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Cognitive Psychology > Learning > Flashcards

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1
Q

what was the behaviourist approach towards learning mainly built on

A

animal models of learning

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2
Q

what was the aim of the behaviourist theories towards learning

A

to produce a general theory of learning and behaviour

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3
Q

what does the cognitive approach see as important in learning

A

thoughts, motivation, attitudes and beliefs

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4
Q

what does the cognitive approach see learning as being conceived within

A

an information processing framework

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5
Q

what does the cognitive approach postulate

A

the role of covert mechanisms - eg long term memory

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6
Q

cognitive neuroscience and learning

A

attempts to understand the relationship between cognitive mechanisms of learning and the underlying brain regions involved using imaging tech

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7
Q

what is habituation

A
  • simplest form of learning
  • repeated exposure leads to declined response
  • innate
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8
Q

what is the evolutionary significance of habituation

A

if a once-novel stimulus occurs again and again without significance - no need to waste time and energy investigation

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9
Q

which researcher is associated with classical conditioning

A
  • Pavolv
  • dog salivation
  • learning to associate the neutral stimulus
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10
Q

what is the initial NS in Pavlovs study

A

the bell

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11
Q

what is the UCS in Pavlovs study

A

the food

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12
Q

what is the initial UCR in Pavlovs study

A

salivation response

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13
Q

Which researcher is associated with fear conditioning

A

Watson & Rayner

*Little Albert

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14
Q

conditioned emotional response

A

phobic exposed to feared object in conjunction with stimulus elicting pain/fear eg. stuck in broken lift

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15
Q

counter conditioning

A

*treatment for phobias in clinical psychology

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16
Q

what occurs in classical condition and taste aversions that doesnt in the salivation response

A

single trial learning

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17
Q

what is the evolutionary significance of taste aversion

A

species survival

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18
Q

preparedness

A

certain organisms are biologically prepared to learn certain things

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19
Q

how is the CR acquired

A

*single pairing CS&US isnt sufficient therefore learning is required

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20
Q

what is the strength of the CR dependent on

A
  • intensity of US

* timing of CS & US

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21
Q

simultaneous conditioning

A

CS and US presented at same time

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22
Q

delayed conditioning

A
  • CS slightly precedes US BUT end together

* optimal for conditioning 1/2S

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23
Q

trace conditioning

A

CS presented and switched off before US presented

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24
Q

backward conditioning

A
  • US precedes CS

* little evidence in animals

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25
Q

what is extinction

A

after conditioning:

  • CA presented repeatedly without the US
  • CR gradually disappears
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26
Q

spontaneous recovery

A

after extinction:

  • CS presented and CR returns
  • re-condition CR (US) or re-extinguished (no US)
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27
Q

implications of extinction and spontaneous recovery for therapy

A

extinguished phobias may return - requirement for future treatment

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28
Q

rapid reacquisition

A
  • CR can be retained more rapidly following an extinction and after some delay then during its initial learning
  • even if extinction sessions are repeated to a point where even spontaneous recovery ceases
29
Q

what is extinction seen as

A

doesnt seem like memory loss more like a case of ‘new learning’

30
Q

generalisation

A

*transfer of learning to other stimuli
*not confined to a single sight
eg Pavolvs dog salivated to other similar tones

31
Q

Gradient of generalisation

A

greater similarity = greater transfer

32
Q

evolutionary advantage of generalisation

A

react to novel situations in so far as they are similar to familiar ones

33
Q

Discrimination

A

*stops generalisation

34
Q

what are organisms taught in terms of discrimination

A

to distinguish similar but different stimuli

*eg Pavlov - some tones followed by food, others werent

35
Q

differential inhibition

A

inhibition acquired to stimulus followed bu no food - NO CR

36
Q

experimental neurosis

A

*pavlov trained dogs again but with more and more difficult discriminations between the CS+ and the CS-

37
Q

what happend when Pavlov increased the discrimination difficulty - experimental neurosis

A

dogs showed signs of anxiety and distress as discrimination became more difficult

*all conditioning vanished and had to be re done

38
Q

what did Pavlov assume about neurosis

A

all neuroses learned through conditioning and should in theory be removed through conditioning

39
Q

over-shadowing

A

if we always give two CS’s together during training we may later find that only one will produce a CR alone

*the more vivid of the 2 tends to be the one where conditioning is established

40
Q

second (higher) order conditioning

A

*after successfully training CS-CR pairing we can get a new stimulus to elicit a CR by pairing it with the now trained CS

41
Q

how does second (higher) order condition work

A

in new CS is presented before old CS in new training phase then new CS would eventually produce CR on its own

42
Q

instrumental (Operant) conditioning

A
  • responses - instruments to achieve outcomes

* skinner sees learner as more active than Pavlov

43
Q

Skinners experiment

A

Rat in cage with lever

*pressing leaver produces pellets

44
Q

what is the extinction in Skinners rat experiment

A

lever press receives no pellet

45
Q

what is the discrimination in skinners rat experiment

A

eg lever pressed only when light on

*light = discriminative stimulus

46
Q

law of effect

A

stimuli that occur as a consequence of a response can increase or decrease likelihood of repetition

47
Q

eg of positive reinforcement (law of effect)

A

eg food for lever press

48
Q

eg of negative reinforcement (law of effect)

A

eg foot shock turned off

*removal of negative stimulus

49
Q

what do positive and negative reinforcement increase the likelihood off

A

repeating a response

50
Q

eg of punishment (law of effect)

A

eg foot shock turned on

51
Q

response cost (law of effect)

A

response followed by the termination of an appetitive stimulus

52
Q

what do punishment and response cost do

A

decrease the probability of response repitition

53
Q

primary reinforcement

A

naturally reinforcement

eg food

54
Q

secondary reinforcement

A

learned to associate with primary reinforcers

eg money

55
Q

Wolfe

A

*chimpanzees reinforced by giving them poker chips which could be used to ‘buy’ food out of a vending machine

56
Q

what is meant by schedules of reinforcement

A

how frequently and predictably reinforcement is given

57
Q

ratio schedule (schedules of reinforcement)

A

linked to the number of responses

*high response rate

58
Q

interval schedule (schedules of reinforcement)

A

linked to time elapsed

59
Q

fixed schedule (schedules of reinforcement)

A

every n responses or secs

*predictable - higher responser ate than variable schedule

60
Q

variable schedule (schedules of reinforcement)

A

average ever n number of responses/secs

*unpredictable - more resistant to extinction

61
Q

fixed ration (schedules of reinforcement)

A

high response rate until reinforcer is received, may be followed by a discernible pause

62
Q

variable ratio (schedules of reinforcement)

A

high and steady rate of response

63
Q

fixed interval (schedules of reinforcement)

A

accelerated rate of response as the time of reinforcement approached

64
Q

variable interval (schedules of reinforcement)

A

produces a steady rate of response

65
Q

what is shaping

A

getting animals to perform an unnatural behaviour

66
Q

what does shaping involve

A

rewarding successive approximations of the target behaviour

67
Q

when does superstitious behaviour occur

A

when the delivery of a reinforcer occurs close in time with an independent behaviour, meaning it is accidentally reinforced - increasing the likelihood of it occurring again

68
Q

cognitive theories Tolman

A

any theory about internal processes eg thoughts in behaviour must lead to testable predictions about behaviour

Cognitive Psychology (7 decks)

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