Learning

Question 1

define learning

Answer 1

“a process by which experience produces a relatively enduring change in an organism’s behavior or capabilities.”

Question 2

4 basic learning processes

Answer 2

• Non-associative learning – response to repeated stimuli
  – Classical conditioning – Learning what events signal a consequence
  – Operant conditioning - Learning one thing leads to another
  – Observational learning – Learning from others

Question 3

define habituation

Answer 3

Habituation is a decrease in the strength of a response to a repeated stimulus.

Question 4

define sensitisation

Answer 4

Sensitisation is an increase in the strength of response to a repeated stimulus
-Responses happen simultaneously and compete to determine behaviour

Question 5

classical conditioning terminology:
-stimuli:
unconditioned stimulus, conditioned stimulus

Answer 5

Unconditioned stimulus (UCS): A stimulus that elicits a reflexive or innate response (the UCR) without prior learning

Conditioned stimulus (CS): A stimulus that, through association with a UCS, comes to elicit a conditioned response similar to the original UCR

Question 6

classical conditioning:

response:
- unconditioned response
- conditioned response

Answer 6

Unconditioned response (UCR): A reflexive or innate response that is elicited by a stimulus (the UCS) without prior learning

Conditioned response (CR): A response elicited by a conditioned stimulus

Question 7

when is classical conditioning strongest?

Answer 7

– There are repeated CS-UCS pairings
– The UCS is more intense
– The sequence involves forward pairing (i.e. CS -> UCS)
– The time interval between the CS and UCS is short

Question 8

dog, chime and mint scenario:

• US
• CS
• UR
• CR

Answer 8

• US – Mint • CS – Computer chime • UR – Salivation when mint is presented • CR – Implied salivation/physiological response and expectation of the mint when computer chime occurs

Question 9

stimulus generalisation

Answer 9

• A tendency to respond to stimuli that are similar, but not identical , to a conditioned stimulus.
Similar stimuli will also elicit the CR, but in a weaker form

Question 10

Stimulus Discrimination:

Answer 10

The ability to respond differently to various stimuli. – E.g. A child will respond differently to various bells (alarms, school, timer) – A fear of dogs might only include certain breeds

Question 11

Overshadowing

Answer 11

stimulus and responses can be overridden

• Cancer patients divided into two groups • Group one given unpleasant, novel drink • Group two given water
• Patients in group one showed significantly reduced nausea to clinic setting alone i.e. the CS had been altere

Question 12

describe the little albert’ experiment

before conditioning:
neutral stimulus
US
UR

during conditioning:
US
UR

after conditioning:
CS
CR

Answer 12

neutral stimulus: rat before conditioning:
neutral stimulus = rat (leads to no response)
US = loud noise
UR = crying

during conditioning: (rat noise)
US = loud noise
UR = crying

after conditioning:
CS = rat
CR = crying

Question 13

Two-factor theory of maintenance of classically conditioned associations e.g. fear

Answer 13

avoid injections
fear reduced
tendency to avoid is reinforced

Question 14

thorndike’s law of effect

Answer 14

Law of Effect: A response followed by a satisfying consequence will be more likely to occur. A response followed by an aversive consequence will become less likely to occur

Question 15

operant conditioning

Answer 15

Operant conditioning: • Behaviour is learned and maintained by it’s consequences

Question 16

positive reinforcement =

Answer 16

Reinforcement

• Positive Reinforcement: occurs when a response is strengthened by the subsequent presentation of a reinforcer

Question 17

primary and secondary reinforcers

Answer 17

– Primary Reinforcers: those needed for survival e.g. food, water, sleep, sex
– Secondary Reinforcers: stimuli that acquire reinforcing properties through their association with primary reinforcers e.g. money, praise

Question 18

negative reinforcement

Answer 18

Negative Reinforcement: occurs when a response is strengthened by the removal (or avoidance) of an aversive stimulus

Question 19

negative reinforcers

Answer 19

Negative Reinforcer: the aversive stimulus that is removed or avoided (e.g. the use of painkillers are reinforced by removing pain)

“Positive” and “Negative” refer to presentation or removal of a stimulus, not “good” and “bad

Question 20

positive punishment

Answer 20

Positive Punishment: occurs when a response is weakened by the presentation of a stimulus (e.g. squirting a cat with water when it jumps on dining table)

Question 21

negative punishment

Answer 21

• Negative Punishment: occurs when a response is weakened by the removal of a stimulus (e.g. phone confiscated

Question 22

reinforcement vs punishment

Answer 22

Skinner maintained that reinforcement is a much more potent influence on behaviour than punishment • Largely because punishment can only make certain responses less frequent – you cant teach new behaviour

Question 23

reinforcement schedules:

Answer 23

Continuous reinforcement produces more rapid learning than partial reinforcement – The association between a behaviour and its consequences is easier to understand

However, continuously reinforced responses extinguish more rapidly than partially reinforced responses – The shift to no reinforcement is sudden and easier to understand

Question 24

• fixed interval schedule
• variable interval schedule
• fixed ratio schedule
• variable ratio schedule

Answer 24

Fixed interval schedule: reinforcement occurs after fixed time interval Variable interval schedule: the time interval varies at random around an average Fixed Ratio Schedule: reinforcement is given after a fixed number of responses Variable Ratio Schedule: reinforcement is given after a variable number of responses, all centered around an average

Question 25

Operant Conditioning and health behaviour

Answer 25

Chronic pain behaviour includes limping, grimacing, and medication requests. • This is often reinforced by family or staff e.g. by being overly sympathetic, encouraging rest, increasing medication • This behaviour is likewise reinforced by gratitude signals from the patient • A cycle is created in which the patient receives positive consequences for “being in pain“, so pain is more likely to occur in frequenc

Question 26

cognitive approach

Answer 26

• Unlike Skinner, Bandura believes that humans are active information processors and think about the relationship between their behaviour and its consequences. • Social imitation may hasten or short-cut the acquisition of new behaviours without the necessity of reinforcing

Question 27

observational learning

Answer 27

Observational (vicarious) learning - We observe the behaviours of others and the consequences of those behaviours.

Question 28

vicarious reinforcement

Answer 28

Vicarious reinforcement - If their behaviours are reinforced we tend to imitate the behaviours

Question 29

Modeling or Observational Learning

Answer 29

Occurs by watching and imitating actions of another person, or by noting consequences of a person’s actions – Occurs before direct practice is allowed

Question 30

Steps to Successful Modeling

Answer 30

– Pay attention to model
– Remember what was done
– Must be able to reproduce modeled behavior
– If successful or behavior is rewarded, behavior more likely to recur

Question 31

Social Learning

• we don’t imitate the behaviour of everyone we encounter
• more likely if model is:

Answer 31

– Seen to be rewarded
– High status (e.g. Medical consultant)
– Similar to us (e.g. colleagues)
– Friendly (e.g. peers)