Learning and Motivation Flashcards
what did pavlov condition his dog to do
salivate when he heard the bell ring even when he didnt see food
pavlov experiment terms
food = US. salivation to food = UR. bell = CS. salivation to bell = CR
2nd order conditioning
once a CS has acquired a conditioned response, it can also act as if it is a US itself
acquisition
repeated presentations of the CS with the US that results in an increase in the CR
extinction
repeated CS alone presentations following acquisition resulting in a reduction in the CR
how does classical conditioning relate to human psychology more generally
classical conditioning as an experimental model for studying learning processes
the CR is not always the same as
the UR
food preferences and place preferences are
appetitive conditioning
conditioned fear, conditioned taste aversions, place avoidance are
aversive conditioning
conditioning in advertising
pairing of a product (CS) with desirable qualities (US)
exposure therapy and extinction for
removing phobias
edward lee thorndike’s puzzle box
had an animal in it with a release pedal and good outside the box. observed the progressive improvement in time for the animal to escape
thorndike’s law of effect 1911
what a human/animal does is strongly influenced by the immediate consequences of such behaviour. if an action is met with satisfaction, the organism will be more likely to make the same action next time
radical behaviourism
SKinner and Watson, rejection of anything unobservable
reinforcers
events that result in an increase in a particular behaviour
secondary reinforcers
acquire their reinforcing properties through experience
social reinforcement
e.g. praise
shaping
reinforce behaviours that are closer and closer to a target behaviour and gradually make the conditions of reinforcement more precise
what affects instrumental learning
partially reinforced responses
partially reinforced response
some form of response from an action, not necessarily positive or negative
reinforcement schedules
ratio, interval
ratio reinforcement schedule
fixed- you have to do something a certain amount of times to get a reward
variable - e.g. saleswrk. the more doors you knock on the more chance someone will sign up eventually
interval reinforcement
fixed - fixed amount of time between reinforced response. variable - doesnt know how long between each response will be reinforced
Skinner’s tripartite contingency
ABC of instrumental learning. Antecedent - the stimulus controlling behaviour. Behaviour - the behaviour in response to the stimuli. Consequence - the outcome/reinforcer of the behaviour
generalisation and discrimination are
how a previously learned response transfers to a new but similar situation
generalisation
the extent to which behaviour transfers to a new stimulus e.g. conditioned sexual fetish
discrimination
the extent to which behaviour DOES NOT transfer to a new stimulus
social learning
when behaviour changes as a direct result of observing the behaviour of others
social facilitation
goal enhancement, stimulus enhancement, increased motivation to act
classical conditioning through social observation
the behaviour of others can act as a US that supports classical conditioning
observational conditioning
lab-raised monkeys are not afraid of snakes, but when they see a wild monkey act afraid of a snake they become afraid
social (instrumental) learning
mimicry, imitation, emulation
mimicry
a copied action that is made without reference to a goal, but that may not be reinforced
emulation
there is understanding of the goal but the specific response required to obtain the goal may not be understood
imitation
copied actions made with respect to the goal/consequence
modelling
children will not only imitate an adult’s specific behaviour, but also model general styles of behaviour
bandura 1965
looked at how does reinforcement influence modelling
how does reinforcment influence modelling
model reward, model punished, no consequence
social cognition theory
attention to the model, memorise the model’s actions, has motivation and ability to reproduce actions of the model
what affects conditioning
frequency, intensity. contiguity (timing), contingency
performance depends n
opportunity, motivation, sensory and motor capabilties
reflexes
innate, learning not required
instinct
behavioural sequence made up of units which are largely genetically determined, learning not required
maturation
changes that take place in your behaviour bc you are getting older, learning not required
fatigue
usually a transient state of discomfort
simplest forms of learning
habituation and sensitisation
habituation
decreased responding produced by repeated stimulation
sensory adaption
sense organisms become temporary insensitive to stimulation
sensitisation
increased responding produced by repeated stimulation
fixed action patterns
the same behaviour is displayed by all members of the species in response to the same stimulus
how can we tell if behaviour is instinctive
biological basis, cross-species and cultural similarity, twin-studies
drives
flexible systems that organise behaviour around a basic need
specific drive theory
the drive sensitises the individual to stimuli important to satisfy the drive, then motivates the individual to behaviour in a way to satisfy the drive
general drive theory by clark hull
organisms suffer deprivations. deprivations produces needs. needs activate drives. drives activate behaviour. behaviour is determined by learning. reduction of drive is enforcing
habit formation
a behaviour that reduces drive will be reinofrced and associated with the situation
behaviour strength
habit x drive
homeostatic drives
immediate biological needs e.g. hunger or thirst
non-homeostatic drives
those not related to survival e.g. sex
biological sources of morivation
proximal - facilitating survival of the organism. distal - facilitating survival of the species
