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Psychology of learning > Lecture 3 > Flashcards

Lecture 3 Flashcards

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1
Q

What is context?

A

A set of stimuli that are in the background when learning takes place
- Different stimuli = different contexts
Context provides information about
- the situation we are in
- what the likely outcome of our behaviour will be

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2
Q

Discriminative stimulus - SD

A
  • Stimulus, when present, that signals that the behaviour is likely to be reinforced or punished
    Only getting food when the light turns red
    Presence of a teacher
    Red traffic light
  • Punishment and reinforcement SD
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3
Q

Stimulus delta

A

Stimulus that, when present, signals that the behaviour will not be reinforced or punished
- Doing a behaviour when Sdelta is present leads to nothing happening
- Taxi with passenger
- No staff at counter

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4
Q

Behavioral contingency

A
  • These stimulus are present when response is happening
  • Reinforcement of SD and extinction at Sdelta
  • These stimulus influence our behaviour
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5
Q

Discrimination Training

A
  • Training during which a behaviour is reinforced/punished in the presence of one stimulus and at the same time extinguished/allowed to recover in the presence of another stimulus
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6
Q

Stimulus Control

A
  • When a behaviour is performed more frequently in the presence of one stimulus than in the presence of another stimulus
  • Same as stimulus discrimination
  • Result of discrimination training
  • Control refers to the likelihood of a response happening due to the present stimulus
    Talking when youre home vs in class
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7
Q

How does behaviour change with stimulus control?

A
  • A stimulus that always proceeds a positive or negative reinforcement contingencies acquires casual functions
  • A stimulus that always proceeds positive or negative punishment acquires suppressive functions on behaviour
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8
Q

What is the difference between differential reinforcement/punishment and SD?

A
  • Differential reinforcement/punisher focuses on response classes, their function
  • SD is the presentation of different stimulus for one behaviour
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9
Q

Incidental teaching

A
  • The planned use of
  • behavioural contingencies,
  • differential reinforcement, and
  • discriminative training
  • in the student everyday life

Say a red car, and you get the red car

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10
Q

Concept-training procedure

A
  • Reinforcing/punishing a response
  • in the presence of one stimulus class
  • and extinguishing it
  • or allowing it to recover
  • in the presence of another stimulus class
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11
Q

What is stimulus class?

A

A set of stimuli that have some common physical characteristics
- Includes stimuli that have previously been experienced and novel stimuli
- Similar dog breeds

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12
Q

Conceptual stimulus control

A
  • We respond in a similar way to all stimuli in a stimulus class
  • Even to new stimuli that we have not yet encountered
  • We do not respond in the same way to stimuli outside that stimulus class
    Dogs vs cats
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13
Q

Stimulus generalization

A
  • When a behaviour thats has been reinforced in the presence of a specific SD, is also performed in the presence of other similar stimuli
  • Similar SD can trigger the same response
    Scared of one dog breed, scared of similar dog breeds
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14
Q

What is imitation?

A
  • When the behavior is controlled by a similar behavior of someone else
  • Additional physical or verbal prompts can be used
    Cooking, tying your shoelaces
  • The behaviour can be reinforced in different ways
    Praise or natural reinforcer(like taste)
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15
Q

Prompts

A
  • A supplemental stimulus
  • that raises the probability of a correct response
    Physical or verbal
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16
Q

Generalized imitation

A
  • Imitation of the response
  • of a model
  • without previous reinforcement
  • of imitation of that response

Book; prompting raising arm, tapped once and the patient followed that

17
Q

What is avoidance?

A
  • A type of reinforcement contingency
  • Prevention of a negative reinforcer
    Driving safely
    Shapes behaviour like walking or talking
18
Q

Avoidance-of-loss contingency

A
  • Response-contingent
  • prevention of loss
  • of a reinforcer
  • resulting in increase of that behaviour
    Balancing ice cream while cycling
    Word hard in class or time out
19
Q

Reinforcement Schedules

A

Specify how often and under what conditions reinforcement take place
- Influence frequency, stability and how quickly the behaviour can be extinguished

20
Q

Continuous reinforcement

A

Reinforcement follows the behaviour each time
- Strengthen or create behaviours
- Good for shaping behaviours or maintaining different ones

21
Q

Intermittent reinforcement

A

Reinforcement follows the behaviour sometimes
- When behaviour is well established
- Less risk for satiation

22
Q

Fixed-Ratio

A
  • The reinforcement comes when you have performed the behaviour X (same number each time) times
  • Post-reinforcement pause
    Length of the pause is proportional to the number of responses one has to make
  • Establish slowly to not straining the ratio
23
Q

Variable-Ratio

A
  • The reinforcement comes when you have performed the behaviour X (changes) times
  • X is the average number, unknown to the individual
  • With or without post-reinforcement pause
    Gambling
    Checking your phone
24
Q

Whats the general rule with reinforcement schedules with new behaviours?

A
  1. CFR to create a new behaviour
  2. Go over to FR with small ratios
  3. Increase ratios on FR
  4. Once behaviour is established with higher ration, switch to VR
25
Q

Fixed Interval

A
  • The reinforcement for the first response comes when a certain time, X, has elapsed since the last opportunity of reinforcement
  • X is same number each time
  • Post-reinforcement pause is reduced or eliminated - scallop in a diagram
  • Number of behaviours doesnt matter
    Waiting on the buss, frequency increases the closer the time is for the bus to arrive
26
Q

Superstitious behaviour

A
  • Behaving as if the response causes
  • some specific outcome
  • when it really doesnt
    Hitting the ground before a throw
    Bopping your head to get food
    Watching a tv-show
27
Q

Variable Interval

A
  • The reinforcement for the first response comes when a certain time, X, has elapsed since the last opportunity of reinforcement
  • X is an average number
  • No post-reinforcement paus
  • Low frequency
    Pecking - decreases between windows of opportunity
28
Q

Resistance to extinction

A
  • The number of responses or,
  • the amount of time
  • before a response extinguishes
29
Q

How does reinforcement schedules effect extinction?

A
  • Intermittent reinforcement makes responses more resistant to extinction than CRF
    Fixed ratio
  • High and stable number of responses
  • Extinction goes medium fast
    Variable ratio
  • Very high number of responses
  • Extinction goes very slow
    Fixed interval
  • Average and irregular number of responses
  • Extinction goes fast
    Variable interval
  • Fairly high and stable number of responses
  • Extinction goes slow
30
Q

Reinforcement and duration

A
  • The reinforcement comes after the behaviour has been performed constantly for a certain period of time
  • Pushing a lever 3 times, running a marathon
31
Q

What is a behavioral chain?

A

A sequence of stimuli and behaviours
- where each behaviour produces a stimulus that is a reinforcer for that behaviour
- that stimulus can also be a SD or operandum for next behaviour

SD - signals a certain behaviour is likely to be reinforced
Operandum - signals that it is possible for a behaviour to be performed

  • Task analysis of walking - its components
  • Dog tricks
32
Q

Forward chaining

A
  • The establishment of the first link in a behavioral chain
  • with the addition of successive links,
  • until the final link is acquired

From sitting on the floor to walking

33
Q

Total-task presentation

A
  • The simultaneous training of
  • all links in a behavioral chain

Tooth brushing

34
Q

Backward chaining

A
  • The establishment of the final link in a chain
  • with the addition of proceeding links
  • until the first link is acquired

Putting on clothes

35
Q

What is concurrent contingencies?

A
  • Two or more contingencies available at the same time
  • Punishment and reinforcement for the same behaviour
    Disruptive behaviour - give attention or ignore?
36
Q

What is the difference between behavioral chain and shaping?

A
  • Shaping gradually reinforce behaviours to reach a final one
  • Behavioral chain links two behaviours to each other so that they occur in a specific order
37
Q

What are different types of concurrent contingencies

A

Compatible responses
- 2 physical behaviours at the same time
Compatible contingencies
- 1 response but with 2 or more contingencies that gives the same outcome
- Reading: something interesting or attention
Incompatible contingencies
- 1 response, 2 contingencies that goes against it
- Reading: praise + classmates spits on you
Incompatible responses
- 2 responses
- Reading or Whisper (gives attention from two different people)

Psychology of learning (5 decks)

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