m.1 Flashcards
Aristotle “common sense”
Association
4 Law of Association
Law of Contiguity, Law of Frequency, Law of Similarity, and Law of Contrast
Things close to each other and tend to get linked
Law of Contiguity
The more a person practices the desired behaviour correctly, the higher the probability that the behaviour will be
retained and used.
Law of Frequency
Things Similar or alike
Law of Similarity
seeing or recalling something may also
trigger the recollection of something completely opposite.
Law of Contrast
Piloting/Power of Reasoning
Socrates
Mind and body dualism
Descartes
First psychology lab and experimented on the human mind/behavior
Wilhelm Maximillian Wundt
Self-observation
Introspection
Proponent of Functionalism, studies observable experience
William James
Memory and Forgetting
Hermann Ebbinghaus
Law of effect. Trial and error in animals
Edward Thorndike
Classical Conditioning
Ivan Pavlov
Argued behaviorism and established the first school of behaviorism
John Broadus Watson
Father of Operant Conditioning
Burrhus F. Skinner
Cognitive development
Jean Piaget
4 stages of cognitive development of Jean Piaget
Sensorimotor, pre-operational, concrete operational, formal operational
Social development theory. “Interaction plays”
Lev Vygotsky
Observable S-R behaviours because it believed that behaviour can only be studied in a systematic and observable way
Watson’s Methodological Behaviorism
Observable behavior outward unseen mental deductions
Skinner’s Radical Behaviorism
Modelling other people’s behavior
Bandura’s Social learning
Based on the premise that individual do not just automatically respond to
stimulus. But rather he is making use of his “mind’s eye” to visualize images
that can enhance recall and learning of new information.
Tolman’s Cognitive Behaviorism
Founded law of stimulus
Hull’s Neo-behaviorism
Three Major Types of Behavioral Learning
Classical Conditioning
Operant Conditioning
Observational Learning
Proponent of Classical Conditioning
Ivan Pavlov
learning process in which a
connection between a previously
neutral stimulus and a conditioned
response is automatically elicited
by the neutral stimulus after going
through the conditioning process.
Classical Conditioning
Stimulus that can elicit a response without previous
training. One does not need to learn to
respond to this stimulus.
Unconditioned Stimulus (US)
Response elicited by the unconditioned stimulus. A
natural reflex reaction to the neutral stimulus.
Unconditioned Response
Stimulus
which previously does not elicit the
response understudy but comes to do so
when paired with the unconditioned
stimulus.
Conditioned Stimulus
the learned
response to the conditioned stimulus
Conditioned Response
Unconditioned Stimulus ( US ) ( food ) is presented to the dog. The dog salivated.
Salivation in response to the US ( food ) is the unconditioned response. Then the Neutral Stimulus is presented which is the whistle. A
sound is made by blowing on the whistle. The
dog has no response. This was repeated and
still no reaction from the dog.
Stage 1: Before Conditioning
the neutral
stimulus (whistle) is paired with the unconditioned
stimulus ( food ) upon seeing the food the dog
salivated. This procedure was repeated, the
blowing of the whistle then the food until it
reaches a point wherein by just the blowing of the
whistle even without the presentation of the food
the blowing of the whistle can elicit salivation from
the dog.
Stage 2: Conditioning
In this phase the dog salivates when the
whistle is blown. Salivation in this case
becomes the conditioned response as
elicited by the blowing of the whistle (
which was previously a neutral stimulus )
which becomes the conditioned stimulus
after the conditioning process.
Stage 3: After Conditioning
the time when the
conditioned stimulus elicits the conditioned response. Repeated pairing of
the unconditioned stimulus with the conditioned stimulus
Acquisition
If the conditioned stimulus is presented faintly then it
might not become associated with the
unconditioned stimulus.
Not noticeable conditioned Stimulus
If the unconditioned
stimulus is presented and the conditioned stimulus
are presented far apart from each other then it will be hard for acquisition to take place.
Timing is important
this happens when the
manifestation of the conditioned response
decreases or it disappears. It usually happens when the conditioned stimulus is no longer paired with the unconditioned
stimulus or when the conditioned stimulus
is presented alone without the unconditioned stimulus.
Extinction
learned response can resurface even after a
period of extinction. Which means that the learned response which was
extinguish can resurface even without re-learning.
Spontaneous Recovery
the likelihood of the CS to elicit similar responses after the response has been conditioned. Thus, when the connection between the CR and the CS is learned, similar stimulus can also evoke the same response.
Stimulus Generalization
What experiment can be illustrated by John Watson for stimulus generalization
Little Albert Experiment
it is
the ability to differentiate between the CS and other stimuli that have not been associated with the US.
Making the learned response only to one specific object and not
other similar objects.
Stimulus Discrimination
the sudden recovery of a response during an extinction procedure when a new stimulus is introduced
Disinhibition
Two extensions of Classical Conditioning
- Higher order conditioning
- Sensory pre-conditioning
this refers to a
circumstance wherein a stimulus that was previously neutral is paired with the CS to come up with the same CR similar to the CS.
Higher order conditioning
a type of higher order conditioning that has two conditioned stimuli that are paired together then one is paired with an unconditioned stimulus. This will cause
the other un paired CS to elicit a response when paired with the US
Sensory pre-conditioning
these are behaviours that
occur due to specific
environment stimuli.
Elicited Behavior
it shows the relationship between inherent behaviours and the surrounding events that elicit them.
Reflexes
this is an instinctive activity pattern that causes animals to act in a specific behaviour pattern associated only to their species. It is a pattern that is relatively fixed within the species. In this case the species is not taught to do
this pattern of behaviour.
Fixed Action Patterns (FAP)
this is a decrease in
response to stimulus after repeated exposure. (e. g. treatment of phobia
in exposure therapy: a person is continuously being exposed to the thing/situation that causes him to be afraid.)
Habituation
this is a non-associative learning process in which frequent exposure to a
stimulus results in increasing strength of reaction to the stimulus.
The individual’s sensitivity to the stimulus becomes stronger as time passes by.
Sensitization
Three limitations of classical conditioning
- Over shadowing
- Blocking effect
- Latent inhibition
when more than one stimuli are presented and
the other stimulus produces a more
solid response from the organism because it is more potent/powerful
or relevant to the organism. An example would be when teaching a dog to learn to sit.
Over shadowing
the conditioning of an
association between two stimuli, a conditioned stimulus and the unconditioned stimulus is weaken when during conditioning, the CS is paired together with a second CS that has already been paired with the US.
Blocking effect
basic idea of
this limitation is that it is
easier/better to learn something
new than to unlearn something you
acquired for a long period of time.
(e.g. old habits, repeating known mistakes )
Latent inhibition
