Mods 26-27 Flashcards
what is learning?
process of aquiring new a relatively enduring information or behaviors
operant conditioning
we “learn” habits by repeating acts that bring rewards and avoid acts that bring unwanted responses
how do we learn?
observe events and watch others
western culture’s perspectives on learning
learning = understanding essentials of a topic & developing expertise
- a good teacher arouses student interest, explains clearly, uses effective instuction, and organizes activities well
eastern culture’s perspective on learning
learn to perfect themselves morally and socially, contribute to society, virtues of diligence, perseverance, concentration, respect authority
- a good teacher has deep knowledge, can readily answer questions and is a good moral model
associative learning
learn by association
- many associating opperate subtly
- can lead to habits if repeated regularly
habituation
organism’s decreasing response to s stimulus based on repeated exposure, sesitivity is reduced after occurance even if stimulus changes
sensory adaptation
continuos, unchanging stimulus, if stimulus changes then sensitivity changes
stimulus
any event of sitution that revokes a response
cognitive learning
aquisation of mental information by observing events, watching others, or language
types of conditioning
classical and operant
types of cognitive learning
social and observational learning
classical conditioning
learning to associat 2 or more different stimuli, behavior is shaped/created by this link
unconditional response (UCS)
stimulus that elicits an automatic response without any effor or intervention
conditioned stimulus (CS)
neural stimulus after it has been paired with a UCS; will elicit the same response as the UCS
unconditioned response (UCR)
natural response to the presentation of a USC
conditioned response (CR)
usually the exact same response to the UCS but in this case in response to the CS
neural stimulus (NS)
random stimulus completely unassociated with the response or behavior in question; elicits no response; becomes CS after link has been forged
aquisiton
initial stage in classical conditioning where one links a NS and a US in order to trigger an CR; initial learning of a stimulus-response relationship
delayed classical conditioning
CS first but there is a breif overlap with the US (ideal)
trace classical conditioning
CS precedes US and there is no overlap (more difficult)
simultaneous classical conditioning
CS and US are presented at the same time (poor conditioning, difficult to disciminate between the 2)
backward classical conditioning
US first followed by CS (no conditioning unless response is biologically predisposed)
extinction
diminishing of a CR; occurs when US doesn’t follow a CS or when response is no longer reinforced (operant)
spontaneous recovery
reappearance of a previously extinguished CR
generalization
tendency to respond similarly to similar stimuli after conditioning has ocurred
discrimination
ability to detect differences between CS and other irrelevan stimulus; only responded to the CS not others
why did Pavlov matter?
- findings applied to all organisms; classical conditioning is one way living things learn to adapt to their environment
- process like learning can be objectively and scientifically studied and measured
how are Pavlov’s principles applied today?
- drug addiction/recovery
- immune system and responses to drugs
- behaviors and human emotions
- extinguish behaviors or create new/better responses
law of effect
principle that behaviors followed by favorable consequences will become more likely and that behaviors followed by unfavorable consequences become less likely
skinner box (operant chamber)
animal presses a lever to release a reward of food or water
reinforcement
any event that strengthens the behavior it follows
shaping
procedure in which reinforcers guide behavior toward closer approximations of desired behavior
discriminate stimulus
a stimulus that elicits a response after association with reinforcement
positive reinforcement
doing things for a positive response
negative reinforcement
doing things to avoid a negative response
primary reinforcements
innately reinforcing stimulus such as one that satisfies a biological need
conditioned (secondary) reinforcer
stimulus that gains reinforcing power through association with primary reinforcer
continuous reinforcement
reinforcing the desired response every time it occurs
spontaneous recovery
recovery that a behavior can experience due to prior pairings that were shown in the past (dog forgets bell means food after extinction but remembers after reintroduced)
partial (intermittent) reinforcement
response only part of the time (gambling machines, lottery tickets)
fixed-ratio schedules
reinforces behavior after set number of responses (free item after 10 purchases)
variable-ratio schedule
reinforcers after seemingly unpredictable number of responses (slot machines, fly fishing)
fixed-interval schedules
reinforces a response only after a specified time has elapsed (discount every Tuesday)
variable-interval schedules
reinforce the first response varying time intervals (responses to email/facebook)
punishment
any consequence that decreases the frequency of that behavior
positive punishment
given in order to decrease a behavior (spray water at barking dog)
negative punishment
withdrawing stimulus in order to decrease a behavior (take away car after breaking curfew)
drawbacks to physical punishment
- punish behavior is suppressed, not forgotten
- punishment teaches discrimination among situations
- punishment can teach fear for those handing out punishments
- physical punishment may increase aggression by modeling aggression as a way to cope with problems
what do critics say about skinner?
he dehumanizes people by neglecting their personal freedom and by seeking control to their actions
