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Psych 100- Learning/Motivation/Emotion > Learning > Flashcards

Learning Flashcards

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1
Q

What is learning?

A

the acquisition of new knowledge, skills, or responses that results in a relatively permanent change in the learner.

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2
Q

Classical Conditioning: general

A

Pavlov’s Dog experiment, supported by John Watson. US, UR, NS, CS, CR. involves Implicit Learning

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3
Q

What is a US

A

US= Unconditioned Stimulus- ex: meat powder for pavlovs dog

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4
Q

What is a UR

A

UR= Unconditioned Response- ex: dog salivating naturally at meat powder

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5
Q

What is a NS

A

NS= Neutral Stimulus- ex: bell rung in experiment. no natural salivation response but could be learned.

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6
Q

What is a CS

A

CS= Conitioned Stimulus- ex: bell rung causing salivation. SAME STIMULUS AS NS BUT AFTER LEARNING NOW A CS

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7
Q

What is a CR

A

CR= Conditioned Response- ex: dog salivates when bell rung. Unnatural, learned response to a NS (now a CS).

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8
Q

How is classical conditioning used in Advertising?

A
  • large part of car marketing, humorous, or attractive people/situations
  • want you to feel joy during commercial, but may associate the happy to item not song for example
  • tobacco industry uses it opposite way, shows gross pictures and almost threatens death causing a decrease in sales
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9
Q

Classical Conditioning: Acquisition

A
  • Phase of classical conditioning when the CS and US are presented together (meat powder and bell)
  • gradual increase in learning then more rapid n trials and slowly tapers off
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10
Q

Classical Conditioning: Second Order Conditioning (higher order)

A
  • Conditioning where a CS is paired with a stimulus that became associated with the US in an earlier procedure
  • food and bell, response with bell alone, bell and black square, eventually salivates at just black square, SECOND NS now CS
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11
Q

Classical Conditioning: Extinction

A
  • gradual elimination of a learned response that occurs when the CS is repeatedly shown
  • all bell no meat, eventually salivation lowers shown in chart. Gradual jagged drop off
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12
Q

Classical Conditioning: Spontaneous Recovery

A
  • 24 hr rest with no bell, then return and ring bell, will get response again
  • eliciting the extinct behavior after a rest show results again
  • can be repeated with rests, but response less and less each time
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13
Q

Classical Conditioning: Generalization

A
  • the CR is observed even though the CS is slightly different than the CS used during acquisition
  • dog chasing raccoons, wont come back with words, comes with food bin shaking. Also comes if shake a cereal box. similar stimulus, similar result.
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14
Q

Classical Conditioning: Discrimination

A
  • the capacity to distinguish between food box and cereal
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15
Q

Watson and Little Albert (Classical Conditioning)

A
  • unethical, results arent as valid as originally stated
  • baby sits, rat placed in front of him. no response. repeat but when rat present, loud symbol crashing behind baby. cries. rat placed again after a few repetitions and now baby cries with rat placement only
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16
Q

Operant Conditioning

A

types of learning in which consequences of an organisms behavior shows whether it will be repeated

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17
Q

Thorndike- Operant conditioning

A
  • law of effect
  • instrumental behaviors
  • requires an organism to do something
  • behaviors followed by a “satisfying state of affairs” tend to be repeated. those that produce an “unpleasant state of affairs” are less likely to be repeated
  • cat stuck in box with fish outside, how does it step on lever to get out? Accidentally steps on it. Then learns after receiving food that’s how it works and more quickly each time gets out
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18
Q

Skinner- Operant Behaviour

A

Operant Behavior: behavior produced by an organism that has impact on the environment

19
Q

Skinner- Reinforcer

A

Reinforcer: stimulus or event that increases the behavior that led to it

20
Q

Skinner- Shaping

A

Shaping:

  • reinforcers guide behavior closer and closer towards the desired behavior
  • often takes many steps and long time to learn a behavior. Build a skill in pieces
  • Language: happy mom reinforcing mamamama noises
  • Sucking thumb: exploration then satisfaction
21
Q

Skinner- Public’s opinion of him

A

disliked because it states learning is coming across things by chance or accidentally. Doesn’t give validity to consciousness and free will. Hard core behaviorism is saying governed by responses

22
Q

Punishment vs Reinforcement and example

A

Punishment= decreases likelihood of repeating behavior
Reinforcement= increases likelihood of repeating behavior
ex: kid pulls fire alarm. depending on the kid whether the suspension is a punishment or reinforcement.

23
Q

Thorndicke’s work: law of effect

A
  • behaviors followed by reward (positive or satisfying etc) more likely to be repeated and opposite if punished
  • cat gets out of box faster each time but first discovered by accident (no flashes of insight)
  • if action followed by reward, stamped into the mind. Outcome determines repeat behaviors
24
Q

+/- Reinforcement

A

+: give a toy or treat (adding stimulus)

  • : remove restrictions (not in terms of valence, has to do with removing stimulus)
  • negative still wanting to encourage activity, but by removing something (physical or not), ending grounding early
25
Q

+/- Punishment

A

+: spanking (adding a stimulus)

  • : taking away a toy (removing stimulus)
  • positive still wanting to discourage the activity by adding stimulus (of a spanking)
26
Q

Which is better- Punishment or Reinforement?

A
  • Reinforcement is best, especially when punishment is aggressive
  • argued that the behavior you do want is right there but not yet there yet
  • Thorndicke said stamping the good in the mind will stay longer and best way to learn
27
Q

Timing of Reinforcement

A
  • can be continuous or intermittent
  • intermittent scheduling works better
  • reward 10 times randomly stronger reinforcement than first 10 in a row
28
Q

Timing of Punishment

A
  • delayed punishment may mis-associate the punishment with current activity not the bad act itself
  • better to punish or reinforce in the moment
  • part of the reason substance use is so hard to break, could be months before benefits from quitting
29
Q

Primary vs Secondary reinforcers

A

Primary: serve biological needs (smile=loved)
Secondary: begin neutral, through classical conditioning are associated with primary reinforcer
- money = more resources
- police lights= ticket, less $ less resources/leisure

30
Q

Operant Conditioning: Extinction Resistance and Extinction

A
  • typically reinforcements occur only when proper response is made
  • yet not all behaviors weaken or become extinct if not reinforced
  • some become stronger from no reinforcement
  • ex: gambling, lose $ still want to gamble again, sometimes want to gamble more
31
Q

Scheduling of Reinforcements: Fixed Interval Schedule

A
  • reinforcers are present at fixed intervals
  • every 2 mins, burst of responding
  • learn schedule and do more of response around time of scheduled reinforcement
32
Q

Scheduling of Reinforcements: Variable Interval

A
  • reinforcements presented based on average time since last reinforcement
  • 2 min on average- more consistent responding
33
Q

Scheduling of Reinforcements: Fixed- Ratio Schedule

A
  • reinforcements presented after a fixed number of responses, ex: every 3rd time
  • after every 10th coffee get a free one
34
Q

Scheduling of Reinforcements: Variable Ratio Schedule

A
  • by chance or every ___ times something happens
  • reinforcement given based on average number of responses
  • winning a slot machine
35
Q

Evolutionary Elements of Classical Conditioning: Food Poisoning

A
  • average in a single pairing (sick once is enough)

- respond even when not spoiled food, just could be

36
Q

Evolutionary Elements of Classical Conditioning: Properties to be Adaptive

A
  • rapid learning in 1-2 trials
  • pairing can take place with long intervals
  • learned aversions should occur with novel than familiar substances
37
Q

Evolutionary Elements of Classical Conditioning: example

A

eat egg sandwich and developing a cold, get sick, say its from egg sandwich and avoid them. their sight smell and hearing about them triggers a response

38
Q

Biological Preparedness

A
  • Propensity for learning particular kinds of associations over others
  • conditioning works best with stimuli that are biologically relevant to the organism
  • animals know not to eat something naturally, know what to fear naturally, turtle doesn’t fear a lion
39
Q

Cognitive elements of Operant Conditioning: Latent Learning

A

Latent Learning: something can be learned but does not manifest to behavior until sometimes in the future

40
Q

Cognitive elements of Operant Conditioning: Cognitive Maps

A

Cognitive Maps: mental representation of physical features of the environment

41
Q

Cognitive elements of Operant Conditioning: example

A

rats in a maze, only reinforced after day 11 of 30 day trial upon completion of the maze did best out of the 3 groups (others reinforced every time, reinforced never when made correct turn)

42
Q

Observational Learning

A
  • takes place by watching the actions of others (challenges behaviorists’ reinforcement-based explanation for learning)
  • applied also to animals (monkey that never saw snake, reacted with fear when see it, observed mothers reaction to snake, mirror neurons)
43
Q

What are Mirror Neurons

A
  • frontal and parietal lobes
  • brain fires when we watch people do an activity like we are doing the activity
  • also when we see people we care about in pain, we replicate our own pain in the brain

Psych 100- Learning/Motivation/Emotion (2 decks)

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