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Psychology, Unit 3 AOS 2 > Models to explain learning > Flashcards

Models to explain learning Flashcards

1
Q

Models to explain learning
Classical conditioning

Define

A

Is a simple form of learning via repeated association of two different stimuli or events

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2
Q

Models to explain learning
Classical conditioning

Define unconditioned stimulus (UCS)

A

is any stimulus that consistently produces a particular, naturally occurring, automatic response

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3
Q

Models to explain learning
Classical conditioning

Define unconditioned response (UCR)

A

is the response that occurs automatically when the UCS is presented

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4
Q

Models to explain learning
Classical conditioning

Neural stimulus (NS)

A

any stimulus that does not normally produce a predictable response

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5
Q

Models to explain learning
Classical conditioning

Define conditioned response (CR)

A

learnt response produced by CS

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6
Q

Models to explain learning
Classical conditioning

Define conditioned stimulus (CS)

A

is the stimulus that is ‘neural’ at the start of the conditioning process but eventually elicits a very similar response to that caused by the UCS

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7
Q

Models to explain learning
Classical conditioning as a three-phase process

  1. Before conditioning
A

The bell (NS) results in no response. The dog food (UCS) produces an UCR (salivation)

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8
Q

Models to explain learning
Classical conditioning as a three-phase process

  1. During conditioning
A

The NS is repeatedly paired with the UCS. This produces the UCR

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9
Q

Models to explain learning
Classical conditioning as a three-phase process

  1. After conditioning
A

The NS becomes a CS and now presence of the CS produces a CR

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10
Q

Models to explain learning
Key processes in Classical conditioning

Extinction

A

The gradual decrease in the rate or strength of a CR that occurs when the UCS is no longer present

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11
Q

Models to explain learning
Key processes in Classical conditioning

Spontaneous recovery

A

The reappearance of a CR when the CS is presented, following a rest period

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12
Q

Models to explain learning
Key processes in Classical conditioning

Stimulus generalisation

A

The tendency for another stimulus that is similar to the original CS to produce a response that is similar to the CR.

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13
Q

Models to explain learning
Key processes in Classical conditioning

Stimulus discrimination

A

Is when a person or animal responds only to the CS, but not to any other stimulus that is similar to the CS

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14
Q

Models to explain learning
Operant conditioning

Define

A

Is a form of learning where the consequences of a particular response or behavior determine the likelihood of that behavior being repeated

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15
Q

Models to explain learning
Three-phase model (ABC model) of operant conditioning

Define

  • Antecedent
  • behavior
  • consequence
A
  • Is the stimulus that comes before the operant response (ie hand signal)
  • Is the voluntary response that occurs when the stimulus is presented (ie seal flips)
  • To the operant response is what happens after the behaviour which will have an impact on whether the behaviour occurs again in the future (ie treat)
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16
Q

Models to explain learning
Operant conditioning

Skinner’s experiment with rats- the ‘Skinner Box’

A

Skinner used the box in a well-known experiment to demonstrate operant conditioning. When a hungry rat was placed in the box, it scurried around it and randomly touched parts of the floor and walls. Eventually, the rat accidentally pressed a lever mounted on one wall. Immediately, a pellet of rat food dropped into the food dish and the rat ate it. The rat continued its random movements and eventually pressed the lever again. Another pellet dropped immediately and was eaten. With additional repetitions of lever-pressing followed by food, the rat’s random movements began to disappear and were replaced by more consistent lever-pressing. Eventually, the rat was pressing the lever as fast as it could eat each pellet. The pellet was a reward for making the correct response. Skinner referred to different types of rewards as reinforcers.

17
Q

Models to explain learning
Operant conditioning

Reinforcement

  • Positive
  • Negative
A
  • Involves the addition of a desirable consequence or stimulus that increases or strengthens the likelihood of desired response.
  • Involved the removing an undesirable consquence/ stimulus that increases or strengthens the likelihood of a desired response.
18
Q

Models to explain learning
Operant conditioning

Punishment

  • Positive
  • Negative
  • response cost
A
  • Invloved the addition of an undesired consquence/ stimulus that weakens or decreases the likelihood of a response recurring in the future.
  • involves the removing a desirable stimulus which weakens or decreases the likelihood of a response recurring in the future
  • involving removal of any valued stimulus, whether or not it causes the behaviour.
19
Q

Models to explain learning
Operant conditioning

Stimulus generalisation

A

Is when the desired response is made to another stimulus that is similar to the one used when the conditioner response was reinforced.

20
Q

Models to explain learning
Operant conditioning

Stimulus discrimination

A

Is when the desired response is made only when the specific stimulus is presented

21
Q

Models to explain learning
Operant conditioning

Extinction

A

Is the gradual decrease of the conditioned behavioral response, which occurs when the organism is consistently not reinforced for showing that behavior.

22
Q

Models to explain learning
Operant conditioning

Spontaneous recovery

A

Is when a conditioned behavioral response is though to have been extinguished but then re appears after a prolong time.

23
Q

Model to explain learning
Observational learning

Define

A

Occurs through watching another person’s actions whilst noting down the consequences of these actions.

24
Q 
Model to explain learning 
Key elements in observational learning
-Attention
-Retention
-Reproduction 
-Motivation 
-Reinforcement
A
  • learner pays attention to the models behaviour to recognise key features
  • learner mentally represents what they observed in their memory
  • learner attempts to physically replicate what they observed.
  • learner must be motivated to preform what was observed
  • learner increases future motivation to preform observed learned behaviour.
25
Q 
Model to explain learning 
Observational learning (Albert Bandura)

Vicarious conditioning define

A

Is when the individual watches another person displaying behavior that is either reinforced or punished, which result in the observer either copying the model’s behaviour or avoiding that behaviour

26
Q 
Observational learning (Albert Bandura)
Vicarious conditioning

Vicarious reinforcement define

A

Increases the likelihood of an observer behaving in a similar way to a model whose behaviour is reinforced

27
Q 
Observational learning (Albert Bandura)
Vicarious conditioning

Vicarious punishment define

A

Decreases the likelihood that an observer will behave in a similar ways to a model, once they observe that the model’s behaviour was being punished.

28
Q

Observational learning (Albert Bandura)

Bandura’s Bobo Doll Experiment

A

In the 1960s, Bandura conducted a series of experiments to investigate different aspects of observational learning by young children. He was particularly interested in observational learning of aggression. In these experiments, preschoolers were required to passively sit and watch a model engaging in aggressive behaviour, and then given an opportunity to imitate the model’s behaviour. Their responses were compared with those of preschoolers in a control group who were not exposed to an aggressive model. Different types of models, such as cartoon characters and real-life male and female adults were used, and responses by male and female children were measured to study sex differences in observing male and female models.

29
Q 
Observational learning (Albert Bandura)
Bandura's Bobo Doll Experiment 
Main findings
-
-
-
-
-
-
A
  • Children observed the aggressive model showed more aggressive responses.
  • All genders imitated the physical aggression shown by the adult model
  • All genders showed verbal aggression and non aggression verbal behaviour
  • All gender who saw adult model being rewarded or reinforced for displaying agressive behaviour were more likely to reproduce the model’s aggressive behaviour
  • In general boys preformed more aggressive acts then girls. Girls showed more verbal aggression when shown a male model
30
Q

Classical conditioning

‘Little Albert’ Experiment

A

Description on pg 26

31
Q

Classical conditioning
‘Little Albert’ Experiment

Ethical implications

  • Confidentiality
  • Voluntary Participation
A
  • Waston has taken no step in protecting Alberts identity. Additionally Watson revealed private information, posting his findings of Alberts fears could provide risks of embarrassment on Alberts behavior.
  • Albert was only a baby therefore he has no choice in participating in the experiment
32
Q

Classical conditioning
‘Little Albert’ Experiment

Ethical implications

  • Informed consent procedure
  • Withdrawal rights
A
  • Even though Albert was young he wasn’t explained what would be happening, nor would he be able to. Overall Albert was too young.
  • As revealed in Watsons journal, it was noticeable Albert was distressed. Recorded in the journal was when Albert was emotionally distressed he would thrust his thumb in his mouth. It isn’t rocket science to know that Albert didn’t want to take part in the experiment.
33
Q

Classical conditioning
‘Little Albert’ Experiment

Ethical implications

  • Deception in research
  • Debriefing
A
  • It is believed that Albert’s mother wasn’t fully aware of the true nature of the experiment.
  • It is concluded that Albert nor his mother knew the nature of the experiment, nor was she able to look over the results before they were published. There is no evidence of Albert’s mother opinion in the experiment.

Psychology, Unit 3 AOS 2 (4 decks)

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