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Psychology > Theories of Learning > Flashcards

Theories of Learning Flashcards

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1
Q

define learning

A

commonly described as a relatively permanent change in behaviour that occurs as a result of experience

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2
Q

who studied classical conditioning?

A

Pavlov

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3
Q

how may learning occur?

A

intentionally or unintentionally

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4
Q

define classical conditioning

A

Refers to type of learning that occurs through repeated association of two or more different stimuli. Learning is only said to have occurred when a particular stimulus consistently produces a response that it didn’t previously produce.

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5
Q

define unconditioned stimulus

A

any stimulus that consistently produces a naturally occurring, involuntary response

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6
Q

define unconditioned response

A

response that occurs naturally/automatically when the UCS is presented. It is a reflexive, involuntary response

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7
Q

define neutral stimulus

A

any stimulus that does not normally produce any response

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8
Q

define conditioned stimulus

A

stimulus that was ‘neutral’ at the start elicits the same response to that cause by the unconditioned stimulus

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9
Q

identify the key processes in classical conditioning

A
  • extinction
  • spontaneous recovery
  • stimulus generalisation
  • stimulus discrimination
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9
Q

define conditioned response

A

learned response that is produced by the conditioned stimulus

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10
Q

define extinction

A

The gradual decrease in strength or rate of a conditioned response that occurs when the unconditioned stimulus is no longer presented. Extinction occurs when a conditioned stimulus no longer produces the conditioned response – it appears to have been extinguished

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11
Q

define spontaneous recovery

A

The re-appearance of a CR when the CS is presented again after a rest period (i.e. when the UCS is not presented for a few trials + then the CR has been extinguished).

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12
Q

define stimulus generalisation

A

The tendency for another stimulus that is similar to original CS that produces a similar response to the CR.

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13
Q

define stimulus discrimination

A

It occurs when a person or animal responds to CS only, but not to any other stimulus that is similar to the CS

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14
Q

relate stimulus discrimination to pavlov’s dogs

A

the dogs only salivated (CR) to the sound of the bell (CS) but not to any other type of similar sound like doorbell or bike bell

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15
Q

relate stimulus generalisation to pavlov’s dogs

A

Pavlov’s dogs would illicit CR when they heard bell similar to original CS

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16
Q

who studied classical conditioning in dogs?

A

Pavlov

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17
Q

what did Pavlov study classical conditioning in?

A

dogs

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18
Q

what was the aim of Pavlov’s experiment?

A

To study & demonstrate the concept of classical conditioning. Pavlov wanted to show that dogs could be conditioned to associate a neutral stimulus (e.g. a bell) with a reflexive response (e.g. salivation) by repeatedly pairing the 2 stimuli together.

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19
Q

what were Pavlov’s findings?

A

For associations to be made, the 2 stimuli had to be presented close together in time.

20
Q

list the limitations/criticisms of pavlov’s experiment

A
  • Use of animals difficult to generalise and apply findings in dogs to humans
  • Classical conditioning limited to explaining how reflex responses become associated with new stimuli. However, much human behaviour is voluntary & therefore can’t be explained by classical conditioning.
  • Ignores the role of cognitive & biological factors which have also been shown to play a role in learning
  • Ethical considerations: use of dogs
21
Q

define punishment

A

removal of a pleasant consequence following a response, or the delivery of an unpleasant consequence following a response. The punishment weakens the response or decreases the probability of that response occurring again over time

22
Q

define positive punishment

A

involves the addition of an unpleasant consequence that will decrease/weaken the likelihood of an undesirable behaviour occurring again.

23
Q

define negative punishment

A

removal of a desirable consequence thereby decreasing/weakening the likelihood of an undesirable behaviour occurring again.

24
Q

define reinforcement

A

process in which a stimulus strengthens or increases the frequency or likelihood of a response it follows. This may involve using a positive stimulus or removing a negative stimulus to strengthen or increase the frequency/likelihood of a response that it follows

25
Q

define positive reinforcement

A

adding of a desirable consequence following a response. It strengthens behaviours because it adds a pleasant/desirable experience

26
Q

define negative reinforcement

A

removal of unpleasant stimulus following a response. Negative reinforcement strengthens behaviour because it stops or removes an unpleasant experience

27
Q

define reinforcer

A

any stimulus (reward) that strengthens/increases the frequency/likelihood of a response/behaviour that follows it

28
Q

define negative reinforcer

A

any unpleasant stimulus that, when removed or avoided, strengthens likelihood of a desired response

29
Q

define fixed schedule

A

number of responses or amount of time between reinforcements is set & unchanging. Schedule is predictable

30
Q

define variable schedule

A

number of responses or amount of time between reinforcements changes randomly. Schedule is unpredictable.

31
Q

define ratio schedule

A

occurs after a certain number of responses have been emitted

32
Q

define interval schedule

A

reinforcing a behaviour after a period of time has passed.

33
Q

define schedules of reinforcement

A

program for giving reinforcement: specifically the frequency & manner in which the desired response is reinforced. The schedule that is used will influence the speed of learning & strength of the learned response

34
Q

aim of bobo doll experiment

A

conducted a controlled experiment to investigate if social behaviours (i.e. aggression) can be acquired by observation and imitation

35
Q

sample of bobo doll experiment

A

36 boys and 36 girls from Stanford Uni Nursery School. Kids were pre-tested for how aggressive they were by researchers observing them in the nursery and judged their aggressive behaviour on four 5-point rating scales.

36
Q

define systematic desensitisation

A

Behaviour therapy for specific phobias relies mainly on treatment involving gradual & repeated exposure to phobic stimuli. It aims to replace an anxiety response with a relaxation response when an individual with a specific phobia anticipates or encounters a fear stimulus.

37
Q

define token economies

A

form of behaviour modification using specific types of reinforcers to influence behaviour change. A token economy is a setting in which an individual receives tokens (primary reinforcers) for desired behaviours. These tokens can then be collected & exchanged for other reinforcers in the form of actual or real rewards (secondary reinforcers)

38
Q

who developed systematic desensitisation

A

Wolpe

39
Q

define operant conditioning

A

type of learning whereby the consequence of a behaviour determines the likelihood that it will be performed in the future. It proposes that an organism will tend to repeat a behaviour that has a desirable consequence or that will enable it to avoid undesirable consequences. Organisms won’t repeat a behaviour that has undesirable consequences.

40
Q

list the phases of the 3 Phase Model of Operant Conditioning

A
  1. Antecedent
  2. Behaviour
  3. Consequence
41
Q

describe the social learning theory

A

Theory emphasizes importance of observing, modelling, & imitating behaviours, attitudes, & emotional reactions of others. It considers how both environmental & cognitive factors interact to influence human learning & behaviour.

42
Q

name the theorist behind the social learning theory

A

Bandura

43
Q

describe the strengths of the social learning theory

A
  • provides more comprehensive explanation of human learning by recognizing role of mediational processes.
  • explains many more complex social behaviours (e.g. gender roles & moral behaviour) than models of learning based on simple reinforcement.
44
Q

list the steps in the process of observational learning

A
  1. Attention
  2. Retention
  3. Reproduction
  4. Motivation
  5. Reinforcement
45
Q

define external reinforcement

A

comparable to learning by consequence. (praise/ money, then motivation influenced in positive manner)

46
Q

define vicarious reinforcement

A

occurs indirectly by observing modelled behaviour being reinforced without personally experiencing reinforcement.

47
Q

define self reinforcement

A

occurs when are reinforced by meeting certain standards of performance set for ourselves (sense of pride, achievement) – includes positive reinforcement & negative reinforcement

48
Q

define self-efficacy

A

our belief in our ability to succeed in particular situations

Psychology (9 decks)

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