Learning (Operant Conditioning)

Question 1

operant conditioning

Answer 1

the kind of learning that applies to voluntary behavior
learning depends on what happens after response (consequence)
what’s in it for me
reinforcement key to learning

Question 2

thorndike

Answer 2

cat, puzzle box
develop law of effect
cat pushing lever followed by pleasure (food), so pushing lever become repeated response

Question 3

law of effect

Answer 3

thorndike
if an action is followed by a pleasurable consequence, it will tend to be repeated. if an action is followed by an unpleasant consequence, it will tend not to be repeated
basic principle behind learning voluntary behavior

Question 4

skinner

Answer 4

behaviorist, focus only on observable bx
gave learning of voluntary behavior name of operant conditioning
contribute reinforcement
skinner box, train rat to push lever to get food

Question 5

operant behavior

Answer 5

voluntary behavior

Question 6

reinforcement

Answer 6

anything that, when following a response, causes that response to be more likely to happen again
typically pleasurable
key to learning in operant conditioning

Question 7

reinforcers

Answer 7

items or events that when following a response will strengthen it

Question 8

primary reinforcer

Answer 8

a reinforcer that fulfills a basic need like hunger, thirst, touch
infants, toddlers, children, and animals can be easily reinforced using these

Question 9

secondary reinforcer

Answer 9

gets it reinforcing properties from being associated with primary reinforcers in the past
ex. money can be traded for food/drink
get power from classical conditioning

Question 10

positive reinforcement

Answer 10

the reinforcement of a response by the addition or experience of a pleasurable consequence
bx increases, something added

Question 11

negative reinforcement

Answer 11

following a response with the removal or escape from something unpleasant will increase the likelihood of that response being repeated
bx increases, something removed

Question 12

partial reinforcement effect

Answer 12

a response that is reinforced after some, but not all, correct responses will be more resistant to extinction than a response that receives continuous reinforcement

Question 13

continuous reinforcement

Answer 13

a reinforcer for each and every correct response

Question 14

interval schedule

Answer 14

when timing of response is important

Question 15

ratio schedule

Answer 15

when number of responses is important

Question 16

fixed

Answer 16

same in each case

Question 17

variable

Answer 17

different in each case

Question 18

fixed interval schedule of reinforcement

Answer 18

a reinforcer is received after a certain, fixed interval of time has passed

Question 19

scalloping

Answer 19

response rate goes up just before the reinforcer and drops off immediately after under almost time for next reinforcer

Question 20

variable interval schedule of reinforcement

Answer 20

interval of time after which the individual must respond in order to receive a reinforcer changes from one time to the next

Question 21

fixed ratio schedule or reinforcement

Answer 21

the number of responses required to receive each reinforcer will always be the same number

Question 22

variable ratio schedule of reinforcement

Answer 22

the number of responses changes from one trial to the next

Question 23

graphs of schedules of reinforcement

Answer 23

FI: bounces up
VI: semi straight line but different slopes
FR: steep line
VR: steep line, straighter

Question 24

two additional factors that make reinforcement of bx as effective as possible

Answer 24

1. timing: reinforcer given ASAP after desired bx

2. reinforce only desired bx

Question 25

punishment

Answer 25

the opposite of reinforcement | any event or stimulus that, when following a response, causes that response to be less likely to happen again

Question 26

punishment _____ responses, whereas reinforcement _____ responses

Answer 26

weakens, strenghtens

Question 27

positive punishment

Answer 27

occurs when something unpleasant is added to the situation or applied decreases bx, something added

Question 28

negative punishment

Answer 28

behavior is punished by the removal of something pleasurable or desired after the behavior occurs decreases bx, something removed

Question 29

problems with positive punishment

Answer 29

too severe leads to aggressive bx in kids 1. could cause kid to avoid punisher instead of bx being punished 2. may encourage lying to avoid punishment 3 creates fear and anxiety 4. hitting provides successful model for aggression

Question 30

problems with negative punishment

Answer 30

teaches child what not to do but not what child should do | after time bx most likely return as memory of punishment gets weaker, allowing spontaneous recovery

Question 31

how to make punishment more effective

Answer 31

1. punishment should immediately follow the behavior it is meant to punish 2. punishment should be consistent (same punishment, same intensity) 3. punishment of the wrong behavior should be paired, whenever possible, with reinforcement of the right behavior

Question 32

spanking and aggression

Answer 32

link in kids | taylor and colleagues found so

Question 33

discriminative stimulus

Answer 33

any stimulus that provides an organism with a cue for making a certain response in order to obtain reinforcement specific cues lead to specific responses, and discriminating between the cues leads to success

Question 34

shaping

Answer 34

aka shaping by successive approximation small steps toward some ultimate goal reinforced until goal itself is reached process in operant conditioning

Question 35

successive approximation

Answer 35

part of shaping small steps one after the other that get closer and closer to the goal skinner

Question 36

extinction

Answer 36

removal of reinforcement

Question 37

generalization and spontaneous recovery

Answer 37

generalization can happen in operant too | spontaneous recovery happens in operant too

Question 38

brelands

Answer 38

paper trained by skinner study raccoon putting in slit

Question 39

biological constraints on operant conditioning

Answer 39

1. animal doesn't come into lab as blank slate, can't be taught any bx 2. differences between species of animals matter in determining what bx can or can't be conditioned 3. not all responses are equally able to be conditioned to any stimulus

Question 40

instinctive drift

Answer 40

the tendency to revert to genetically controlled patterns brelands pigs and raccoons treat stimulus as food

Question 41

behavior modification

Answer 41

the application of operant conditioning and sometimes classical conditioning to bring about changes in undesirable behavior to create desirable responses

Question 42

how to modify bx

Answer 42

1. select target bx 2. choose reinforcer 3. put plan in action (appropriate bx reinforced, inappropriate bx not reinforced) 4. reward for doing bx at end

Question 43

tokens

Answer 43

secondary reinforcers that can be traded in for other kinds of reinforcers

Question 44

token economy

Answer 44

the use of tokens to modify behavior

Question 45

ABA

Answer 45

applied behavior analysis modern term for a form of behavior modification that uses both analysis of current behavior and behavioral techniques to address a socially relevant issue skills broken down to their simplest steps and then taught to child through system of reinforcement prompts given as needed then gradually withdrawn

Question 46

autism

Answer 46

disorder in which person has great difficulty in communicating with others, often refusing to look at another person ABA applications here lovaas works w, uses ABA to modify bx

Question 47

biofeedback

Answer 47

the traditional term used to describe kind of biological feedback of information use feedback from biological info to create state of relaxation

Question 48

neurofeedback

Answer 48

newer biofeedback technique involves trying to change brain activity record electrical activity of brain w electroencephalograph learn how to produce brain waves or specific types of brain activity associated with certain states learn to make changes through operant conditioning

Question 49

ways to modify bx

Answer 49

``` token economy time out applied behavior analysis biofeedback neurofeedback ```

Question 50

cognition

Answer 50

the mental events that take place inside a person's mind while behvaing

Question 51

three important figures cited as key theorists in early days of development of cognitive learning theory

Answer 51

gestalt psychologists dolman and kohler and modern psychology seligman

Question 52

tolman

Answer 52

teach three groups of rats same maze first group reinforced with food for making it out second group didn't receive reinforcement until tenth day third group no reinforcement ever

Question 53

results of dolman's rat experiment

Answer 53

first group solve maze faster than other groups | but on tenth day second group solve maze almost immediately

Question 54

tolman conclusion

Answer 54

rats in second group had learned maze and stored knowledge away but hadn't demonstrated it bc no need to

Question 55

cognitive map

Answer 55

mental map

Question 56

latent learning

Answer 56

cognitive map had hidden (remained latent) until rats had reason to demonstrate knowledge idea that learning can happen without reinforcement and then later affect behavior not something traditional operant conditioning could explain

Question 57

kohler experiment

Answer 57

``` chimp how to get banana outside cage use stick eventually push sticks together then fit them together demonstrated insight ```

Question 58

insight

Answer 58

rapid perception of relationships can't be gained through trial and error learning alone requires sudden coming together of all elements of a problem in a kind of aha moment that is not predicted by traditional animal learning studies

Question 59

seligman

Answer 59

found positive psychology | experiment on dogs

Question 60

positive psychology

Answer 60

new way of looking at the entire concept of mental health and therapy that focuses on the adaptive, creative, and psychologically more fulfilling aspects of human experience rather than on mental disorders

Question 61

learned helplessness

Answer 61

the tendency to fail to act to escape from a situation because of a history of repeated failures in the past

Question 62

seligman dog experiment

Answer 62

dogs that couldn't initially escape shock didn't try to when they could, dogs that hadn't been in harnesses escaped it

Question 63

maier

Answer 63

seligman colleague | brain mechanisms, focus on area of brain stem that releases serotonin and can play role in activating amygdala

Question 64

vmPFC

Answer 64

maier ventromedial prefrontal cortex part of frontal lobe helps determine what behavior is controllable inhibits brain stem and calms amygdala, allows animal to respond to stressor and exhibit control

Question 65

depression

Answer 65

learned helplessness in some cases | think they won't be able to escape so don't try