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Psychology A > Principles of Learning > Flashcards

Principles of Learning Flashcards

1
Q

Reflex & Habituation

Two main types of learning

A

Reflex is a behaviour that is automatically elicited by an environmental stimulus.
(E.g. Blinking when something approaches your eye)

Habituation is the reduction in response strength of a reflex over repeated presentation of the stimulus.

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2
Q

Classical Conditioning

A

IVAN PAVLOV - (Pavlovian Condition)

Learning of a new association between 2 previously unrelated stimuli.
Learning that a stimulus predicts a certain event and we respond accordingly.

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3
Q

Classical Conditioning Responses

3

A

In classical conditioning, all responses are REFLEXES or AUTOMATIC RESPONSES (elicted by environmental stimuli).

HABITUATION refers to reduction in response strength over repeated presentations of stimuli.

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4
Q

Classical Conditioning Model (Ivan Pavlov)

+

UCS, UCR, CS & CR

A 
UCS = uncontrolled stimulus 
UCR = uncontrolled response
CS = controlled stimulus 
CR = controlled response

Pavlov experiment with dogs:

Prior to conditioning:
UCS (meat) = UCR (salivation)
Neutral stimulus (bell) = No UCR (no salivation)

During conditioning:
Neutral stimulus (bell) = UCS (meat) = UCR (salivation)

After conditioning:
CS (bell) = CR (salivation)

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5
Q

Conditioned Taste Aversion

A

A learned aversion to taste associated with an unpleasant feeling (usually nausea)

Eg.
UCS (toxic event) = UCR (nausea)

Neutral stimulus (taste of prawns) + UCS (toxic event) = UCR (nausea)

CS (taste of prawns) = CR (nausea)

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6
Q

Conditioned Emotional Response (example only)

A

UCS (loud noise) = UCR (fear)

Neutral Stimulus (rat) + UCS (loud noise) = UCR (fear)

CS (rat) = CR (fear)

(Little Albert)

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7
Q

Stimulus generalisation & discrimination

A

If a response is conditioned to one stimulus the organism may also respond to another stimulus (generalisation) but not to a dissimilar stimulus (discrimination)

Eg.
Little Albert fear of rats generalised to other furry white objects

Pavlovs dogs were able to discriminate between different tones & bells

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8
Q

Extinction

A

Weakening of the conditioned response when the conditioned stimulus is presented without the unconditioned stimulus

Extinction is not an “unlearning” of the conditioned response. It is a learned inhibition of responding.

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9
Q

Spontaneous recovery

A

The re-emergence of a previously extinguished conditioned response

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10
Q

Factors affecting conditioning

2 categories with sub factors

A

Inter stimulus interval

  • time between presentations
  • order of presentation

Individual learning history

  • prior history with stimuli
  • biological preparedness
  • blocking & latent inhibition
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11
Q

Operant Conditioning

A

Learning of a new association between a behaviour and its consequences

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12
Q

Operant conditioning

Is learning through…

A

Reinforcement and punishment

Behaviour (responses) is voluntary and emitted (not elicted)

Behaviour is modified according to consequences

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13
Q

Law of Effect

A

Behaviour is controlled by its consequences
Behaviours that result in pleasant consequences will be more likely in the future
Behaviours that result in unpleasant consequences will be less likely in future

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14
Q

Consequences of Behaviour (2)

A

Reinforcement: an environmental stimulus that occurs after behaviour and INCREASES the likelihood that behaviour will occur again

Punishment: an environmental stimulus that occurs after the behaviour and decreases the likelihood that behaviour will occur again

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15
Q

Reinforcement (2 types)

A

Positive reinforcement:
Presentation of pleasant stimulus AFTER a behaviour makes it more likely to re-occur

Negative reinforcement:
Removal of aversive stimulus AFTER behaviour makes it more likely to re-occur
(Escape/avoidance learning)

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16
Q

Punishment (2 types)

A

Positive punishment:
Presentation of an aversive stimulus after a behaviour reduces the likelihood of re-occurring (eg. Speeding fine)

Negative punishment:
Removal of pleasant stimulant after behaviour reduces the likelihood of the behaviour occurring in future (eg. Removal of tv watching time)

17
Q

Issues of punishment (5)

A
  • learned may not understand which behaviour is being punished
  • learner may come to fear ‘punisher’ rather than learn association with action & punishment
  • punishment may not undo existing rewards for behaviour (eg. A child acting out may result in punishment but give peer approval)
  • using punishment when teacher is angry
  • punitive aggression may lead to future aggression
18
Q

Acquisition and shaping (+ examples)

A

A procedure in which a complex behaviour is trained/taught be reinforcing closer and closer approximations of desired response.

  • training a dog to fetch paper
  • teaching a child to tie shoelaces
  • “clicker” training

only positive reinforcements

19
Q

Schedules of reinforcement

+ the 2 types

A

The pattern of the reinforcer (or punisher) delivery, affects the pattern of responding.

Continuous reinforcement schedule: reinforcer obtained after every response (good training for new behaviour)

Intermittent/partial reinforcement schedule: reinforcer not obtained for every response (more resistant to extinction, behaviour persists for longer)

20
Q

Types of intermittent/partial reinforcement schedules (2 types with 2 sub categories)

A

Ratio schedules:
Fixed ratio - reinforced every -nth response
Variable ratio - on average, reinforced after every -nth response

Interval schedules:
Fixed interval - reinforced after a specific time period has elapsed
Variable interval - reinforced after an average time period has elapsed

21
Q

Applications of operant conditioning

2 categories - 3 examples for each

A

Behavioural therapy:

  • reducing thumb sucking
  • reducing tantrums
  • quitting smoking

Behavioural modification:

  • token economies
  • remedial education
  • therapy for autism
22
Q

Social learning (observational learning)

+ limitations (depends on…)

A

Learning by observing the behaviour of others (models)

Imitation of a models behaviour depends on:

  • prestige of the model
  • likability & attractiveness of model
  • whether model was rewarded for their behaviour (vicarious conditioning)
23
Q

Bandura: BoBo Doll experiment
(Application of observational learning)

dot points

A
  • two groups of kids
  • one group saw video of adults acting aggressively towards BoBo doll, other group saw no video
  • placed in the room and given opportunity to play with the BoBo doll
  • children who saw video acted more aggressively towards BoBo doll, especially when they saw adult being rewarded for aggressive behaviour
24
Q

Other applications of observational learning (modelling)

A
  • survival
  • treatment of phobias
  • gender role development
  • behavioural intervention programs (modelling)
  • motor skill learning
25
Q

Cognitive social theory

A

Argues that we form expectancies about the consequences of our behaviour

26
Q

Locus of control

+ 2 types of locus

A

The expectancy of whether or not fate determines outcomes in life

Internal locus: believe that their actions determine their fate

External locus: believe that their lives are governed by forces outside their control

27
Q

Learned helplessness

A

Expectancy that one cannot escape aversive events.

Seligman argued that learned helplessness is central to human depression.
^ he controversially studied it using dogs and electric shocks

28
Q

Skinners Box

A

Experiment with rat in cage with a push button to administer food and shocks

  • important and influential to operant conditioning
29
Q

Learning

A

Any enduring change in the way an organism responds based on its experiences.

  • Learning cannot be observed directly. It is inferred from behaviour that is observed.

Psychology A (3 decks)

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