LPI Topic 4 Flashcards
Classical Conditioning (Definition)
A learning process where a neutral stimulus becomes associated with an unconditioned stimulus to produce a conditioned response.
Key Components of Classical Conditioning
- Unconditioned Stimulus (US): A stimulus that naturally triggers a response (e.g., food).
- Unconditioned Response (UR): An automatic response to the US (e.g., salivation to food).
- Conditioned Stimulus (CS): A previously neutral stimulus that, after association, triggers a response (e.g., a buzzer).
- Conditioned Response (CR): The learned response to the CS (e.g., salivation to the buzzer).
Pavlov’s Dog Experiment
Pavlov demonstrated classical conditioning by pairing a bell (CS) with food (US) to produce salivation (CR).
Acquisition
The process of learning the association between the CS and US.
Extinction
When the CS is repeatedly presented without the US, the conditioned response fades.
Spontaneous Recovery
The sudden reappearance of a conditioned response after a period of extinction.
Stimulus Generalisation
When a conditioned response occurs to stimuli similar to the original conditioned stimulus.
Stimulus Discrimination
The ability to distinguish between similar stimuli and respond only to the specific CS.
Operant Conditioning
A learning process where behaviour is shaped by its consequences (rewards or punishments).
B.F. Skinner
Developed operant conditioning and used the Skinner Box to demonstrate how behaviour is reinforced.
Thorndike’s Law of Effect
- Actions followed by positive outcomes are repeated.
- Actions followed by negative outcomes are avoided.
Reinforcement
- Positive Reinforcement: Adding something pleasant to increase behaviour (e.g., giving a treat for good behaviour).
- Negative Reinforcement: Removing something unpleasant to increase behaviour (e.g., removing loud noise when pressing a button).
Punishment
- Positive Punishment: Adding something unpleasant to decrease behaviour (e.g., shouting at a child).
- Negative Punishment: Taking away something pleasant to decrease behaviour (e.g., removing screen time).
Shaping
Reinforcing small steps towards a desired behaviour (e.g., teaching a dog to press a lever).
Continuous Reinforcement
- Every desired behaviour is reinforced.
- Learning occurs quickly, but extinction happens fast when reinforcement stops.
Partial Reinforcement
Not every response is reinforced, making the behaviour more resistant to extinction.
Fixed Ratio Schedule
Reinforcement after a set number of responses (e.g., earning a reward for every 5 tasks completed).
Variable Ratio Schedule
- Reinforcement after a random number of responses (e.g., slot machines).
- Most resistant to extinction.
Fixed Interval Schedule
Reinforcement after a set time period (e.g., a worker gets paid every two weeks).
Variable Interval Schedule
Reinforcement at random time intervals (e.g., fishing – a catch could come at any time).
Goal-Directed Behaviour
- Under conscious control.
- The behaviour is performed to achieve a specific outcome.
- Example: Studying to pass an exam.
Habitual Behaviour
- Automatic behaviour that is not under conscious control.
- The behaviour continues regardless of the outcome.
- Example: Biting nails when nervous.
How to Test for Habitual Behaviour
- Outcome Devaluation Test: If the reward is made less valuable but the behaviour continues, it is likely habitual.
- Response-Outcome Test: If the behaviour continues even when the outcome is removed, it is likely habitual.
Pavlov (1849–1936)
Classical Conditioning: Learning through association (dog experiment).
John B. Watson (1878–1958)
- Behaviourism: Psychology should focus on observable behaviour.
- Little Albert Experiment: Conditioned fear in a baby by pairing a white rat with a loud noise.
Edward Thorndike (1874–1949)
- Law of Effect: Behaviours followed by rewards are repeated; those followed by discomfort are avoided.
- Puzzle Box Experiment: Showed that cats learned to escape by trial and error.
