Learning: Theories of Learning Flashcards
Learning
Any relatively permanent or potential change in behaviour that may occur as a result of experience.
Classical Conditioning
Learning through association between a neutral stimulus and an uncontrolled stimulus
Unconditioned Stimulus
Stimulus that automatically provokes a reflexive response (seeing food)
Unconditioned Response
Response resulting from a UCS without prior learning (salivation)
Neutral Stimulus
Any stimulus that produces a non-conditioned response prior to learning (bell)
Conditioned Stimulus
Former NS that gains the power to cause a response (bell)
Conditioned Response
Response elicited by a previous NS that has become associated with the UCS (salivation)
Pairing NS and CS
Certain UCS that naturally evokes a specific, involuntary UCR is paired over a series of trials with a NS that doesn’t usually produce this response
Association
Occurs between NS and UCS during acquisition
Acquisition
Learning stage during which a CR comes to be elicited by a CS (acquired new behaviour)
After classical conditioning…
UCS alone will elicit response - which it formerly did not produce (now CS)
Stimulus Generalisation
Tendency to respond to stimuli that are similar to an originally conditioned stimulus
e.g. Pavlov’s dog salivating to other loud noises (whistle)
Stimulus Discrimination
Tendency to only respond to original stimulus used to condition them
e.g. Pavlov’s dog only salivating to bell, no other loud sounds
Stimulus Extinction
Diminishing of a learned response when UCS doesn’t follow a CS.
Does not completely eliminate response to CS
To reverse acquisition of CR through NS and UCS pairing, strength of the connection between the two stimuli must be weakened
Spontaneous Recovery
Response after a rest period of an extinguished CR
Weaker than original CR
Operant Conditioning
Learning whereby the consequences of a voluntary action determines likelihood of future repetition
Three Phase Model
- Antecedent (environmental stimulus): Stimulus that occurs before a response (prompts behaviour)
- Behaviour (response / action): Voluntary response resulting from antecedent
- Consequence (outcome): Result that influences likelihood of that behaviour occurring again
Three Phase Model Example
Antecedent: Toddler screaming in supermarket
Behaviour: Toddler given a lolly
Consequence: Toddler given lots of lollies
Reinforcement
Any event that strengthens behaviour / response it follows
Role of reinforcers
Positive: Adds valuable / desirable stimulus (e.g. getting A on test increases behaviour of studying)
Negative: Removes unpleasant stimulus (e.g. avoiding sunburn increases behaviour of applying sunblock in the future)
Schedules of Reinforcement
Continuous Reinforcement: Reinforces behaviour each time it happens, establishing strong connection between behaviour and response
Partial Reinforcement: Once behaviour is established to strengthen the behaviour. Can be fixed or variable, and either interval or ratio
Interval Schedules (time)
Fixed-interval (predictable): exact amount of time passes between each reinforcement e.g. studying for weekly quiz
Variable-interval (unpredictable): varying amount of time passes between each reinforcement e.g. checking emails
Ratio Schedules (response rate - #)
Fixed-ratio (predictable): reinforcement occurs after an exact number of responses e.g. getting free meal after 10 purchases
Variable-ratio (unpredictable): occurs after a varying number of responses e.g. lottery, shots needed to win soccer game
Factors Affecting Operant Conditioning
Immediacy: If reinforcer is given immediately, it has maximum effectiveness
Contingency: Reinforcer should occur consistently after response
Principle of Deprivation and Satiation: Desirability that consequence (reward) diminishes over time because person has lesser desire for reward
Principle of Size: If size or amount of consequence is large enough to be worth the effort then the consequence will be more effective upon the behaviour
