topic 2 & 3 Flashcards
learning
an endured or durable change in behavior or mental processes due to experience. relatively permanent, causes change in behavior, occurs due to interactions with the environment
innate
something naturally occurring/ you are born with
reflex
stimulus response relationship which is either learned or innate and indicates that behavior happens automatically
elicited behavior
occurs in response to environmental stimulus. ex. pupils constrict when exposed to bright light. has adaptive value
adaptive value
can contribute to survival and well being
modal action patterns (MAP)
species typical response patterns or instincts. genetically programmed. Rather than single actions, a sequence of behaviors. often associated with fitness related tasks/ events
eliciting stimuli
the stimuli that initiates the modal action patterns
sign stimulus
aka releasing stimulus. features necessary to elicit the response
supernatural stimulus
exaggerated sign stimulus that elicits more vigorous response.
event alone learning
type of learned behavior. includes habituation and sensitization
event-event learning
type of learned behavior. classical (Pavlovian) conditioning.
behavior-event learning
type of learned behavior. instrumental (operant) conditioning
social learning
type of learned behavior. observational learning
habituation
process by which we respond less strongly over time to repeated stimuli. Highly specific to the stimulus producing it.
sensory adaptation
reduction in sensitivity of the sense organs caused by repeated stimulation
fatigue
decrease in behavior due to repeated or excessive use of muscles
sensitization
increase in the strength of a response to a repeated stimulus. not specific to one stimulus. can result from repeated presentations of a stimulus or by arousal from extraneous stimuli.
classical conditioning
aka Pavlovian or respondent conditioning. form of learning in which a natural stimulus comes to signal the occurrence of a 2nd stimulus. behaviors are elicited by antecedent stimuli. conditioning process involves manipulation of antecedent stimuli
acquisition
time while an association is being learned
unconditioned stimulus (US)
biologically significant stimulus that already has a response associated with it. ex. food, pain
unconditioned response (UR)
response naturally associated with the unconditioned stimulus. ex. salivation, startle.
neutral stimulus (NS)
a stimulus that does not naturally elicit a response. ex. bell.
conditioned stimulus (CS)
previously neutral stimulus that comes to elicit a conditioned response.
conditioned response (CR)
learned response to an environmental stimulus (CS).
Operant conditioning
learning that is controlled by the consequences of a behavior.
antecedent
something detectable in the environment that set the association to respond
reinforcement
consequence that increases the likelihood of a behavior to occur again in the future
punishment
consequence that decreases the likelihood of a behavior occurring again in the future
positive reinforcement
add something wanted/ good to increase likelihood of behavior in the future
negative reinforcement
take away something unwanted/bad to increase likelihood of behavior in the future
positive punishment
add something unwanted/ bad to decrease likelihood of behavior in the future
negative punishment
take away something wanted/ good to decrease likelihood of behavior occurring in the future
operant behaviors
controlled by their consequences
classical behaviors
controlled (elicited) by antecedent stimuli
vicarious conditioning
occurs by an organism watching another organism (a model) be conditioned
appetitive
a stimulus an animal finds pleasant
aversive
a stimulus the animal find unpleasant
characteristic of a good unconditioned stimulus
to be effective, should evoke a strong bodily response. the more intense it is, the easier to produce a conditioned response. (though there is a limit)
latency of conditioned response
the interval of time between presentation of the Conditioned stimulus and conditioned response.
intensity of the conditioned response
condition responses tend to get stronger as conditioning proceeds
test or probe trials
present the conditioned stimulus alone (with no US). and see if response still occurs to determine if learning has occurred
higher order conditioning
(also known as second-order conditioning) occurs when a neutral stimulus becomes a conditioned stimulus (CS) by being paired with an already established conditioned stimulus, rather than with an unconditioned stimulus (US). In other words, a stimulus that has already been conditioned to trigger a response is used to condition a new stimulus.
factors influencing conditioning
nature of NS and US, contingency between NS and US, previous exposure to NS, temporal relationship of NS and US, number of pairings
nature of unconditioned stimulus and neutral stimulus
the more intense the US, the easier to produce a CR. intensity of the NS is also important. Higher intensity= more salient. NS and US relevance/ belongingness is also important- do they usually go together
stimulus features
physical characteristics effect pace of conditioning
overshadowing
when a compound stimulus is used as a CS, but only a particular element of that compound (typically the more intense stimulus) is able to elicit a CR. ex. a bell and a light are presented together as a CS, but only the bell actually elicits the CR.
short delay conditioning
conditioned stimulus is presented alone, but unconditioned stimulus overlaps shortly after onset. usually most effective conditioning procedure
long delay conditioning
Conditioned stimulus and Unconditioned stimulus overlap, but CS is on for longer time. CS becomes an imprecise predictor of US.
trace conditioning
no overlap between conditioned stimulus and unconditioned stimulus. effectiveness depends on time between CS and US
simultaneous conditioning
CS and US onset is at the same time. less common in real world. less effective that delayed and trace conditioning.
backward conditioning
US occurs before CS. results are inconsistent
intertrial interval
interval between 1 CS-US exposure (a trial) and another CS-US exposure (a different trial)
contingency between NS and US
NS and US co-occur reliably- NS does not occur without US following it and US does not occur without the NS happening before it
contiguity
events are close together in time and space
number of pairings
more pairings of the NS and US usually forms a stronger association . although 1st pairing produces the strongest learning effect
Rescorla Wagner Model
a model of classical conditioning, in which learning is conceptualized in terms of associations between conditioned (CS) and unconditioned (US) stimuli.
∆V=k(λ - V).
~∆V- trial by trial change in associative learning strength of unconditioned response
~k- constant related to salience of Unconditioned stimulus
~λ- maximum possible associative strength of unconditioned stimulus
~V - current associative strength of unconditioned stimulus
latent inhibition
pre-exposure of a stimulus in the absence of US interferes with the ability of that stimulus to become a CS
blocking
failure of a stimulus to become a CS when it is part of a compound stimulus that includes an already effective CS
sensory preconditioning
1). neutral stimuli (A & B) occur together
2.) 1 of those stimuli (B) is conditioned to become a CS
3.) when A is presented alone, it too will elicit the same CR as B
sensory emotional responses (CERs)
an emotional response to a stimulus that is acquired through respondent conditioning. can be positive or negative. ex. little albert.
