TOPIC 2 - Basic Forms Of Behaviour And Learning Flashcards
an ENDURING or DURABLE change in behaviour or mental processes due to experience/interactions with the environment
- long lasting change in behaviour due to experience
learning
Types of Unlearned Behaviours (2):
- Innate
- Reflex
Unlearned behaviour that is inborn or naturally occurring
innate
Stimulus response relationship that is either learned (but it’s in the category of unlearned behaviours?) or innate and indicates the behaviour that happens automatically
reflex (think reflexive behaviour)
- eg: turning head when someone calls name; knee jerk
- REFLEXES and innate are technically different groups
- but REFLEXES can be WITHIN the umbrella of innate behaviours
Behaviour occurring in response to environmental stimuli; behaviour brought about by a stimuli
Eg: salivating when food enters mouth; covering ears when too loud
elicited behaviour
Reflexes can be considered ________ behaviour
elicited
- eg: pulling away from something hot; pupils constrict when exposed to light
Species-typical response patterns or instincts; genetically programmed
- sequence of behaviours (whole response) often associated with fitness related tasks
- think MAP
Modal Action Patterns (MAP)
Eg: egg-rolling response with grey goose - roll egg back into nest if fallen out; smooth rocks will also trigger this egg rolling response and they’ll try to roll the rock into their nest too
Modal Action Patterns are a form of ________ behaviour.
elicited
- elicited by sign stimulus or supernormal stimulus
What are the two types of stimuli that elicit/initiate a Modal Action Pattern?
- Sign Stimulus (or releasing stimulus)
- Supernormal Stimulus (SUPER form of sign stimulus lol)
the feature necessary to elicit a modal action pattern
sign stimulus
or
releasing stimulus
eg: grey goose egg rolling: round shaped object
An EXAGGERATED sign stimulus that elicits more vigorous response.
- has the features OF the sign stimulus BUT WITH EXTRA
Supernormal Stimulus
Eg: grey goose egg rolling: sign stimulus - round; supernormal stimulus - ULTRA ROUND SMOOTH EGG SHAPED ROCK SO EGGGGG UGHHGHH
the Gull pecking response in which chicks beg for food where the sign stimulus is a seagull beak, but the supernormal stimulus that seals the deal almost guaranteeing the response is the red spot. This is known as a type of __________ (2) pattern which is a form of ________ behaviour.
Modal Action Pattern
Elicited Behaviour
Think Modal Action Pattern in Jewels: string - identify sign and supernormal stimuli
sign stimuli: anything that resembles a string, whether it’s a feather teaser, a string of yarn, or even a necklace chain, will trigger her hunting or “playing” instincts
supernormal stimuli: when the thing resembling a string is SOFT or FUZZY like the animals she kills - she’ll be EVEN More likely to have her hunting instincts triggered
for example she LOVES the feather teaser and the fluffy teaser and yarn because they’re all soft, but the other day i did catch her trying to genuinely play with my necklace chain so I think that indicates that the string shape itself is a basic sign stimulus
Habituation and sensitization within this type of learning
Event-alone learning
habituation and sensitization within - have to do with reacting to the event alone, to the environment alone hence event alone learning
REACT TO THE EVENT ALONE. ONLY REACTING TO THE EVENT
Classical conditioning is also known as __________ learning because you’re tying one response to another
event-event learning
think tying one response to a event to another event
Instrumental/operant conditioning is also known as _______ learning because you’re learning from the consequence of a behaviour
behaviour-event learning
Observational learning; learning from watching other people
social learning
quick note for event-alone learning:
Reflex responses DO NOT occur the same way everytime - the magnitude of the response can change due to repeated stimulation
Aspect of event-alone learning in which we respond less strongly over time to a repeated stimuli
- learn to adapt to it and tune it out or get used to it
habituation
- eg: getting used to background noise while studying, tune it out
Habituation is a result of event-alone LEARNING. It is not a result of ________ (2) in which the sense organs physiologically become less sensitive, and not a result of ________ (1) in which the muscles become tired or weaker.
Ultimately it is not a result of a limitation of the body or senses, but a result of LEARNING something will be constant and adapting accordingly.
Sensory adaptation
Fatigue
NOT HABITUATION BECAUSE NOT LEARNING - more physiological
Reflex magnitude up or down:
habituation
sensitization
habituation - magnitude down - less response
sensitization - magnitude up - more response
opposite of habituation; becoming MORE sensitive to the repeated exposure of a stimulus - increase in strength of response to stimulus
- CAN be a result of repeated presentations of stimulus OR arousal from extraneous stimuli - eg: being overstimulated - the lights sounds textures are all too much and all exacerbate each other and make the experience more extreme and uncomfortable
sensitization
identifying a relationship between two stimuli
- what is being learned
association
PROCESS of learning the relationship between two stimuli
- how and when its being learned
Acquisition
reduced responding to things CONSTANT in your environment - tune out - new things will catch your attention
on the other hand
increased responsiveness to things in distracting environments - preparing for danger, kinda like overstimulation
habituation
sensitization
Form of learning in which neutral stimulus comes to signal occurrence of second stimulus - tying one stimulus to another one kind of
- behaviours elicited/brought about by antecedent stimuli
- process involves manipulation of antecedent stimuli (tie it to another stimuli)
Classical conditioning
Respondent conditioning
Pavlovian conditioning
anything in the environment that we can detect, measure and that can evoke a response or behaivour
Stimulus
a relationship between two stimuli
association
the time while an association is being learned; the process of learning how the association works
acquisition
biologically significant stimulus that already has a natural response associated with it within event-event learning or respondent/classical conditioning
unconditioned stimulus
Response naturally associated with the unconditioned stimulus within event-event learning or classical conditioning
unconditioned response
A stimulus in event-event learning that does not naturally elicit a response - eg: a random bell; you hear it but you don’t really react to it or associate it with anything
neutral stimulus
PREVIOUSLY NEUTRAL stimulus in event-event learning/classical conditioning that does comes to bring about (elicit) a CONDITIONED response
conditioned stimulus
the learned response to previous neutral stimulus
conditioned response
the time DURING conditioning or learning about an association between an unconditioned and conditioned stimuli; learning about the an association/relationship between two variables
acquisition
Type of learning that happens based on the consequences (positive or negative) that come AFTER we’ve made a response
behaviour-event learning
operant conditioning
If a response in the presence of a stimulus is followed by a favourable outcome, the bond or association between a stimulus and response will be fortified. This is known as “stamping in” while the opposite, an unsatisfying response would be “stamping out” the behaviour. This concept is Thorndike’s:
Law of Effect
Learning that is orchestrated by the CONSEQUENCES of the organisms behaviour
- antecedent -> behaviour -> consequence
- stimulus -> response -> outcome
- the CONSEQUENCE determines the likelihood of a behaviour occurring in the presence of the same antecedent/stimuli
Operant conditioning
Behaviour-event learning
behaviour 1st then event -> then revaluate whether you should do behaviour or not again in the presence of that same antecedent depending on whether the outcome/consequence is satisfying or not
Operant/Instrumental Learning and Conditioning Contingencies:
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
Positive reinforcement - ADDING a stimulus to make them more likely to do a behaviour
Negative reinforcement - TAKING AWAY a stimulus to make them more likely to do a behaviour Negative reinforcement
Positive punishment - ADDING a stimulus to make them less likely to do a behaviour
Negative punishment - TAKING AWAY a stimulus to make them less likely to do a behaviour
Operant/Instrumental Learning Contingencies Examples:
Positive/Negative - Reinforcement/Punishment
Positive reinforcement - adding stimulus to increase behaviour - eg: grandparents giving me money when I do well in school
Negative reinforcement - removing stimulus to increase behaviour 1st - eg: mom stops screaming at Josiah when he starts studying
Positive punishment - adding stimulus to decrease behaviour - eg: smacking your kid to stop them from stealing the cupcakes everytime you go to the grocery store
Negative punishment - removing stimulus to decrease behaviour 1st- eg: grounding your kid, removing social time, to make your kid less likely to act out at school
Type of operant learning contingency in which an aversive stimulus being removed INCREASES a behaviour
- eg: beeping sound is removed once you put your seatbelt on in the car -> removing beeping sound to increase the behaviour of putting on your seatbelt
Negative reinforcement
operant learning contingencies; ask yourself:
Is the behaviour being increased or decreased?
Increased: _________
Decreased: _________
Is there a stimulus being added or removed to achieve this?
Added: ________
Removed: ________
Is the behaviour being increased or decreased?
Increased: Reinforcement
Decreased: Punishment
Is there a stimulus being added or removed to achieve this?
Added: Positive
Removed: Negative
Positive Reinforcement
Negative Reinforcement
Positive Punishment
Negative Punishment
Positive Reinforcement: Add stimulus to increase behaviour
Negative Reinforcement: Remove stimulus to increase behaviour
Positive Punishment: Add stimulus to decrease behaviour
Negative Punishment: Remove stimulus to decrease behaviour
Operant behaviours are controlled by and involves the manipulation of their _________ while classical behaviours are controlled by and involves the manipulation of their _________.
Think 3 term contingency -> ABC
Operant - controlled by, involve manipulating CONSEQUENCES - what comes after affects behaviour
Classical - controlled by, involve manipulating ANTECEDENTS - what comes before affects behaviour
When an organism watches another organism (or a model) being conditioned.
- watching someone else engage in a behaviour (experience), and then evaluating the consequences of their behaviour, and becoming motivated or deterred by those consequences
Vicarious conditioning
Vicarious learning/conditioning could also be considered an indirect form of _______ conditioning, because you’re watching someone else’s experiences which involves their behaviour, and then consequences of their behaviour, and then you evaluate that experience to learn from it - living vicariously through someone
operant conditioning
Learning ABOUT a relationship between two stimuli
Learning HOW the relationship between the two stimuli works
association vs. acquisition
