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0011 > Learning and Motivation (need to finish last lecture) > Flashcards

Learning and Motivation (need to finish last lecture) Flashcards

1
Q

Unconditioned Stimulus

A
  • Food
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2
Q

Unconditioned Response

A
  • Something you don’t need to learn about
  • Salivation to food
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3
Q

Conditioned Stimulus

A
  • Doesn’t produce any response
  • Bell
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4
Q

Conditioned Response

A
  • Salivation to Bell
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5
Q

Conditioned vs Unconditioned Response

A
  • Sometimes the CR is not always the same as the UR
  • E.G. Rats gets a shock so rats with fight or flight. However, if it was classical conditioning and give rat warning light + shock, rats will experience fear instead of fight or flight
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6
Q

Second Order of Conditioning

A
  • CS1 + US
  • CS2 + CS1
  • Conditioned Response to CS2
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7
Q

Appetitive Conditioning

A
  1. Food Preferences
  • If you have initially neutral flavour and is paired with nutrients, they will prefer nutrients
  1. Place Preferences
  • If you have good experiences at school and bad experiences at work, you develop preference going to school than to work
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8
Q

Aversive Conditioning

A
  • Conditioned Fear
  • Anticipatory Nausea
  • Conditioned Taste Aversion
  • Place Avoidance
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9
Q

Conditioning in Advertising

A
  • Associate positive experiences with the brand
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10
Q

Extinction

A
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11
Q

Thorndike’s Puzzle Box

A
  • Trial and Error Learning
  • If the cat pushes the lever, the door will open, and cat will reach food
  • Gradual reduction in time it takes for cat to escape puzzle box
  • Once cats realise how to escape box, time drastically reduces
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12
Q

Law of Effect

A
  • E.G. Do well in cramming for exam one time, you will continue cramming
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13
Q

Radical Behaviourism

A
  • Belief that psychology was reducible to relationships between response and consequences
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14
Q

Reinforcers

A
  • Consequences that result in an increase in a particular behaviour
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15
Q

Primary Reinforcer

A
  • Biological
  • E.G. Cat trying to get food
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16
Q

Secondary Reinforcer

A
  • Learned
  • E.G. Money, grades
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17
Q

Behavioural Shaping

A
  • Reinforce behaviours that are closer and closer to a target behaviour
  • Everytime the dog looks at door, give reward, everytime the dog moves closer to door, give reward, e.t.c.
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18
Q

Types of Instrumental Conditioning

A

Docs

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19
Q

Stimulus Response Learning

A
  • Our responses are triggered by things in the environment
  • E.G. Seeing a sign that says “Push” on a door makes you push the door
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20
Q

Discriminative Stimulus

A
  • A specific signal in the environment that tells you an action will have a certain outcome
  • E.G. A green light tells you that if you press the gas pedal, the car will move
21
Q

Skinner’s Tripartite Contingency - ABC

A
  • Antecedent: The stimulus controlling behaviour
  • Behaviour: What is the response being reinforced
  • Consequence: What is the immediate outcome of a behaviour
22
Q

Stimulus Control Theory

A
  • Our thoughts and actions are shaped by past experiences
  • If you know a person’s past actions and their outcomes, you can predict what they’ll do in the future
23
Q

Generalisation

A
  • Extent to which behaviours transfers to a new stimulus
  • E.G. Dog trying to close the door, it might be brightly lit during day, or dark during night, or door might open at different degrees, but dog can still close the door
24
Q

Discrimination

A
  • Extent to which behaviours does NOT transfer to a new stimulus
25
Q

Learning-Related

A
  • How effective the antecedent is learned about
  • E.G, How effective you learn to close the original door will apply to how effective you learn to close other doors
26
Q

Performance-Related

A
  • How similar or different the stimulus is to previously learn stimuli
27
Q

Little Albert

A
  • Generalised fear of rat to rabbit, dog and fluffy objects
28
Q

Generalisation in Humans

A
  • Words like Style and Surf were paired with food, so salivation become a conditioned response
  • Tested sound-alike words (Stile and serf) and tested meaning-alike words (Fashion and wave)
  • People showed a stronger salivation response to the words with similar meanings
29
Q

Social Learning

A
  • Behaviour changes as a result of observing the behaviour of others
30
Q

Monkey and Snake 1

A
  • Lab monkeys do not have of snakes
  • Wild monkeys have fear of snakes
  • If you show the behaviour of a wild monkey to a lab monkey, they they will have fear of snake
31
Q

Monkey and Snake 2

A

A monkey watched an edited video

  • Top Half: A monkey showing fear
  • Bottom Half: Flowers
  • The observer monkey didn’t develop fear of flowers and think the monkey is weird
  • When the observer monkey saw a video of another monkey being scared of a snake, it became afraid of both real and toy snakes
32
Q

Biological Preparedness

A
  • We don’t have an innate fear of snakes
  • But we have a biological preparedness to learn to fear them more quickly when watching same conspecies
33
Q

Emulation

A
  • Understanding of the goal in mind based on what other people are doing but not using the same method
  • E.G. Demonstrate to a chimpanzee how to use a hook to reach food but uses different method
34
Q

Imitation

A
  • When same actions are copied with respect to the goal
  • Demonstrate how to open a box with one method, which can be opened with 2 methods. Monkey uses same method.
35
Q

Social Facilitations: GOAL ENHANCEMENT

A

Trial and error to get reward with most efficient method

36
Q

Social Facilitation: STIMULUS ENHANCEMENT

A

E.G. Follow others in a group means being more likely to access milk bottles

37
Q

Social Facilitation: INCREASED MOTIVATION

A

E.G. If you are in a group, and if one bird flies to milk bottle, the rest will follow due to increased motivation

38
Q

Social Facilitation vs Social Learning

A
  • SF: You do something just because you’re around others
  • SL: You learn by watching and copying others
39
Q

Bobo Doll Study

A
  • Adult being aggressive the bobo doll
  • Kid not only learnt to be aggressive to bobo doll, but also goes further
40
Q

Bandura (1965)

A
  • Group 1: If children were being aggressive to bobo doll, they were punished
  • Group 2: If children were being aggressive to bobo doll, they were rewarded
  • When children were rewarded, children were still aggressive
41
Q

What Affects Conditioning?: FREQUENCY

A
  • Asymptotic level of responding
  • Even if you pair it 10 times, the strength of CR doesn’t change
42
Q

What Affects Conditioning?: INTENSITY

A
  1. Salience of CS
  • When you have weker CS you learn the strength of the CR more slowly but you reach the same asymptotic level of responding eventually
  1. Salience of US
  • When you have weker US you DON’T reach same asymptotic level of responding
43
Q

What Affects Conditioning: CONTIGUITY

A
  • How far apart the events occur
  • Closer together = Better learning
44
Q

What Affects Conditioning: CONTINGENCY

A
  • Higher contingency = Better learning
45
Q

Learning is Not…

A
  • Reflexes
  • Instincts
  • Maturation
  • Fatigue
46
Q

Habituation is Not…

A
  • Fatigue
  • Sensory Adaptation
47
Q

Sensitisation

A
  • Increased responding produced by repeated stimulation
  • What is the minimum amount to elicit a response?
48
Q
A
49
Q

Types of Motivation

A

0011 (12 decks)

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