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PSYC 111 > Module 3 - Learning > Flashcards

Module 3 - Learning Flashcards

1
Q

reflexive behaviour

A

a response to stimuli that are involuntary and free from conscious control

e.g. eye blinking, sucking and grasping (babies reflexive behaviour)

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2
Q

Homing

A

an ability of an organism to find it’s way back home

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3
Q

Imprinting

A

an instinctual behaviour where an offspring when they are born will imprint on the first moving objects that they see and they will then follow that object

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4
Q

Learning

A

a relatively permanent change in behaviour or knowledge as a result of experience

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5
Q

Habituation

A

is the decline in the tendency to respond to stimuli that have become familiar due to repeated exposure

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6
Q

Classical conditioning

A

a neutral stimulus is repeatedly paired with a stimulus that automatically elicits a particular response

the previously neutral stimulus becomes a conditioned stimulus that also elicits a similar response

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7
Q

Ivan Pavlovs

A

developed the theory about classical conditioning

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8
Q

What are the two types of behavior selected evolution?

A

Reflexive and instinctual

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9
Q

Instinctual Behaviour

A

an adaptive response to a stimulus in one’s environment

e.g. homing, imprinting and migratory behaviours

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10
Q

4 behaviours that are selected by experience

A

1) Habituation
2) classical conditioning
3) instrumental conditioning
4) observational learning

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11
Q

What happens during Habituation if stimulus presented is harmless?

A

Habituation is a behavior where it causes a first response to the stimulus introduced, but our system will learn to ignore it of proven that it is benign

meaning that if the same behavior is explicit and is proven to be benign, we will no longer react to the stimulus presented

-this occurs because repetition of response to the stimulus is very expensive and disruptive in terms of energy

  • not time efficient for distraction of current task being performed
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12
Q

Unconditioned response

A

this is an animals natural response to stimulus (food) presented (salivation)

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13
Q

Conditioned response

A

this occurs when the addition of a neutral stimulus and unconditioned stimulus results in a conditioned stimulus which produces a conditioned response

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14
Q

Why do we still get an unconditioned response when NS + US occurs?

A

this is due to the presence of the unconditioned stimulus

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15
Q

Conditioned Emotional responses

A

Neutral stimulus associated with emotional events can elicit emotional responses

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16
Q

Stimulus substitution

A

this is the conditioned stimulus came to elicit a conditioned response via process whereby the conditioned stimulus comes equivalent to the unconditioned stimulus

  • CS = US
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17
Q

Classical conditioning

A

this is a preparatory response

  • conditioned stimulus act as a predictive stimulus
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18
Q

Compensatory-Reaction Hypothesis

A

this is when the unconditioned response and the conditioned response are opposite to each other

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19
Q

Acquisition

A

the process by which the conditioned stimulus comes to a conditioned response

i.e. process of how the neutral stimulus becomes a conditioned stimulus

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20
Q

Relationship between the number of NS and US pairings & US intensity

A

The more intense the US, the stronger the CR, and the quicker the rate of conditioning

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21
Q

Forward conditioning

A

where the conditioned stimulus occurs before the unconditioned stimulus

CS - US

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22
Q

Backward conditioning

A

where the conditioned stimulus occurs after the unconditioned stimulus

US - CS

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23
Q

Simultaneous conditioning

A

occurs when the conditioned stimulus and unconditioned stimulus are occurring at the same time

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24
Q

What is the best condition to produce a classical conditioned response?

A

the simultaneous conditioning because it does not give organisms time to prepare for the upcoming stimulus

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25
Q

Contingency

A

the assumption that classical conditioning depends on a contingent relation between the conditioned stimulus and the unconditioned stimulus

  • the strength of conditioned response depends on how often the conditioned stimulus accompanies the unconditioned stimulus, and how often the conditioned stimulus accompanies no unconditioned stimulus
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26
Q

Extinction

A

If the conditioned stimulus presented without the unconditioned stimulus, then the conditioned response will gradually decrease

  • the rate of decrease depends on factors such as initial response strength
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27
Q

Stimulus generalisation

A

a condition response formed from a conditioned stimulus will also give the same response to other stimuli which are similarly associated with feature of the conditioned stimulus

e.g. little albert was conditioned to have a fear response to a white rabbit, his fear response to other objects which had associated similar feature, in general from a rabbit was the same

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28
Q

stimulus discrimination

A

occurs when an organism learns to differentiate between the conditioned stimulus and other similar stimuli

e.g. Pavlov’s dogs discriminated between the basic tone sounded before they were fed and other tones (e.g. doorbell, because the other sound did not predict the arrival of the food

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29
Q

Generalisation Gradient

A

the more similar the stimulus to the training stimulus, the bigger the effect

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30
Q

Systematic Desensitization

A

combines ideas from extinction, stimulus generalisation and counter conditioning

  • treatment for phobias and anxiety problems
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31
Q

Blocking

A

Classical conditioning does not occur if a good predictor of the unconditioned stimulus already exist

  • classical conditioning is restricted
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32
Q

High-order conditioning

A

once a stimulus has become an effective conditioned stimulus for a certain conditioned response, then that stimulus can be used to conditioned other stimuli

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33
Q

Sensory Preconditioning

A

learning occurs in the absence of an unconditioned response. classical conditioning reveals the association already learnt between two events

34
Q

Sensory preconditioning results

A

Even if a stimulus was absent during classical conditioning, if this stimuli was associated with the other stimuli used during classical conditioning then presenting this stimuli alone would trigger the same response as the conditioned stimuli

35
Q

Taste aversion learning

A

this allows evolutionary benefits; this allow individuals to prevent interaction with the harmful stimulus tested

  • special form of classical conditioning
36
Q

Latent Inhibition

A

If an organism is familiar with the stimulus, it is harder for classical conditioning to occur

37
Q

Law of Effect

A

Positive consequences increased the likelihood or probability of a response

38
Q

Punishment

A

Events or consequences that decreases the likelihood of behaviours

39
Q

Classical conditioning vs Instrumental conditioning

A

Classical conditioning is a relation between two stimuli (CS and US). The CS elicits the CR

whereas,

Instrumental conditioning concerns the probability or likelihood of a response changing as a function of its consequences. The subject emits the response in order ti produce a reward

40
Q

Instrumental conditioning

A

Also called “operant conditioning” because we are interested in the effect that the response has on the environement

  • operant is the response, in terms if it’s environmental effect
41
Q

Skinner’s Version of the Law of Effect

A

when a response is followed by a reinforcer, the strength of the response increases. When a response is followed by a punisher, the strength of the response decreases

42
Q

Acquisition

A

behaviour are shaped by successive approximation

43
Q

Successive approximation

A

a method of shaping operant behaviour by reinforcing responses similar to the desired behaviour

e.g. the rat’s behaviour was “shaped” to get it to press the lever

44
Q

Reinforcement

A

this occurs in learning when the consequences increases the likelihood of a behaviour occurring again

45
Q

Positive Reinforcement

A

adding a stimulus or event contigent upon a response increases that behaviour

46
Q

Negative reinforcement

A

removing something aversible (undesirable) in a response will increase that specific behaviour

  • still increases the rate of behaviour
47
Q

Positive punishment

A

A behavior occurs and a stimulus is presented that decreases the likelihood that the same response would occur again

48
Q

Negative punishment

A

behaviour leads to the removal of a stimulus or event that decreases the behaviour

49
Q

Token reinforcer

A

these are like conditioned reinforcement on steroids because it can be exchanged for primary reinforcers later

50
Q

Schedule reinforcement

A

a specific pattern of presenting reinforcers over time

51
Q

Continuous reinforcement

A

every instance of a response is reinforced

  • useful for leaning new behaviours and influencing ongoing patterns of behaviour quickly
52
Q

Satiation

A

occurs when a person has been exposed to a reinforcer continuously until the item or activity loses it’s motivating effect on their behaviour

53
Q

Partial (intermittent) reinforcement

A

a designated rsponse is reinforced only some of the time (not every response is rewarde)

54
Q

Ratio schedule

A

this is dependent on the number of responses

55
Q

Interval schedule

A

largely depends on the passage of time (but behaviour still needs to occur)

56
Q

Fixed-ratio schedule

A

the reinforcer is given after a fixed number of non-reinforced response

e.g. a rat receives food for every tenth response

57
Q

Cumulative record for Fixed-ratio schedule

A

post-reinforcer pause, burst of responses until next reinforcer

58
Q

Variable-ratio schedule

A

The reinfircer is given after a variable number of non-reinforcerd responses. The number of non-reinforced responses varies around the predetermined average

e.g. A rat is reinforced every tenth response on average, but the exact number required varies across trials

59
Q

cumalative record for Variable-ratio schedule

A

high steady rate of response. occasional pauses

60
Q

Fixed interval schedule

A

reinforcers are given for the first response after a fixed period of time has elepsed

e.g.

61
Q

Variable-interval schedule

A

time has to elapsed, after that a response will produce a reward but it is unpredictable on how time would have to elapsed before the next response will produce that reward

62
Q

Difference between Variable interval and Variable Ratio

A

Pattern behaviour of VR is more steeper than VI and because it is steeper means that there are more responses happening per unit time

63
Q

extinction

A

if a response is no longer followed b a reinforcer, the strength of the response decreases

64
Q

Partial-reinforcement extinction effect

A

when a behaviours are only reinforced partially, they are more resistant to extinction than behaviours being rewarded all the time

65
Q

rewards

A

reinforces and strengthens behaviours

66
Q

What are some issues that associates with extinction?

A
  • extinction “burst” of response
  • induced aggression
  • increase in response topography (the way a behaviour looks)
67
Q

Problems that typically occurs in extinction?

A
  • inability to control all of the reinforcement for the behaviour
  • failure to provide alternative behaviours leading to the same reinforcer
  • spontaneous recovery
68
Q

Time out

A
  • not extinction but a negative punishment
69
Q

Deprivation

A

means changing probabilities of certain behaviours in a situation

70
Q

Reinforcement as behaviour

A

reinforcement occurs when a low probability behaviour leads to a high probability behaviour being able to eat food

71
Q

Antecendent stimuli

A

are stimuli that control the instrumental behaviour that is likely to have a positive otuecomes in that particular context

72
Q

Selective stimulus control

A

even when you train an animal with a complex stimulus, there is no guarantee that it will learn all the feautures of that complex stimulus

73
Q

Latent learning

A

learning from experience when there appears no obvious reinforcement or punishment for that specific behaviours

74
Q

Observational learning

A

occurs when an organism responding to its behaviour is influenced by the observation of others beahviour (called demostrators or “models”)

75
Q

Evolutionary rationale

A

a mechanism for acquiring adaptive behaviours, it compares favorably with other learning mechanisms

76
Q

What are the four key processes required for modelling to occur?

A

1) attention: have to be focusing in other individual’s behaviour

2) retention: needs to remember the behaviour that had been watching

3) production: needs to have the ability to actually perform the action

4) motivation: tends to be things that are useful (less BI and more positive consequences for inhibiting behaviour)

77
Q

Habituation

A

the decline in the tendency to respond to stimuli that have become familiar due to repeated exposure

78
Q

“Little Albert” and J.B. Watson & Rosalie Raynor

A

they experimented whether fear could be conditioned into a child

  • this experiment was successfully done
79
Q

spontaneous recovery

A

the reemergence of conditioning responses from an extinguished conditioned stimulus

  • the ability of a response to fear to comeback after absence of the stimulus for a long period of time
80
Q

Difference between reinforcement and punishment?

A

Reinforcement
- increase the likelihood of a behaviour

Punishment
- decreases the likelihood of a behaviour

81
Q

Premack’s principle

A

this is an idea where a less desired behaviour can be reinforced by the opportunity to engage in a more desired behaviour

e.g. parent telling children’s to eat vegetables so that they can have a dessert after eating

82
Q

Feature for selecting models for observational learning?

A

1) Models similarity to the observer
2) Models competence
3) Model’s prestige
4) observer’s previous experience with model
5) multiple models

PSYC 111 (5 decks)

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