learning + motivation Flashcards
unconditioned stimulus
event with biological significance for animal, food, US
unconditioned response
automatic response to unconditioned stimulus that doesn’t need to be learned, salivation to food, UR
conditioned stimulus
doesn’t produce any strong responses from animal naturally, bell, CS
conditioned response
mostly same as UR BUT NOT ALWAYS, salivation to food, CR
second otrder conditinoing
where a previously conditioned stimulus is used to condition a new stimulus –> if you use the bell from Pavlov to pair with a light, the light is new CS2 and dog salivates when sees light
extinction and the two memories held
the ‘unlearning’ of conditioning but not really
animal has 2 memories
* acquisition - developed during conditioning
* extinction memory: learning that the CS doesn’t always appear w US so it eventually stops CR
renewal
reappearance of a CR when organism is placed in a different context/environment from where extinction occurred
spontaneous recovery
reappearance of extinguished CR after rest period wo further conditioning trials
what did Thorndike’s puzzle box reveal
cats in maze - gradually become faster, NO SUDDEN INSIGHT
instrumental conditioning
learning through reinforcement –> reinforcer = events/outcomes/etc that result in increase/decrease in particular behaviour
secondary reinforcer
acquire reinforcers through experience - money, clicker training
positive reinforcement
produce positive consequence
positive punishment
produce unpleasant consequence
negative punishment
prevent pleasant consequence
negative reinforcement
prevent unpleasant consequence (take panadol)
fixed ratio reinforcement
reinforcer occurs every X responses
variable ratio reinforcement
reinforcer occurs on average every x responses (slot machines)
fixed interval
reinforcer available after X min/days eg pay cycle
variable interval
reinforcer available average after X min/day eg emails, messages
most effective schedules of reinforcement
variable ratio
behaviour shaping
breaking things into smaller steps to accomplish a much more complicated action
skinner’s tripartite contingency
- antecedent = stimulus controlling behaviour
- behaviour = response being reinforced/punished
- consequences = outcome of behaviour
generalisation
extent to which a behaviour transfers to a new stimulus - Little ALbert Watson + Rayner 1920
discrimination + factors
extent to which behaviour does NOT transfer to new stimulus
* how effective the stimulus is learned about
* how similar/different the new stimulus is to learned stimulus
discriminative stimulus
- signal that an action will produce a consequence/outcome –> peck/turn word written for birds in the box
- traffic light, classroom instruction, parental mood (if relaxed, ask for a treat cos it’ll say yes)
discrimination learning
orocess by which individuals learn to respond differently to stimuli based on differences –> nichification of existing stimuli
* response present in one type of heard tone but not another one
* words paired with food and trained people CS to salivate more when reading the words which had semantically similar words
social learning
when behaviour changes as a result of OBSERVING others’ behaviours and their consequences
did the monkeys become scared of flowers
no
emulation
understanding the goal but not using same method to gain access
imitation
understanding ther IS a goal but NOT USING THE SAME METHOD to gain access
social facilitation
learning from DIRECT EXPERIENCE due to living in a social group/hierarchy
goal enhancement
access to appetitive consequences facilitates later trial and error
stimulus enhancement
follow others in a group and being more likely to approach the same places eg milk bottles
increased motivation ot act/explore
more likely to try new things in safe company of friends/parents
social modelling
copying the BEHAVIOURAL STYLE of others
* bobo doll - suggests there’s a cognitive aspect of social learning
what factors most affect conditioning
- frequency - most amount of learning in first few trials, then neg accelerate
- intensity: salience of CS (louder, stronger), salience of US/reinforcer (howq much reward you get)
- contiguity (timing) how far apart events occur
- contingency (statistical relationship between events) -what is probability of US given CS? what is probability that US occurs anyway? CS must increase prob of US
reflexes
changes in behaviour not brought about by experience - they’re innate - automatic, usually very fast
instincts
changes in behaviour are also genetically determined, more complicated than reflexes
maturation
changes in behaviour becaue of aging - ‘learning’ to walk
fatigue
change in behvaiour is not enduring - usually transient state of discomfort, loss of efficiency
habituation
decreased responding produced by repeated stimulation
sensitisation
increased responding produced by repeated stimulation - decrease threshold required to elicit response
motivation
why individuals initiate, choose, persist in specific actions in specific circumstances
* biological + psychological motivation
fixed action patterns
elicited by combination of biological, environmental circumstance, not directly motivated by consideration of end goal
* goose egg-rolling, REGULATED BY SPECIFIC BIOLOGICAL STATE eg breeding season, nesting
sign stimulus
- something initiating fixed action pattern - mating rituals, goose egg
habits
learned behaviours without consideration of value of reinforcer/goal - when action becomes habit, rat still presses for food even when full
goals
long-0term motivation for behaviour, understand how much you want somehting
incentive motivation
degree to which rewards attract an individual’s behaviour - can be acquired through conditioning
