LPI T9 Flashcards
I see you frequently go near the biscuit tin, so I pay more attention to the biscuit tin.
stimulus enhancement
social
I see you burn yourself on the iron so I realise that touching it has negative consequences.
observational conditioning
social
Learning occurs by trying lots of options and seeing which works best, without watching or receiving instructions from another individual.
trial-and-error learning
asocial
I learn how to cook a lasagna by calling a family member and asking for the recipe, which is given verbally or through a text.
learning from communication
asocial
I notice you pressing your access card against a small rectangular panel to access the work building, so I learn that I need to press my card there too.
affordance learning
social
observer learns how objects work (the ‘affordances’ of the objects) by observing others’ interaction
I see you kick a doll so it falls to the floor. I then punch a doll so that it falls to the floor.
emulation
social
copying the outcome of another’s person actions
I use chopsticks in one hand to pick up some sushi; my companion takes one chopstick in each hand and tries to perform the same movements with the chopsticks but using very different actions.
object movement re-enactment
social
copying the movement of an object not necessarily the action itself
I find, for the first time, that I can use a long item to pull my phone from under the bed, which I can’t reach with my hands. I do this without consulting anyone else.
innovation
asocial
I improve my tennis serve through practice, not by observing experts.
individual learning
asocial
learning through gradual feedback from the outcome
I watch a tennis match and copy the players’ precise actions to improve my own tennis serve.
imitation (social)
An adult (teacher) demonstrates and instructs a child how to tie shoelaces.
learning from teaching
Distinction directed and asocial
behaviour of others (not via observation) or input information coming in is intended to teach vs asocial learning means learning about something by oneself not based on what others do
Why is learning via teaching asocial
You’re not directly learning through observation but through the deliberate instruction (communication) through others
Heyes and colleagues experiment and its findings? 2005
Learning to imitate would have resulted in longer time needed to react
What is a potential reasonfor social learning occurring?
- Strategically useful (efficient shortcut for learning about or environment)
What are the benefits of social learning (imitation)?
- imitation> social glue improving relationships and evaluation of interactions
- can lead to prosocial behaviour
What is the purpose of an automatic imitation task?
Exploring the question of whether imitation is learned behaviour or inherited
What does it make more sense to look at whether it can be taught not to imitate?
- Because the reversed option is impractical
- if we see some influences in terms of the principles of learning theory in this aspect of imitation, we can conclude that they play a role in learning to imitate
Define social learning.
learning about other people or the inanimate world through the observation of, or interaction with, another individual or its products
Explain asocial learning.
learning about other agents or the inanimate world that is not influenced by observation of, or interaction with, another individual or its products
What do social and asocial learning have in common?
- neither social learning nor asocial learning includes cases in which learning is mediated by language or other forms of symbolic communication.
–> no teaching, signalling and communication
What is the key argument in Heyes’s paper?
Considering cognitive processes distinguishing asocial and social learning to emerge, the input mechanisms are biased towards channels through which we administer social information
How are social learning taxonomies behaviourist?
They focus on the resulting processes of neurocognitive mechanisms, i.e. the behaviour exhibited, instead of explaining said processes
Intraspecific and Interspecific variations are
Variations in social and asocial learning can be accounted for with the hypotheses that the same mechanisms (intra) or distinct mechanisms evolving together (inter)
How does imitation align with operant conditioning?
For example, as a visitor in your house, I might see you using your foot to close a particular cabinet door and then begin to use my foot to close that door. This would be R-S observational learning or goal-directed imitation if what I had learned from observing your behaviour was a relationship between a response (foot movement) and its outcome (door closing). It would be S-R observational learning, or blind imitation if what I had learned was a relationship between a stimulus (a distinctive feature of the door) and a response (foot movement)
What is an automatic imitation task?
- human participants are required to perform body movements in response to arbitrary stimuli, but the arbitrary stimuli are accompanied by photographic images of the body movements in the response set
- Reaction time is an indicator of whether they’re imitating
What is unconscious mimicry?
People unconsciously mimic body language eg → blind S-R imitation
What are the two aspects of automatic imitation?
- Simple action replicated without intention
- Familiar action
What are input mechanisms vs. learning mechanisms?
psychological input mechanisms supply the cognitive system with information that is encoded by learning mechanisms for long-term storage.
What is ontogenetical specialisation in contrast to phylogenetical one?
Organisms being more attentive to social stimuli as a consequence of their prior experience with these stimuli
What is the adaptive specialisation of input mechanisms?
evidence that highly social animals are superior to less social animals in a social learning task but not in a comparable asocial learning task
What is meant by adaptive specialisation?
Social channels or any channels that through evolution, have become specialised to receive information from others (input mechanisms)
Which personal factors were highlighted by Bandura?
Cognition, emotion, biology → significantly different from traditional learning theory and behaviourism
What, according to Bandura, is at the core of behavioural change?
Social modelling and observational learning
What are the key points of Templeton’s critique?
even if the learning (long-term encoding) was done by identical mechanisms, observer birds that were better able to see what the demonstrators were doing— by virtue of perceptual, attentional, or motivational biases—would show superior performance in the social, but not in the asocial, learning tasks
social and asocial learning tasks: birds were given an equal opportunity to learn how to remove the covers by trial and error— by manipulating the covers themselves. In the social tasks the birds had, in addition, an opportunity to obtain information about the covers and the food beneath by observing conspecifics removing the covers and consuming the food
What is Bandura’s point about personal and proxy agency?
- personal: the belief that you can change things to make them better for yourself or others
- proxy: enlisting others to change one’s life but
How do the downsides of proxy agency manifest and affect the collective?
in one’s passivity leading to collective agency (group enforces change)
What is forethought?
Innately human ability to be aware of the consequences of our actions
What are methods to manipulate self-efficacy?
- Exposure
- Performing
- Improving
- Vicarious experiences –> if they can, so can I
- Participant modelling
Why is Bandura critical of global self-efficacy measurements?
Few people are confident about every aspect of their lives in terms of performance
What is the role of reinforcement in observational learning?
Not necessary: noticing attention-grabbing adverts → purchasing the product later (self-reinforced behaviour: evaluating own behaviour)
What is the incentive factor?
The motivation to learn is controlled by forethought and traditional learning cues → readiness to learn
What strategies are important for children’s development when social modelling is not reinforced?
For goal achievement:
1. internal self-regulatory processes
2. self-criticism
3. self-praise
4. valuation of own personal standards
5. re-evaluation of own personal standards if necessary
6. self-persuasion, evaluation of attainment
7. acceptance of challenges
