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cognitive 2 > learning > Flashcards

learning Flashcards

1
Q

why is it important to learn about classical and operant conditioning?

A

fundamental forms of learning, drug addiction relevance, well controlled experiments, AI applications, influential frameworks, types of learning are very similar across species (allows cross species comparisons), functional analogues, wider array of experimental techniques for non-human animals

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2
Q

what types of learning are non-declarative (implicit)?

A

procedural (skills, habits), priming, perceptual, classical, non-associative

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3
Q

what types of learning are declarative (explicit)?

A

facts and events (episodic and semantic)

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4
Q

what type of paradigms are classical and operant conditioning?

A

experimental paradigms (lead to highly influential frameworks for associative learning)

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5
Q

involves the pairing of 2 stimuli (CS + US). the US is assciated with an innate UR, this UR after learning then becomes associated with the CS to produce a CR. what type of conditioning is this?

A

classical

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6
Q

give some examples of unconditioned stimuli

A

water, food, hot shower, loud noise (aversive S)

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7
Q

give some examples of unconditioned responses

A

salivation, approach, licking, avoidance behaviour (for aversive S)

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8
Q

the CS and US can be what 2 things?

A

temporally segregated or overlapping

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9
Q

what are the typical time scales for the temporally segregated CS and US?

A

100ms/s

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10
Q

in classical conditioning, what is measured?

A

unconditioned responses

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11
Q

in classical conditioning, what is controlled by the experimenter?

A

unconditioned stimuli

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12
Q 
Before: 
US > ?
NS > ?
during:
US + NS > ?
after:
CS > ?
A

UR, no CR, UR, CR

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13
Q

common paradigms for aversive conditioning involve what types of stimuli?

A

eye-blink conditioning, tail pinching, electric shocks

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14
Q

why is aversive conditioning important to learn about?

A

in order to understand formation of phobias, anxiety disorders, protection mechanisms

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15
Q

why is aversive conditioning often single trial learning?

A

powerful so can be effective after first trial

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16
Q

give an example of aversive conditioning where longer time scales are needed

A

food poisoning (taste aversion testing)

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17
Q

classical conditioning =

operant conditioning =

A

stimulus-response associations, action-outcome associations

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18
Q

action =

outcome =

A

more generalised than responses in classical C, outcome = reinforcement or punishment

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19
Q

what are other associative learning paradigms/variations in more complex behaviours?

A

extinction, spontaneous recovery, generalisation, discrimination, second order conditioning, partial reinforcement, blocking

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20
Q

reduction shown in responding to the conditioned stimulus (CR association reduced) =

A

extinction

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21
Q

what is extinction and how is it examined?

A

looks at how strong/persistent the associations are that are formed during conditioning. examines what happens after conditioning when removing the US and presenting the CS alone

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22
Q

conditioned response comes back after a delay from conditioning =

A

spontaneous recovery

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23
Q

why would a second extinction period have a higher response strength than at the end of the first extinction period?

A

there is a period of delay between extinction trials that causes spontaneous recovery > response to CS returns

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24
Q

what happens during extinction?

A

CR decreases as extinction is new learning > start to form a new association opposite to the one previously formed

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25
Q

what does spontaneous recovery suggest?

A

that the original learning is not completely erased so response strength goes back up

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26
Q

what are the disadvantages of spontaneous recovery? (response recovery to conditioned association)

A

hard to get over phobias and addiction, could cause interference with new memories, extinction is specific to context so difficult to lose an association response

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27
Q

what are the advantages of spontaneous recovery?

A

flexibility to learning, adaptive (allows us to adjust)

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28
Q

ability to respond (CR) to the new stimulus (CS2) which resembles the original CS =

A

generalisation

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29
Q

idea of introducing another stimulus similar to original CS to form associations to a more general situation =

A

generalisation

30
Q

why is generalisation an important learning mechanism?

A

avoids that we are overtrained to specific examples, in real life similar stimuli often have similar properties

31
Q

ability to NOT respond (CR) to the new stimulus (CS2) which resembles the original CS =

A

discrimination

32
Q

idea that a similar stimulus is not followed by the US as you can discriminate between 2 similar stimuli so a response association isn’t formed with the new stimuli =

A

discrimination

33
Q

why is discrimination an important learning mechanism?

A

allows us to detect important differences

34
Q

during training, the US is only paired with CS1 but not CS2. does this support stimulus generalisation or discrimination?

A

discrimination

35
Q

generalisation and discrimination = ______ types of learning

A

opposite

36
Q

need to be able to both _______ and _______ stimuli

A

generalise, discriminate

37
Q

what do both generalisation and discrimination have interesting connections with?

A

cognitive abilities related to the formation of categories

38
Q

after consistent pairing of CS1 with the US, CS1 can now serve as a US for further conditioning of another stimulus (CS2) =

A

second order conditioning

39
Q

this paradigm can lead to the learning of longer chains of associated stimuli. what is it?

A

second order conditioning

40
Q

single presentation of a CS-US sequence =

A

trial

41
Q

consists of several trials and typically has specific parameters =

A

block

42
Q

consists of one of more blocks that are usually separated by longer time intervals =

A

session

43
Q

involves randomly interspersed trials where the CS is not followed by the US =

A

partial reinforcement

44
Q

what does partial reinforcement slow down?

A

both acquisition (conditioning) and extinction learning

45
Q

what is a practical issue with partial reinforcement?

A

randomisation for the design of experiments, problematic patterns can make the trial type PREDICTABLE > ppt/animal could get used to whether US is present or not

46
Q

time gap in between CS and US =

A

trace conditioning

47
Q

CS overlaps with US with no delay or time gap in between =

A

delay conditioning

48
Q

what does trace conditioning involve if it requires the hippocampus?

A

neural mechanisms

49
Q

is trace or delay conditioning easier to learn?

A

delay

50
Q

how is blocking carried out?

A

pair CS1 with US > after some training add CS2 (CS1 + CS2 presented together and followed by US)

51
Q

why with blocking, does the presentation of CS2 alone (not paired with CS1) not trigger a response?

A

learning is blocked as learning was already complete > CS1 precedes the US so no additional learning

52
Q

idea of operant conditioning was developed by?

A

Thorndike (Thorndike law of effect)

53
Q

responses that create a pleasant outcome = ____ likely to happen again in a similar situation

A

more

54
Q

responses that produce a negative outcome = ____ likey to happen again in the situation

A

less

55
Q

event that increases the likelihood of an action =

A

reinforcer

56
Q

event that decreases the likelihood of an action =

A

punisher

57
Q

presentation of food following a lever press would be what type of reinforcement?

A

+

58
Q

add/increase a pleasant stimulus > behaviour is strengthened =

A

positive reinforcement

59
Q

reduce/remove an unpleasant stimulus > behaviour is strengthened =

A

negative reinforcement

60
Q

present/add an unpleasant stimulus > behaviour is weakened =

A

positive punishment

61
Q

reduce/remove a pleasant stimulus > behaviour is weakened =

A

negative punishment

62
Q

more complex realistic learning situations often involve what type of reinforcement?

A

partial

63
Q

behaviour is reinforced after a specific number of responses = what reinforcement schedule?

A

fixed ratio

64
Q

behaviour is reinforced after an average but unpredictable number of responses = what reinforcement schedule?

A

variable ratio

65
Q

behaviour is reinforced for the first response after a specific amount of time has passed = what reinforcement schedule?

A

fixed interval

66
Q

behaviour is reinforced for the first response after an average but unpredictable amount of time has passed = what reinforcement schedule?

A

variable interval

67
Q

reinforcement schedules ______ affect the pattern and number of responses

A

strongly

68
Q

process of guiding behaviour to the desired outcome through the use of intermediate stages in operant behaviours =

A

shaping

69
Q

what is the advantage of shaping?

A

allows learning of complex sequences by dividing the learning goal into sub goals (smaller steps)

70
Q

explain how training a rat to press a lever can be learnt through shaping (reinforcing individual steps)

A

first reinforce approaching lever > then touching lever > then pressing it

cognitive 2 (9 decks)

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