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EPPP > Learning Theory > Flashcards

Learning Theory Flashcards

1
Q

Sensory Memory

A

Hold info from senses very briefly, generally less than 2 seconds. Does not change with rehearsal

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2
Q

Feature integration theory

A

Perception of an object as an entity rather than a cluster of unrelated features depends on focused visual attention.

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3
Q

Bandura’s Social Learning Theory & Functional Value

A

Learn through modeling; a bx has fx value when you can anticipate desirable consequences

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4
Q

Other terms for Classical Conditioning

A

Respondent (involuntary), Pavlovian, Stimulus-Response

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5
Q

Major Classical Conditioning Theorists

A

Pavlov & John Watson

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6
Q

Classical cond: US –> UR

A

Unconditioned Stim–>Unconditioned Resp;

Lights–> Pupil Dilation (innate,universal resp)

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7
Q

Class cond: CS–> CR

A

Cond Stim –> Cond Resp (result of experience & learning, not universal)
Ice Cream Truck music–> excited

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8
Q

How is conditioned response learned?

A

Repeated pairing of a neutral stim w/unconditioned stimulus
Pavlov: Tone (NS) repeatedly paired with Meat (US), over time produces salivation (CR) when presented alone
*CR same as UR, but may be of less magnitude than the UR

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9
Q

How can you tell if a stim is conditioned versus unconditioned?

A

Ask yourself: Is the resp to the stim universal for everyone?
Ex: fishnet stockings– not everyone experiences arousal, so conditioned stim

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10
Q

2 key factors in classical conditioning

A

Contiguity: closeness in time/temporal sequence of presentation of US & NS
Contingency: US must appear to depend or be contigent upon CS (so NS signals coming of the US)

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11
Q

Methods of Class Cond: Delay Conditioning/Standard Pairing

A

CS (orig the NS) precedes the US by a very short interval

Tone (CS) sounded .5 sec before meat powder (US)(contiguity), US appears dependent of CS (contingency)

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12
Q

Methods of Class Cond: Trace Conditioning

A

CS (orig the NS) precedes the US by a period of time and stops before the US (not as short a time interval as Standard Pairing)
Dog food bucket opens (CS), then Hank gets food (US)

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13
Q

Methods of Class Cond: Temporal Conditioning

A

US presented repeatedly at same time, such that time itself becomes the CS
Hank fed everyday when we go downstairs, such that morning wakeup becomes CS

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14
Q

Methods of Class Cond: Simultaneous Conditioning

A

NS & US completely overlap
Tone (NS) sounded at same time meat powder (US)presented
*NO LEARNING takes place, because there is no contingency established

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15
Q

Methods of Class Cond: Backward Conditioning

A

US presented before the NS
Meat powder (US) presented before tone (NS)
*NO LEARNING takes place, the NS will never elicit UR because contingency is not estab and contiguity is not sufficient

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16
Q

Stimulus Generalization

A

Classical cond term; Occurs when a subject automatically demonstrates a CR to stimuli that are similar to the CS
Ex: Watson’s Little Albert experiment: Albert conditioned to fear white rat (CS) then automatically feared white rabbit & santa claus mask

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17
Q

Higher Order Conditioning

A

Classical Cond Term; Deliberate pairing of CS with another NS until the new NS becomes another CS and elicits CR
Ex: Pavlov… Tone (CS1) paired repeatedly with flash of light (new NS) until light alone elicits CR so it becomes CS2. Known as 2nd Order Conditioning
*Impossible to condition beyond 3rd order

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18
Q

Classical Extinction

A

CS repeatedly presented without the US
Ex; Little Albert study…white rat (CS) repeatedly presented without loud noise (US), eventually fear response eliminated

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19
Q

Spontaneous Recovery

A

During extinction trials, CR briefly reappears to CS
Ex: Dog undergoes extinction trials one day and stops salivating to tone. Next day returns to lab and initially salivates (CR) when tone (CS) presented. CR will vanish again in extinction trials continue

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20
Q

Stimulus Discrimination

A

Subject learns to discriminate between 2 similar neutral stimuli because only one of them has been paired with US
Ex: Discrimination between 500 Hz tone and 100 Hz tone

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21
Q

Experimental Neurosis

A

Related to Stimulus Discrimination; Occurs when two stimuli are too similar for the subject to distinguish, such that subject become agitated. If attempt to return to original discrimination that was mastered, subject will no longer be able to discriminate (as if they had a break down and cannot function any longer)

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22
Q

Pseudoconditioning

A

NS is NOT DELIBERATELY paired with US or CS comes to elicit CR over time
Light to room turned on before US or CS presented such that dog salivates (CR) to light

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23
Q

Habituation

A

After repeated exposure to US, it no longer elicits UR
Ex: person lives by a railway and over time noise of passing trains (US) no longer produces startle response (UR)
*Habituation is always to an US, NOT the CS and is not possible with all US (for example extreme electric shock)

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24
Q

Definition of Operant Conditioning Theory

A

Explains voluntary behavior; Posits that we learn as a result of reward & punishment of behaviors

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25
Q

Other names for Operant Cond Theory

A

Skinnerian conditioning and Instrumental Conditioning (bx is instrumental or goal directed toward obtaining rewards)

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26
Q

2 Major Operant Cond Theorists

A

EL Thorndike & BF Skinner

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27
Q

Thorndike’s Law of Effect

A

Bxs initially emitted in random trial & error fashion. If followed by pleasurable consequences, bx gets stronger & more frequent (reward). If followed by unpleasant consequences, bx gets weaker & less freq (punishment)

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28
Q

Reinforcement

A

Always increases target bx; brings subject to more desirable state

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29
Q

Punishment

A

Always decreases target bx ; brings subject to less desirable state

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30
Q

Positive; Negative

A

Something added; Something taken away

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31
Q

Positive Reinforcement

A

Based on REWARD; something added following target bx

Ex: Elise goes potty in public place, receives jelly bean–>inc. likelihood of going potty

32
Q

Negative Reinforcement

A

Based on RELIEF; something annoying is removed following target bx
Ex: Elise covers ear when potty flushes, noise is not so loud/annoying–>inc likelihood of covering ears in restroom

33
Q

Positive Punishment

A

Based on PAIN; something aversive added after target bx

Ex: Elise pushes buttons on remote, gets scolded–>less likely to push buttons without permission

34
Q

Negative Punishment

A

Based on LOSS; something valuable removed following target bx
Ex: Elise steps off stool while I’m brushing her hair, I turn off video–>less likely to step off stool

35
Q

3 questions to determine type of operant cond

A
  1. What is the target bx?
  2. What occurs after the target bx? Is something added or taken away?
  3. Is subject brought to more desirable state/more likely to emit target bx or to less desirable state/less likely to emit target bx?
36
Q

Schedules of Reinforcement: Acquisition Phase

A

period during which new learning occurs

37
Q

Extinction

A

period during which reinforcement is withheld

38
Q

Operant Strength

A

term for strength of a behavior, measured by rate of responding; generally depends on which schedule of reinforcement is used

39
Q

2 broad categories for Schedules of Reinforcement

A

Continuous & Intermittent

40
Q

Continuous Reinforcement

A

Reinforcing every occurrence of the bx; best for acquiring new bxs
Ex: When first potty training, Elise received m&m after every trip to potty

41
Q

Over time, continuous reinforcement leads to ____, so it is best to change to an intermittent sched of reinforcement, which refers to a process called____

A

Satiation, where reinforcer loses its value due to overuse; Thinning

42
Q

2 broad types of intermittent reinforcement

A

Ratio & Interval

43
Q

Ratio Schedule

A

Reinf based on how often (frequency) of target bx

44
Q

Interval Schedule

A

Reinf based on a certain interval of time elapsing (provided subject has emitted target bx)

45
Q

2 types of schedules of reinforcement (applies to both ratio & interval)

A

Fixed (ratio or interval does not change/consistent/predictable) vs Variable (ratios or intervals do change/inconsistent/unpredictable)

46
Q

What schedule of reinforcement is a bi weekly paycheck?

A

Fixed Interval

47
Q

What schedule of reinforcement is a slot machine?

A

Variable ratio

48
Q

Fixed Interval schedule of Reinf

A

Reinf occurs when target bx emitted after the fixed interval of time has elapsed; response rate tends to be low during most of the interval and inc sig at the end of the interval

49
Q

Variable Interval Sched of Reinforcement

A

reinf occurs after an unpredictable interval of time has elapsed, such that subject can’t anticipate when reinf will occur. So, sub performs bx at moderate rate without pause

50
Q

Fixed Ratio Sched of Reinforcement

A

Reinf after a certain, unchanging # of responses have been emitted; response rate tends to be moderate to high, subject may pause after reinf is provided esp if many responses are required to obtain reinf
Ex: Assembly Line, earn money for every 50 garments completed

51
Q

Variable Ratio Sched of Reinforcement

A

Reinf after unpredictable # responses emitted; response rate tends to be high with little pauses
Ex: slot machines

52
Q

Which sched of reinforcement has strongest response rate?

A

Variable Ratio

53
Q

Impact of fixed schedules on bx

A

increase in bx before reinf, drops after reinf

54
Q

Impact of variable schedules on bx

A

smooth & steady before & after reinf

55
Q

During acquisition, List operant strength of the different reinf schedules from strongest to weakest
*Hint: Linking reinf to bx is stronger than linking to time
Unpredictability keeps sub trying harder than predictability

A
  1. Variable Ratio
  2. Fixed Ratio
  3. Variable Interval
  4. Fixed Interval
56
Q

During extinction, list reinf schedules from most resistant to extinction and least
*Hint: Follows same pattern as operant strength during acquisition

A
  1. Variable Ratio
  2. Fixed Ratio
  3. Variable Interval
  4. Fixed Interval
57
Q

Operant Extinction

A

Ceasing to reinf bx that was previous reinf

58
Q

Response Burst

A

During operant extinction, withholding reinf results initially in an increase in the previously reinf bx
Ex; Whining…when parents initially stops responding to whining bx, the child tends to whine more before the bx begins to diminish

59
Q

Superstitious Bx

A

Results from non contingent or accidental reinf, where reinf is arbitrary and inconsistent
Ex: practice of “knocking on wood” to avoid TA filling

60
Q

Discrimination Learning/Stimulus control

A

Target bxs reinf in certain circumstances and not others, such that subject learns to discriminate between situations
Ex: Elise expects jelly bean for eating meals at home, but not at school; Use curse words at home, but not at work

61
Q

In Discrimination Learning, the stim that signals reinf is known as the __________

A

Discriminative Stim (S_d)

62
Q

In Discrimination Learning, the stim that signals reinf will NOT take place is known as the _______
*Hint: Delta sounds like delete, as in reinf is deleted

A

S delta

63
Q

Stimulus Generalization

A

Subject emits target bx in presence of stimuli similar, but not exactly the same as discriminative stim
Ex: slowing down when you see any emergency vehicle after being pulled over by police

64
Q

Response Generalization

A

Subject performs a bx similar to a previously reinforced bx, hoping for reinforcement
Ex: Elise receives praise for cleaning up toys downstairs, then later cleans upstairs

65
Q

Prompting

A

Cueing the subject regarding what bx to perform

Ex: While teaching Elise manners, initially told her “say thank you”

66
Q

___ is a gradual reduction in prompting

A

Fading

Ex: “Say Thank You” becomes “What do you say?” in teaching manners

67
Q

What is shaping?

A

Teaching a subject to emit a bx through reinforcing bxs that are closer and closer to the desired bx, known as using SUCCESSIVE APPROXIMATIONS
Ex: Teaching ABCs, may start with sounds, then individual letters, then letters in order

68
Q

Chaining

A

Stringing together behaviors to accomplish a goal. Each behavior in the chain is mildly reinforced and serves as a cue to perform the next bx in the chain. Major reinforcement comes at the end of the chain.
Ex: Steps of using potty, ultimate reinforcement after completion of all steps
Ex: Going to movies

69
Q

Premack Principle

Hint: Grandma’s Rule

A

A high frequency bx (implies strong reinforcing value) used to reinforce low freq bx (weaker reinforcing value)
Ex: Reach end of EPPP section, watch a show
Ex: Grandma’s rule- eat your veggies, go outside & play

70
Q

Behavioral Contrast

A

When 2 bxs were initially equally reinforced, then stop reinforcing one of them. The bx that is still reinf tends to increase freq, bx no longer reinf decreases freq
Ex: Hank initially reinf for both sitting & shaking hands. Stopped reinf shaking hands, so he no longer tries to shake

71
Q

Alternate term for Social Learning Theory

A

Observational learning

72
Q

Social Learning Theory

A

Proposes that learning, particularly complex learning, occurs through observation & modeling of bx

73
Q

Primary social Learning Theorist & Major Study

A

Bandura- Bobo Doll Study: children exposed to aggressive models imitated that bx, particularly when the model was high status, nurturant, and same sex as the observer

74
Q

Main difference between Bandura SLT & classical/operant learning theories

A

Perform bxs not because we were reinforced in the past, but because we anticipate reward in the future. Social learning incorporates the COGNITIVE activity of the learner more so than classical & operant theories

75
Q

Reciprocal Determinism

A

Social Learning Theory term; Bx regulated by an interactive triad of:
1. Person
2. Bx
3. Environment
Ex: Elise anticipates interaction if she poops in pull up at night rather than potty, so she waits until bedtime to poop. Attention received leads her to put even less effort into going on the toilet, which diminishes her motivation to apply potty training skills

76
Q

4 steps of observational learning

A
  1. Attention (to model)
  2. Retention (remembering what is seen/heard)
  3. Production (imitating what was seen/heard)
  4. Motivation (reinforcement for accurate performance)
    Ex: May explain why Elise has not cussed repeatedly even after modeling me using curse words, because I ignored/did not reinforce
77
Q

Mediated generalization

A

another term for stimulus generalization

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