Limits of learning Flashcards
LIMITS OF LEARNING
Every individual is limited in what behaviours it can perform
based on the physiology its species.
Learned behavior is not passed on to future generations.
Individual differences in learning
Heredity plays a role in learning ability- but is controversial:
* genes contribute to differences within & between
species; but
* environment also plays a role (e.g. enriched early
learning environments)
Critical periods of learning
Stages of development for optimal learning:
* imprinting in birds,
* maternal behavior in primates)
Do they occur in humans?
* first 12 years may be critical for learning language
Neurological damage on limits of learning
- Prenatal exposure to alcohol & other drugs can interfere
with neurological development - Exposure to neurotoxins (substances that damage nerve
tissues) in infancy/early childhood are a threat to
learning ability:
– lead in old paint & drinking water
– Pesticides, herbicides, solvents, medications,
recreational drugs, some foods & food supplements - Head injury (blows to head, shaking child, car accidents,
sports injury) - Malnutrition during fetal development/early childhood
CHANGING HUMAN BEHAVIOUR: CONTINGENCY MANAGEMENT
Behaviour modification refers to all types of behavioural treatment. Contingency management refers to
behavioural therapy or procedures based on principles of operant conditioning that use reinforcement (to
increase frequency of appropriate behaviours) and nonreinforcement (to reduce inappropriate behaviours)
to alter operant behaviour.
3 phases of treatment:
Assessment
Contracting
Implementation
Assessment phase
This phase involves determining baseline levels of appropriate and inappropriate behaviour:
* determine situations in which these behaviours occur
* identify potential reinforcers of appropriate operant/instrumental response
* identify reinforcers that are maintaining inappropriate responses
Direct observation is used to establish baseline levels of target behaviours
Contracting phase
This phase involves defining the exact relationship between the target or operant/instrumental
response and reinforcement, i.e., work out when and how reinforcement will be delivered:
* decide on schedule of reinforcement to be used
* decide who will provide the reinforcer (e.g., nurse, teacher, parent)
* train person who provides reinforcement how to identify and reinforce appropriate
behaviour.
Self-reinforcement can be used if a person wants to change his/her own behaviour, for example, to
modify ‘undesirable’ behaviours
Implementation phase
The third stage involves providing reinforcement contingent upon:
* performance of the appropriate responses OR
* absence of the inappropriate response
Then it is important to determine if the desired change in behaviour occurred during treatment and
continued after treatment
Negative reinforcement
The response is strengthened, because it is followed by removal of an aversive/unpleasant
stimulus.
Negative reinforcement may lead to escape or avoidance learning— a lot of people tend to avoid
awkward or unpleasant situations or difficult problems.
Escape learning
learn/acquire a response that decreases or ends aversive stimulation (e.g., dogs
learn to escape shock by jumping to another compartment in a shuttle box). Escape learning often
leads to avoidance learning.
Avoidance learning
learn/acquire a response that prevents aversive stimulation (e.g., if a light
goes on before shock, a rat will run to another compartment as soon as the light comes on, to avoid
shock.
Mowrer’s Two-Process Theory of Avoidance
This theory integrates principles of classical and operant conditioning.
According to the Two-Process Theory, if you have a phobia of lifts, you acquired the phobia
through classical conditioning:
* in the past— lifts became paired with a frightening stimulus event
* now— if you need to get into a lift, you experience conditioned fear.
If the phobia is severe enough, you take the stairs instead. Taking the stairs is an avoidance
response— this leads to consistent negative reinforcement, by relieving your conditioned fear.
Avoidance is maintained by operant conditioning.
Why are phobias resistant to extinction
- a phobia usually leads to avoidance of the feared object/situation (earns negative
reinforcement for every avoidance response) - avoidance behaviour stops any chance of facing the conditioned stimulus, and thus
extinguishing the phobic conditioned response
‘Positive’ punishment
presentation of an aversive stimulus
‘negative’ punishment
removal of a pleasant stimulus