Princeton Psych Ch 5 - Learning, Memory, and Behavior. Flashcards
Define nonassociative learning.
Nonassociative learning occurs when an organism is repeatedly exposed to one type of stimulus. Two important types of nonassociative learning are habituation and sensitization.
Define habit and habituation.
A habit is an action that is performed repeatedly until it becomes automatic, and habituation follows a similar process where the individual learns to tune out the stimulus. Ex. Moving next to a train station and then not hearing train anymore.
Define dishabituation.
This occurs when the previously habituated stimulus is removed. If the stimulus is presented again, the person will react to it as if it was a new stimulus. Ex. Morning next to a train station and not hearing train anymore. THEN, after vacation, you hear it again.
Define sensitization.
Sensitization is close to the opposite of habituation. During this, there is an increase in the responsiveness due to either a repeated application of a stimulus or a particularly aversive or noxious stimulus. Instead of “tuning out” the stimulus produces a more exaggerated response. Rock concert + leave then passing ambulance sounds even louder than usual.
Define desensitization.
Desensitization occurs when a stimulus that previously evoked an exaggerated response no longer evokes an exaggerated response. Ex. Rock concert > leave then noises seem louder > next day, you’re no longer sensitive to loud noises.
Associative learning.
Describes a process of learning in which one event, object, or action is directly connected to one another.
Associative Learning - Classical conditioning.
A process in which two stimuli are paired in such a way that the response to one of the stimuli changes. Ex. Pavlov - Paired the sound of a bell (auditory stimulus) with the presentation of food (natural stimulus). Dogs eventually salivate at bell, even w/o food.
What is a conditioned response (CR)?
The learned response to the conditioned stimulus. It is the same as the unconditioned response except now it occurs without the unconditioned stimulus.
Name the 5 processes by which classical conditioned responses are developed and maintained.
1) Aquisition (process of learning the CR)
2) Extinction (occurs when the CS and US are no longer paired, so the CR eventually stops occurring). If the bell keeps on ringing and there’s no food, then the dog will stop salivating.
3) Spontaneous recovery (when an extinct CR occurs again when the CS is presented after a period of time. If the behavior of salivation becomes extinct and then presented to a dog again after some elapsed time the dog salivates, it’s recovered).
4) Generalization ( the process by which stimuli other than the original conditioned stimulus elicit the CR. Ex. Dog salivating to doorbell or windchime).
5) Discrimination (opp of generalization. Occurs when the conditioned stimulus is differentiated from other stimuli).
Classical conditioning: neutral stimulus vs. unconditioned stimulus (US) vs conditioned stimulus (CS)
Neutral: a stimulus that initially doesn’t elicit any intrinsic response (Ex. bell before exp). US: a stimulus that elicitis an unconditioned, biological reponse (Ex. food then salivating. CS: originally a netral stimulus that is paired with an US (food) until it can produce the CR (salivation) without the US (food).
Associative Learning - Operant (instrumental) conditioning.
Whereas classical conditioning connects unconditioned ane neutral stimuli to create a conditioned response, operant conditioning uses reinforcement (pleasurable consequence) and punishment (unpleasant consequence) to mold behavior. Ex. BF Skinner rat box.
Reinforcement (positive vs. negative).
Reinforcement id anything that will increase the likelihood that a preceding behavior will be repeated. PR - some sort of desirable stimulus that occurs immediately following a behavior. Ec. push lever = food(+ reinforcer). NR - an undesirable stimulus that is removed immediately following a behavior. Ex. push lever = stop shock ( - reinforcer). Anything that ^^^ behavior = reinforcer.
Primary versus secondary reinforcers.
Primary reinforces are innately satisfying or desirable. We don’t need to learn these reinforcers because they are integral to our survival (ex. food is a + reinforcer; avoiding pain is a - reinforcer).
Secondary are those that are learned to be reinforcers; these are a neutral stimulus that is paired with primary to make them conditioned. Ex. A child reads a book to receives stamps (2nd reinforcer) for a free pizza (1st reinforcer).
Operant conditioning relies on a _____. This can be _____ or intermittent, in which occurrences are sometimes reinforced and sometimes not.
Operant conditioning relies on a schedule. This can be continuous or intermittent. Continuous results in rapid behavior (acquisition) but rapid extinction when the reinforcement stops. Intermittent results in slower acquisition but greater persistence.
Operant conditioning - fixed- ratio scedule. Look to page 144 for a chart.
Fixed ratio schedule provides the reinforcement after a set number of instances of the behavior. Ex. rat receives pellet every 10 pushes. After it has been conditioned, the rat will demonstrate a high rate of response (pushing the lever rapidly).
Operant conditionig - variable ratio schedule.
Reinforcement after an unpredictable # of occurrences. The behavior will be repeated with the hope of reinforcement. Fixed and Variable result in increase # of responses.
Operant conditioning - fixed interval schedule.
Reinforcement after a set period of time that is constant. The behavior will increase as the reinforcemental interval comes to an end. You work harder when your boss walks by but then you notice it’s every hour. So you only work hard at the end of the hour.
Operant conditioning - variable interval schedule.
Reinforcement after an inconsistent amount of time. This schedule process a slow, steady behavior response rate, because the amount of time it will take to get the reinforcement is unknown. Employee doesn’t know when the boss walks by so he works in a steady, efficient manner throughout the day but not very quickly.
Difference between reinforcement and punishment.
Reinforcement INCREASES behavior while punishment DECREASES it.
Punishment.
The process by which a behavior is followed by a consequence that DECREASES the likelihood that the behavior will be repeated. Can be positive or negative.
Positive punishment.
+ Punishment: the application or pairing, of an undesirable stimulus with the behavior. Ex. if the cadets speak out of turn in the boot camp, the Sargent makes them do 20 pushups to make them not speak out of turn.
Negative punishment.
Involves the removal of a desirable stimulus after the behavior has occurred. Ex. Lose TV privileges is a child breaks a window by throwing a baseball. Remember negative punishment subtracts.
Operant learning - Escape.
In the escape, an individual learns how to get away from an aversive stimulus by engaging in a particular behavior. This will help reinforce behavior so they will be willing to engage in it again. Ex. Child hates vegetables (aversive stimulus) so she throws a temper tantrum. If the parent takes the veggies away, she will learn.
Operant learning - Avoidance.
Occurs when a person performs a behavior to ensure an aversive stimulus is not presented. Ex. Child sees mom cooking vegetables and fakes an illness. The vegetables aren’t even presented. yet.
Behaviorism.
All psychological phenomena are explained by the observable antecedents of behaviors and its consequences. Behaviorism isn’t concerned with what’s going on in the mind. The brain is a black box. Stimulus paired with some reinforcement.
Cognitive psychology.
Researchers began to focus on the brain, cognition (thoughts), and their effects on how people navigate the world.
Insight learning.
The term used to describe when previously learned behaviors are suddenly combined in unique ways. Child combines belly crawling and using a stick to get to toy under bed.
Latent learning.
Previously unseen behavior can manifest quickly when required. Dad typically drives a child to school. Child knows the way to and from even though the knowledge was never stated.
Learning occurs more quickly if it is ____.
Biologically relevant. For survival.
Short term versus long term memory.
STM lasts for seconds to hours and can be converted to LTM through a process called consolidation. LTM involves more permanent changes to the brain, including structural (membranes, ^ or down in NT production) and functional connections b/t neurons.
Long term potentiation.
Following brief periods of stimulation, an increase in the synaptic strength between two neurons leads to stronger electrochemical resposes to a given stimuli. When this happens, the neurons invovlved in the circuit develop an increased sensitivity and POTENTIAL for neural firing, after a connection has been stimulated.
Observation, social, vicarious learning.
These all mean the same thing. Learning through watching and imitating others.
Observational learning - Modeling.
In modeling, an observer sees the behavior being performed by another person. Ex. Child plays pretend and act like a mom based on his mom. Individuals may choose to imitate behaviors even if they don’t observe the consequences of the model’s behavior. Ex. Adult attacks bobo doll; child who is watching does the same.
Explain the elaboration likelihood model.
Explains when people will be influenced by the content of the speech, and when people will be influenced by other superficial characteristics. Three key elements to persuasion:
1) message characteristics (features of the message itself, such as logic and # key points.
2) source: person or venue delivering the message, like NEJM more better for science news than PEOPLE magazine.
3) target: person receiving message, such as self-esteem, intelligence, mood, etc.
