Lecture 1 Flashcards
learning
any relative permanent change in behavior that occurs because of experience
conditioning
a kind of learning that involves association between environmental stimuli and responses
Classical Conditioning
The organism learns to associate two stimuli
One produces a response that originally was only produced by the other
Classic example of dog/bell and salivation
Unconditioned Stimulus
elicits the unconditioned response (food)
Unconditional Response
response which is automatically produced (salivate)
Conditional Stimulus
originally neutral stimulus that elicits a behavior after being paired with a US (bell)
Conditional Response
response elicited by the conditioned stimulus (salivate to bell)
Acquisition
phase of Classical conditioning when the US and CS are paired together
Extinction
repeat the conditioned stimulus without the unconditioned stimulus over time and the conditioned response will disappear
Spontaneous Recovery
after a response has been extinguished it may spontaneously reappear after the passage of time with exposure to the conditioned stimulus.
Higher Order Conditioning
pairing a neutral stimulus with the conditioned stimulus will create another conditioned stimulus, although a weaker conditioned response. More likely to show extinction.
(Food with bell, bell with light)
Stimulus Generalization
after a stimulus becomes a conditioned stimulus for some response, other, similar stimuli may produce the same reaction.
Stimulus Discrimination
one learns to realize the differences between similar stimuli
Anticipatory Nausea
Classically conditioned response Chemotherapy (US) Nausea (UR) Treatment room/needles (CS) Nausea in response to room (CR)
ANV patients don’t respond well to anti-nausea drugs
Responsive to some behavioral treatments
Garcia’s Research
found that there may be differential reactions to classical conditioning
Taste aversions seem to be particularly sensitive to learning.
May be evolutionarily determined.
Operant Conditioning
Behavior is dependent on its consequences
Thorndike
studied cats to understand learning behaviors
Law of Effect
a satisfying result strengthens/increases a behavior
B.F. Skinner
all behavior is explained by looking outside the individual. People (and animals) tend to repeat behaviors which have positive consequences; decrease behaviors which have negative consequences
Neutral Consequence
not more or less likely to see behavior patterns change
Reinforcement
anything which will make a response more likely to occur
Punishment
anything which will make a response less likely to occur
Primary Reinforcers
satisfy biological needs: food, water, sex. Presentation increases the likelihood of repeating the behavior.
Secondary Reinforcers
satisfy through association with primary reinforcers: money, praise, grades. Presentation increases the likelihood of repeating the behavior.
Punishments
presentation or removal of a stimulus decreases the likelihood of a response
Postitive Punishments
something occurs (a stimulus presented) to decrease a behavior (spanked, mouth washed out w/soap)
Negative Punishment
something is removed to decrease a behavior (no TV, no desert…)
Continuous Learning
reward/punishment occurs each time the behavior occurs
Intermittent/Partial Learning
reward/punishment occurs when a response occurs only some of the time
Ratio Schedules
deliver reinforcement after a certain number of responses have occured
Interval Schedules
reinforcement after a certain amount of time has passed and the desired behavior has occurred
Fixed Ratio Schedules
reinforcement after a fixed number of responses(every 4 times )
Variable Ratio Schedules
reinforcement after some average number of responses (on average 7 times)
Fixed Interval
reinforcement occurs after a fixed amount of time has passed since the past reinforcer (5min)
Variable Interval
reinforcement occurs if a variable amount of time has passed since the previous reinforcer (on average 5min, could be 3 or 7 minutes)
Shaping
reinforcing behavioral tendencies in a desired direction. Uses successive approximation–reinforce responses that are increasingly similar to the desired behavior
Observational Learning
believe there is a higher level cognitive process to how we learn, impacts attitudes, beliefs and expectations
Four Key Components to Observational Learning
Attention: be aware of another’s behavior and consequences
Retention: have the capacity to store/retrieve what you have observed
Reproduction: behaviorally imitate what has been stored in memory
Motivation: determined by a belief that the behavior will bring about a desired response
