex. dog salivates to food
Conditioned Stimulus (CS) (Classical Conditioning Terminology)
> learned stimulus
Conditioned Response (CR) (Classical Conditioning Terminology)
> actual learned response
Classical Conditioning Chart
Dog Example
> UCS: food
UCR: salivation
CS: bell rings/show food
CR: salivation from hearing bell
Acquisition
> CS+US (learning phase)
>ex. pair bell sound w/food
Extinction
> CS only
>ex. sound bell but don’t give food
Spontaneous Recovery
> CR brought back (learning still there, animal quits responding)
ex. dog still salivates, just less
Stimulus Generalization
> response applied in mult. environments (doesn’t need to be trained)
ex. dog’s side buzzed = gets food
(strong response when leg buzzed)
salivate when other area buzzed (weaker, still a response)
ex. green traffic light vs. green arrow
Stimulus Discrimination
> distinguish between conditioned stimulus
needs to be trained
ex. dog learns diff between pitches
(only salivates to correct pitch)
individuals discriminate based on unique experience
Watson, Rayner, Little Albert Tested For?
> emotional response learned/acquired through classical conditioning
Watson, Rayner, Little Albert Diagram?
> UCS: loud bang paired w/white rat
UCR: Albert cried
CS: sight of white rat
CR: Albert feared other white fluffy objects
Fetishes and Rachman’s Experiments
> wondered how fetishes were acquired
>normal sexual variant- something sexually arouses, don’t have to have
Ranchman’s Experiment Diagram
>UCS: nude photos >UCR: sexual arousal >CS: shoes >CR: sexual arousal >aroused after seeing shoes >devient behaviors can be classical conditioned
Learning by Association
> music scored represents particular characters
>adds to excitement
Operant Conditioning
> person/animal has to respond to get reward
Skinner boxes- operant chamber
ex. light on = press bar
Stimulus-Response Psychology Reinforcement (S-R)
> S: light
>R: press bar
*Shaping (by Successive Approximation)
> low achievable goal to harder goal
give/withhold reward to tell what to do
used to train animals
ex. dogs play piano, prisons, psych-wards
*Reinforcement
> something increases strength or likelihood of getting response
key to operant condition
based on if-then contingency
Positive Reinforcement
> give reward and increase probability of response
unusual behaviors can be encouraged by reinforcement
(engage in humiliating behavior for reward)
Negative Reinforcement
> removal of event strengthens behavior
do appropriate behavior to stop something
ex. drug addiction-
pos: feels good initially
neg: addicted, but side effects stopped after using
Punishment vs. Reinforcement
> negative reinforcement is not punishment
reinforcement encourages behavior
(turns off bad happening)
punishment suppresses/decreases behavior
Reinforcement Overview
> positive: give
negative: take away
continuous: happens every time
partial:
Systematic Desensitization
> replace with another/series of small steps
use knowledge to do behavioral therapy
based on generalization and extinction
psychological treatment for phobias (extinguishes maladaptive response)
Bandura’s Experiment
> can observe others to predict what will happen/know what to do
kid watches aggressive adult play w/toy bag
others see calm adult in room
result: kids who saw aggression, were more aggressive
Imitation Onset
> tv person shows toy has two parts, kid imitates
>him uses tool, offspring imitates
Applications of Observable Learning
> learn what exposed to, environment
>sometimes only takes one exposure
Kohler’s Research
> INSIGHT
gave chimps new problems to solve
animals showed problem solving skills
ex. hanging fruit, food outside fence
Tolman Experiments
> COGNITIVE MAPS (maze)
P1: rats explore without reinforcement (form map)
P2: hungry rats in start box, food in goal box
three ways to reward, but choose straight path 1 and are rewarded
P3: path 1 road block, not rewarded before for path 2
(still choose path 2)
P4: high road block, blocks path 1 & 2
(only tries path 3)
Latent Learning
> learning without reinforcement
>cognitive maps based on latent learning, becomes apparent when incentive given
Duncker’s Problem
> ex. volunteer has to tie two string ends
(use players like pendulum)
ex. arrange box of matches, tacks, and candles so candle doesn’t drip
(use box as shelf)
Functional Fixedness
> tendency to see objects as having only one function (common use)
Neuropsychology of Learning
> presumption something in brain changes when learning
>did not know where memory was
Aplasia Slugs Experiment
> Kandel and Schwartz studied large sea slugs w/primitive nervous systems
(no brain, simple nervous system)
vulnerable gill on back, reflexively shuts when touched
vibrated plate, then blasted gill (which shuts) to classically condition
Aplasia Slugs Experiment Results
> increase in neurotransmitters release (chemical change)
>formed new synaptic connections
Learning Physical Changes
> achieved through new neural connections
>brain is constantly changing
Autism
> symptoms: cognitive impairment, social impairment, corky/odd behaviors
genetic synaptic disorder (6 genes involved)
difficult to form new connections
not due to vaccinations
