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Paradigms Flashcards

1
Q

Define learning

A

Learning is a relatively permanent change in behaviour resulting from repeated practise or experience (active or passive).

passive experience = through observation or smells

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2
Q

What kind of system does learning require?

A

Learning requires an operational memory system and is often supported by a set of physiological responses (hormonal system, psychosomatic responses)

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3
Q

Learning can/cannot be explained by innate behavioural tendencies of the organism

A

Learning cannot be explained by innate behavioural tendencies of the organism

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4
Q

T/F learning can be unlearned

A

T

learning can be unlearned

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5
Q

There are __ main types of learning. What are they?

A

There are 7 main types of learning

  1. perceptual
  2. relational
  3. spatial
  4. episodic
  5. motor
  6. stimulus-response
  7. observational
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6
Q

Define perceptual learning

A

Perceptual learning:
learning to recognise previously seen/heard stimuli

-primary function is to identify and categorise objects, sounds, and situations

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7
Q

Define relational learning

A

Relational learning: ability to encode associations between stimuli (place, face, name, overdue homework)

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8
Q

Define spatial learning

A

Spatial learning:
about environment, its spatial orientation (waking up in a familiar darkened room, retracing steps when looking for lost objects)

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9
Q

Define episodic learning

A

Episodic learning : remembering sequences of events

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10
Q

Define motor learning

A

Motor learning: remembering sequences of movement/postures (dancing)

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11
Q

Define stimulus-response learning

A

stimulus-response learning: ability to learn to perform a particular behaviour when a certain stimulus is present

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12
Q

Define observational learning

A

observational learning: learning by watching and imitating other people

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13
Q

What are the 2 models used for learning

A

There are 2 models of learning that use 2 slightly diff phenomena. that are used to assess an animal’s ability to learn

  1. Classicial conditioning
  2. operant??
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14
Q

Define classical conditioning

A

classical conditioning= based on a scenario in which certain stimuli elicit a reflexive response

e.g smelling a steak = salivation

light pulses = eye blink

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15
Q

Define unconditional stimuli

A

Stimuli that cause the reflexive response in classical conditioning, is known as unconditional stimuli (UCS)

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16
Q

UCS provoke ___

A

Unconditional stimuli provoke purely reflexive , thus, undconditioned responses

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17
Q

UCR=

A

unconditioned response

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18
Q

The reflexive stimulus (UCS) and response (UCR) are unconditioned

A

nn

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19
Q

During _______, a neutral stimulus can sometimes- through association-become a signal sufficient to induce a _________

A

During classical conditioning, a neutral stimulus can sometimes- through association-become a signal sufficient to induce a reflexive response.

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20
Q

Neural stimulus eliciting a reflexive response occurs when

A

Neural stimulus eliciting a reflexive response occurs when the neural stimulus is repeatedly paired with the reflexive stimulus (UCS).

Therefore, the neural stimulus becomes a conditioned stimulus (CS) after being repeatedly paired with the UCS

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21
Q

When does a neural stimulus becomes a CS

A

the neural stimulus becomes a conditioned stimulus (CS) after being repeatedly paired with the UCS. Eventually the CS will produce a conditioned response (CR) similar to that produced by the UCS

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22
Q

Pavlov’s classical conditioning

A

bell + food

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23
Q

Classical conditioning pertains not only just physiological responses, but also to _______

A

Classical conditioning pertains not only just physiological responses, but also to mental parameters.

  • psychological responses are generated by physiological changes
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24
Q

What was John B Watson’s Little Albert study

A 
CS= white rat
CR= albert developed fear of the white rat

UCS = loud banging sound
UCR=fear/startle response

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25
Q

Classical conditioning can be ____ or ___

A

Classical conditioning can have positive or negative conditioned stimuli.

Positive = e.g advertising

negative=
e.g taste aversion in pharmacotherapy

26
Q

Give an example of positive conditioned stimuli of classical conditioning

A

Positive =
e.g advertising

attractive model =UCS
liking/wanting = UCR

perfume CS + UCS => UCR->CR

perfume=liking/wanting

27
Q

Give an example of negative

conditioned stimuli of classical conditioning

A

negative=
e.g taste aversion in pharmacotherapy

nausea =UCS=> vomiting UCR

specific food (CS) + UCS => UCR -> CR

specific foods (CS) => vomiting (CR)

28
Q

How are stimuli interpretted?

A

Stimuli can be interpretted in 2 ways

  1. stimulus generalisation
  2. stimulus discrimination
29
Q

Define stimulus generalisation

A

stimulus generalisation is when a learned response generalises over similar stimuli

e. g
- little ALbert feared stimuli resembling rats

-generalised aversion in patients receiving chemotherapy

30
Q

Define stimulus discrimination

A

stimulus discrimination is a learned response to a specific stimulus but not to other similar stimuli

e. g
- pavlov’s dogs learned to discriminate between bell tones

-children discriminate between angry voices of parents that do/do not precede punishment

31
Q

define extinction

A

Extinction is the process of unlearning

presentation of CS only leads to a gradual loss of CR or extinction

extinction is not forgetting

32
Q

What can extinction be used for?

A

Extinction can be used in some clinical or experimental situations

e.g extinction of a food phobia can be induced by exposure to the CS only

e.g
fear of snakes

expose individual to the word ‘snake’, then the image of a snake while simultaneously administering a drug, over time lead to pharmacotherapy for extinction of the fear.

33
Q

T/F Extinction is extremely variable

A

Extinction is extremely variable

34
Q

Define spontaneous recovery

A

The reapperance of a conditioned response after extinction

peaks of the linear extinction curve that are evolutionarily conserved peaks that allow the organism to choose whether a certain learnt behaviour is still useful.

Therefore, these peaks occur overtime even when extinction progresses.

35
Q

Why is pharmacotherapy efficient in terms of the extinction process?

A

pharmacotherapy is very efficient as the extinction process is not just linear it also has peaks (spontanous recovery)

36
Q

Define high-order conditioning

A

High-order conditioning is when a neutral; stimulus (ns) becomes a conditioned stimulus (cs) through repeated pairings with a previously conditioned stimulus (cs)

i.e making additional associations

37
Q

What is the difference between first-order conditioning and high-order conditioning?

A

first-order conditioning

restaurant (cs)
food (UCS)

salivation (UCR and CR)

high-order conditioning

restaurant (CS)
logo of restaurant (CS)

salivation (UCR to both)

38
Q

In _____ conditioning, you are a very passive subject.

A

In classical conditioning, you are a very passive subject. You don’t depend on much

  • reflexive response
  • ability to be hungry etc..

enough for the UCS to be accidently paired with a neutral stimulus

-ideal way of studying the relationship between learning (e.g stress responsiveness) and additional basic functions of the organism (e.g hunger)

39
Q

In ______conditioning the subject is an active participant.

A

In operant conditioning, the subject is an active participant.

it exploits some natural needs but

40
Q

________ ideal way of studying the relationship between learning and additional basic functions of the organism

A

classical conditioning is an ideal way of studying the relationship between learning (e.g stress responsiveness) and additional basic functions of the organism (e.g hunger)

41
Q

Define operant conditioning according to thorndike

A

Operant conditioning in when an organism’s behaviour is changed due to the consequences followed by their behaviour

42
Q

Describe Thorndike’s experiment

A

The old days (Thorndike and his puzzle box)

  • placed a hungry cat in a puzzle-box
  • cat opened door by pressing lever

Thorndike was interested in how long it took the cat to open the door when placed in the box on several occasions

DV = latency for the cat across a number of trials

43
Q

What contribution did Skinner have to operant conditioning

A

Skinner renamed the terms

B(behaviour) became c(consequence)

and R(response) became Sr(stimulus reinforcer)

and press lever became food

44
Q

Define reinforcement

A

Reinforcement is any procedure that increases the response

Reinforcements can be positive or negative

45
Q

operant conditioning responses are based on

A

increased response or decreased response

46
Q

Define punishment

A

punishment is any procedure that decreases the response

can be negative or positive

47
Q

distinguish between positive reinforcements and positive punishments

A

positive reinforcement (increases the response)

=e.g presenting food following the response

Positive punishment (decrease the response)

=e.g present shock following the response

48
Q

negative reinforcement/negative punishment =

A

removal of undesirable stimulus/appetite stimulus, respectively

49
Q

test cognitive ability

A

change the levers

e.g
1= positive reinforcement
2= negative reinforcement

50
Q

how can we test cognitive ability of an animal

A

change the levers

e.g
1= positive reinforcement
2= negative reinforcement

51
Q

During reinforcement the behaviour always ____

A

During reinforcement the behaviour always increases

52
Q

During punishment the behaviour always ____

A

During punishment the behaviour always decreases

53
Q

What are the schedules of reinforcement

A

There are 2 types of schedules of reinforcement

  1. continous
  2. intermittent
54
Q

Define continous reinforcement

A

continous reinforcement occurs after every response (rare)

=produces a rapid acquisition and is subject to rapid extinction

55
Q

Define intermittent reinforcement

A

intermittent reinforcement occurs after some responses (common)

=responding on an intermittent reinforcement schedule is tougher to learn, but more resistant to extinction

56
Q

Intermittent reinforcement can be further divided into which categories

A

Intermittent reinforcement can be further divided into 3 groups.

  1. ratio
  2. interval

1.ratio = schedules based on responses

fixed (fr) every nth response is reinforced (FR5)

variable (vr): ratio varies unpredictably (vr7)

  1. interval=schedules based on time

fixed (FI) = interval is x in length (e.g 1 min)

variable (VI)= interval varies unpredictably

57
Q

Define shaping

A

Shaping is when the reinforcement is delivered for successive approximations of the desired response

at first, the animal is only reinforced if a closer approximation is given (e.g swimming through the loop)
finally the animal is only reinforced for performing the target behaviour (jumping through the hoop)

58
Q

What is the main difference between classical and operant conditioning

A

classical conditioning = rely on reflexive response of subject

operant conditioning = it is an act of the participant that is active in order to satisfy certain needs

*shaping is not required for classical conditioning

59
Q

shaping is not required for _____conditioning

A

shaping is not required for classical conditioning

60
Q

Similarities of classical and operant conditioning

A

they are both subject to extinction, spontaneous recovery, generalization and discrimination

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