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Psychology Examinable > Psychology of Learning > Flashcards

Psychology of Learning Flashcards

1
Q

Classical conditioning is…

A

when we associate two or more things together and anticipate a particular outcome

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2
Q

Pavlov’s experiment

A

Digestive systems of dogs, found that dogs began to salivate upon hearing the lab assistants approaching to feed them

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3
Q

Meanings:
UCS
NS
CS
UCR
CR

A

Unconditioned Stimulus
Neutral Stimulus
Conditioned Stimulus
Unconditioned Response
Conditioned Response

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4
Q

NS

A

Neutral stimulus; doesn’t issue a response

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5
Q

UCS

A

Unconditioned Stimulus; naturally / automatically gives a reaction

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6
Q

UCR

A

Unconditioned Response; natural / automatic response

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7
Q

CR

A

Conditioned Response;

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7
Q

CS

A

Conditioned Stimulus; what has been taught to be associated

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8
Q

CR

A

Conditioned Response; learned reaction

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9
Q

Aquisition Stage:

A

When we learn two associate the NS with the UCS

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9
Q

Classical conditioning structure:

A

BEFORE CONDITIONING:
NS > No response
UCS > UCR

DURING CONDITIONING (aquisition phase)
NS + UCS > UCR

NS + UCS note: (contiguity = timing, important to be close together)

AFTER CONDITIONING
(performance phase)
CS > CR

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10
Q

Performance Stage:

A

When the USC is no longer required for the CR to occue

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11
Q

Contiguity

A
  • The time between the NS and UCS is crucial to get right, otherwise the conditioning will not occur.
  • The UCS and NS need to be presented extremely close to each other
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12
Q

Contingency

A
  • Contingency is the expectation that the CS will follow. This occurs after the conditioning has occurred

(think of the dogs waiting for food after the ding.
That expectation is contingency)

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13
Q

Stimulus generalisation

A

The spread of effects of conditioning to stimuli that differ in certain aspects from the stimulus present during original conditioning.
If the response is similar to the presence of the original stimulus, generalisation has occurred

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14
Q

Stimulus Discrimination

A

The ability to distinguish among different stimuli and to response differently to them.

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15
Q

Extinction (4)

A
  • Where the pairing of the stimulus events is discontinued.
  • This can occur by either presenting the conditioned stimulus alone or by presenting the conditioned stimulus and the unconditioned stimulus independently of one another.
  • The decline is gradual and relative to the magnitude of the conditioned response.
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16
Q

Spontaneous Recovery

A

The reappearance of a conditioned response, following either operant or classical conditioning AFTER it has been experimentally extinguished.

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17
Q

Systematic Desensitisation:
What is it? Name Stages

A

A form of behaviour therapy in which counterconditioning is used to reduce anxiety associated with a particular stimulus (aka phobias).

  1. The client is trained in deep-muscle relaxation.
  2. Various anxiety-provoking situations related to the particular problem are listed in order from weakest to strongest.
  3. Each of these situations is presented in imagination or in reality, beginning with the weakest whilst the client practices muscle relaxation.
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18
Q

Operant Conditioning is… (3)

A

a learning process in which the strength of a behaviour is modified by the consequences following the behaviour.

Behaviour that is followed by pleasant consequences is likely to be repeated.
Behaviour that is followed by unpleasant consequences is less likely to be repeated.

PUNISHMENT = ADD/REMOVE TO STOP
REINFORCEMENT = ADD/REMOVE to ENCOURAGE TO HAPPEN AGAIN

19
Q

Positive vs Negative Reinforcement

A

Positive Reinforcement: The procedure of presenting a positive reinforcer after a response.

Negative Reinforcement: The removal of an aversive stimulus as a consequence of a response, which will increase the probability of that response.

20
Q

Reinforcer vs Punisher

A

Reinforcer: any stimulus (action or event) that strengthens or increases the likelihood of a response (behaviour) occurring again.

Punisher: any stimulus (action or event) that weakens or decreases the likelihood of a response (behaviour) occurring again.

21
Q

Aversive punishment

A

giving the unpleasant experience after the undesired behaviour

22
Q

Response cost

A

when certain responses results in the loss (or cost) of something pleasurable.
When a pleasant stimulus is removed.

23
Q

TABLE:

Pos. Stimulus vs Neg. Stimulus

Add stimulus:
Remove stimulus:

A

Add positive stimulus: POSITIVE REINFORCEMENT (behaviour more likely to continue)

Add negative stimulus: AVERSIVE PUNISHMENT (behaviour less likely to continue)

Remove positive stimulus: RESPONSE COST (behaviour less likely to continue)

Remove negative stimulus: NEGATIVE REINFORCEMENT (behaviour more likely to continue)

24
Q

Why is reinforcement is favoured over punishment.

A

Reinforcement focuses on increasing a desired behaviour. Punishment focuses on reducing an unwanted behaviour but does not teach a replacement.

25
Q

Advantages of reinforcement: (4)

A
  • Teaches correct behaviour.
  • Makes a child, animal or adult feel loved or appreciated.
  • Helps develop self-esteem.
  • Increases motivation to do the correct behaviour again in the future.
26
Q

Limitations of using punishment: (3)

A
  • Feelings of resentment, frustration, aggression, and helplessness may develop in a person who is punished frequently.
  • Punished behaviour is not forgotten, it is supressed and may return when the punishment, or threat of punishment is no longer present.
  • Can create fear of people in authority, which can be generalized to other situations.
27
Q

Contiguity

A

Refers to the timing during the learning phrase, or how ideas, memories and experiences are linked closely together in time. 0.5 seconds for learning to occur

28
Q

Contingency

A

Relationship between a response and a reinforcer, or a response and the punisher (dependent on each other). Outcome must be consistent

29
Q

Why must contiguity be very quick (0.5s) in classical conditioning vs operant conditioning?

A

Classical: so the association can be made
Operant: so they know what reward/punishment is for

30
Q

Schedules of reinforcment:

A

How often receiving reward/punishment

31
Q

Continuous reinforcement (3)

A
  • When reinforcement is given after each and every demonstration or performance of the desired behaviour.
  • Learning happens quickly when continuous reinforcement is used.
  • The drawback is that if reinforcement is stopped, the behaviour will quickly slow down and eventually stop.
32
Q

Partial Reinforcement
(interval schedules vs ratio schedules)

A

Occurs when only some of the desired behaviours are reinforced. .
→ Interval Schedules: reinforced based on time intervals that a behaviour is performed.
→ Ratio Schedules: reinforced based on the frequency (or number of times) of the behaviour being performed.

33
Q

Reinforcment schedule (4 factors- explain)

A

Fixed interval: reinforcement is delivered at a predictable time interval (aka pay every fortnight)

Variable interval: reinforced at an unpredictable time (aka fishing)

Fixed ratio: reinforcement is delivered after predicted number of responses (aka brand loyalty cards, commission pay)

Variable ratio: reinforced after unpredictable number of responses (aka gambling, sales pitches)

34
Q

Describe how schedules of reinforcement affect learning, extinction, and performance.

A

slide 29-30

35
Q

Placebo effect: (5)

A
  • A treatment (medication, therapy or other intervention) that appears to have the benefits of the medical intervention.
  • Often used as a baseline when testing new medications or treatments.
  • Researchers can compare the results from the placebo, to those from the actual drug.

What causes the placebo effect?
You had high expectations that the pill would work, and therefore it did – a mind over matter situation.

36
Q

Behaviour modification 5 steps (long term)

A
  1. Monitor amount of time currently completeing activity to create baseline
  2. Negotiate realistic goal
  3. Discuss and agree upon reinforcement schedule
  4. Start the behaviour modification program, reward small improvements
  5. Gradually remove the reward
37
Q

What is observational learning?

A

A type of learning that happens indirectly through a process of watching others and then imitating their behaviour, also known as modelling.

38
Q

What is the four step process for observational learning (ARRM)?

A

Attention – the individual notices something in the environment.

Retention – the individual remembers what was noticed.

Reproduction – the individual produces action that is a copy of what was noticed.

Motivation – the environment delivers a consequence that changes the probability the behaviour will be produced again.

38
Q

If a model is reinforced (rewarded) for their behaviour, you will be… (name)

A

… more likely to reproduce this behaviour yourself (vicarious reinforcement)

39
Q

If a model is punished for their behaviour, you are… (name)

A

…less likely to reproduce the behaviour (vicarious punishment)

40
Q

What are Mirror Neurons

A

A type of cell in the brains of certain animals and humans that responds in the same way to a given action whether the animal performs the action itself or sees another animal perform the action.

41
Q

Due to mirror neurons, we understand how…

A

…human emotions and physiological states are contagious.

42
Q

We are more likely to imitate a role model if… (give a few examples)

A

…they are people:
We perceive as warm and nurturing,
Who receive rewards for their behaviour,
Who are in an authoritative position in our lives,
Who are similar to us in age, sex and interests,
Who we admire or who are of a higher social status,

When we have been rewarded for imitating the behaviour in the past
When we lack confidence in our own knowledge or abilities
When the situation is confusing, ambiguous or unfamiliar.

43
Q
A
44
Q

Differences in the way/speed we learn: (4)

A
  • Personal characteristics
  • Academic characteristics
  • Social/Emotional characteristics
  • Cognitive characteristics
45
Q
A

Psychology Examinable (2 decks)

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