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PSYC 100 > U06 - Learning > Flashcards

U06 - Learning Flashcards

1
Q

Operant conditioning

A
  • type of associative learning process wherein the consequence of a behavioral response affects the likelihood of that response being repeated
  • Edward Thorndike published his findings on this, used “puzzle boxes” to study how cats make associations between their voluntary behaviors and outcomes
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2
Q

Law of effect

A
  • with the study of cats, Edward Thorndike formed this law
  • behaviors followed by satisfying outcomes are more likely to be repeated, whereas behaviors followed by unsatisfying outcomes are less likely to be repeated
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3
Q

Skinner box

A
  • B.F. Skinner designed this apparatus for studying learning
  • Cage with lever that animal an press to produce effect (obtain food)
  • Learning process can be operationalized as changes in rate of responses (lever presses)
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4
Q

ABCs of operant conditioning

A

Antecedents: situation or stimulus that precedes the behavior and sets the stage for the behavior to happen (like light signals availability of food)

Behavior: the voluntary action that takes place (the operant response)

Consequences: the stimuli presented after the behavior that either increase or decrease the likelihood that the behavior will be repeated

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5
Q

Reinforcement (key term in operant conditioning)

A

A consequence that increases the likelihood that a behavior will be repeated

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6
Q

Punishment (key term in operant conditioning)

A
  • A consequence that decreases the likelihood that a behavior will be repeated
  • subtract something
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7
Q

Positive (key term in operant conditioning)

A
  • Stimulus is added
  • Addition of stimulus that leads to an increase in the frequency of a behavior
  • teacher giving you a good job sticker
  • add something
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8
Q

Negative (key term in operant conditioning)

A
  • Stimulus is moved
  • Removal of a stimulus that leads to an increase in the frequency of a behavior
  • Like tylenol or mom’s nagging or unpleasant sound of alarm clock
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9
Q

Primary reinforcers, reinforcement

A
  • consequences that are innately pleasurable because they satisfy some biological need and contribute to survival/reproduction
  • trying to increase a behavior
  • things we naturally enjoy
  • like food, drink, warmth, sex
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10
Q

Secondary reinforcers, reinforcement

A
  • learned pleasures that acquire value through experience because of association with primary reinforcers (e.g., can be used to exchange for primary reinforcers
  • trying to decrease a behavior
  • things we have to learn to enjoy
  • money, etc
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11
Q

Positive punishment

A
  • Addition a stimulus leading to a decrease in the frequency of a behavior
  • add a consequence to a unwanted behavior, do this to make it less appealing
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12
Q

Negative punishment

A
  • Removal a stimulus leading to a decrease in the frequency of a behavior
  • removing something decreases a behavior, like speeding ticket, or parents taking away a toy after bad behavior
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13
Q

Shaping (of operant responses)

A
  • operant conditioning procedure in which successively closer approximations to the desired response are reinforced until the desired response finally occurs (reinforcement of successive approximations)
  • too generous, animals won’t respond the right way to learning, but not enough, discourages as well
  • used to teach complex behaviors, but not all animals can do complex things
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14
Q

Instinctive drift

A
  • animal’s reversion to evolutionarily derived instinctual behaviors instead of demonstrating behavior learned through conditioning
  • ex. raccoons washing coins they had been taught to place in the piggy bank
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15
Q

Immediate reinforcement

A
  • timing matters
  • reinforcing behavior immediately after it occurs helps establish strong association between response & consequence
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16
Q

Delayed reinforcement

A
  • timing matters
  • if there is a delay between response & reinforcement, association will be weaker
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17
Q

delay discounting

A
  • tendency to devalue delayed outcomes
  • explains why we would do impulsive things instead of studying before a midterm
  • explains the immediate pleasure is much more powerful than the delayed pleasure of getting a good grade in the future
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18
Q

continuous reinforcement

A
  • reinforcement schedule in which a behavior is rewarded every time it is performed
  • leads to rapid acquisition of behavior
  • but learned behavior is subject to rapid extinction
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19
Q

partial reinforcement

A
  • reinforcement schedule in which a behavior is rewarded only some of the time
  • dog may not be trained as well, since they won’t associate getting treat with doing the behavior the owner wants
20
Q

fixed-ratio schedule

A
  • Reinforcement occurs following the first response that takes place after a set (fixed) period of time
  • Response rate takes on distinctive “scallop” shape
  • Reinforcement followed by pause in responding, responding increases sharply as the end of the interval approaches
21
Q

variable-ratio schedule

A
  • Reinforcement occurs after some variable number of behaviour
  • Less predictable than fixed-ratio schedule
  • Effective schedule for eliciting consistently high level of behaviour because it lacks predictability
22
Q

fixed-interval schedule

A
  • Reinforcement occurs following the first response that takes place after a set (fixed) period of time
  • Response rate takes on distinctive “scallop” shape:
  • Reinforcement followed by pause in responding, responding increases sharply as the end of the interval approaches
23
Q

variable-interval schedule

A
  • Reinforcement occurs after variable amount of time
  • Leads to slow and consistent responses because the time to the next reinforcer is relatively unpredictable
24
Q

Extinction (ratio schedules)

A
  • Ratio schedules induce rapid responding because rate of reinforcement is directly proportional to rate of responding
  • Behavior acquired with a variable schedule is much more resistant to extinction
25
Q

contingent reinforcement

A

Reinforcement is only given when a specific behaviour occurs

26
Q

noncontingent reinforcement

A
  • Reinforcement is delivered on a fixed-interval schedule independent of the actions the organism is engaging in
  • this leads to supersitious conditioning
27
Q

supersitious conditioning

A
  • individuals learn a behavior that has no actual relationship with reinforcement
  • hard to shake this
  • wearing a specific shirt, you get good grades, you will then always want to wear that shirt
28
Q

Latent learning

A
  • learning that is not immediately demonstrated in animal’s behaviour
  • Edward Tolman: rewards affect what animals do more than what they learn
29
Q

Cognitive map

A
  • internal mental representation of the world
  • In experiments, rats seem to learn complexity of a maze without being rewarded for completing the maze, as evident by their ability to quickly complete the maze if a reward is introduced later on
  • Edward Tolmon study: rats with no food reward are slower than the ones who receive food, but there is another group, those who receive food after day 11, they complete maze faster, it is then only becomes evident to researchers that they had formed a mental map of the maze already
30
Q

observational learning

A
  • We do not always require direct personal experience to learn: we can also learn by observing others
31
Q

social learning theory

A
  • Albert Bandura: learning is a cognitive process derived from social observation rather than direct reinforcement of one’s own actions
  • learn by observe and imitating
32
Q

attention (social learning)

A
  • models that get our attention are more likely to elicit imitation
  • trainer you paid a lot of money for, kids to parents bc they look up to them, etc
33
Q

retention (social learning)

A
  • must be able to retain a memory of what the model did
34
Q

reproduction (social learning)

A
  • must be able to reproduce (re-create) what the model did
35
Q

motivation (social learning)

A
  • must be motivated to reproduce the behavior
  • what motivates: vicarious reinforcement and vicarious punishment
36
Q

vicarious reinforcement

A

increase in a behavior due to the observer witnessing the model being reinforced for that behavior

37
Q

vicarious punishment

A

decrease in a behavior due to the observer witnessing the model being punished for that behavior

38
Q

“Bobo doll” study

A
  • Preschool children observed an adult behaving aggressively toward a large inflatable doll
  • When frustrated, children mimicked the adult’s aggressive behavior without any instruction to do so
39
Q

mirror neurons

A
  • neurons found in several areas of the cerebral cortex that are active both when performing an action and when observing that same action being performed by someone else
  • Although some broad initial claims about the role of mirror neurons in mentalizing (understanding others’ mental statements) and autism have been called into question, there is more consensus they contribute to imitation and observational learning
40
Q

mentalizing

A

understanding others’ mental statements

41
Q

cultural transmission

A
  • transfer of information from one generation to another through teaching and learning
  • Allows innovations to spread widely and rapidly, affording much faster adaptation than genetic change allows
42
Q

vertical transmission

A

transmission of skills from parent to offspring

43
Q

horizontal transmission

A

the transmission of skills between peers

44
Q

insight learning

A
  • form of learning that occurs without trial and error and therefore without reinforcement (like an “a-ha moment”)
45
Q

diffusion chain

A
  • process in which individuals learn a behavior by observing a model and then serve as models from whom other individuals can lear

PSYC 100 (10 decks)

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