W10 - Learning and Behaviour Flashcards

Cognition, Conditioning - operant and classical

1
Q

learning is the result of what?

A

experince

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2
Q

classical conditioning (Pavlovian Conditioning)

A

when an unconditioned stimulus is paired with a neutral stimulus to illicit a conditioned response.
the neutral stimulus on its own becomes an conditioned stimulus.

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3
Q

Conditioned Fear

A

Little Albert:
rat: Nuetral —- conditioned stimulus
Bang: unconditioned stimulus
cryinging: unonditioned response — conditioned repsonse with the rat

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4
Q

Generalisation

A

allows learning to carry over to new situations/ stimulus without requring further learning.

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5
Q

Discrimination

A

restricts new learning from being inappropriately applied to ALL situations.

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6
Q

Extinction

A

if the conditoned stimulus continues to be presentd without the UCS occuring then the conditioned responce is eventually eliminated.

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7
Q

variables that increase the degree of classical conditioning

A

UCS is more intense
shortened delay between UCS & CS
UCS reliably follows CS

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8
Q

variables that decrease the degree of classical conditioning

A

UCS is less intense
long delay between UCS & CS or UCS occurs before CS
UCS only sometimes follows CS

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9
Q

Operant Conditioning

A

learning about the relations between environmental stimuli and our own behaviour

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10
Q

the basic idea of operant conditioning

A

we tend to repeat behvaiours that lead to desirable outcomes and we tend to stop performing behvaiours that lead to undesirable outcomes

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11
Q

Thorndike’s Law of Effect

A

that if a responce in the presence of a stimulus leads to reinforcement the association between that stimulus and response is strengthend

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12
Q

what was skinner interested in studying

A

how changing enviro events resulted in chnages in behaviour
- he used an operant chamber in order to rule out confounding influences

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13
Q

Reinforcemnt

A

when you continue to perform a behaviour because you gaind a desirabe consequence in the past.

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14
Q

Punishment/Punishers

A

causes the reduction in a bevaiour because of a undesired consequence (punichers).

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15
Q

positive reinforcement

A

a good stimulus is added causing an incraese in the rate of the bevhavioural response.

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16
Q

negative reinforcement

A

a bad stimulus is removed to maintain or incraese the behvaioural responce.

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17
Q

Positive punishment

A

the behaviour decreases because a bad stimulus is added

this punishment has probelms that can lead to undesireble behavioural changes

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18
Q

negativie punishment (response cost)

A

the behaviour decrases because becasue a good stimulus is taken away

a very effective approach

19
Q

what is a reinforcer

A

an event that satisfys an inherent survival need
e.g. food, money, kind words

can also be a behaviour

20
Q

what is a punisher

A

a consequence that is inherently aversive
e.g. pain, cops, unkind words

can also be a behaviour

21
Q

Premark (1959): Experimental Evidence
when is behvaiours strengthened

A

behaviours that result in a preferred response are stregthened
- interacting with a less desirble reinforcer, can gain you access to a more desirble reinforcer

22
Q

Premark (1971): desirability of rienforcement

A

Behaviour s that result in a less preferred response are weakened
- if a reinforcer leads to a punishemnt the reinforcer will stop reinforcing.

23
Q

how we determine the level of how reinforcing or punishing something is

A
  • deprivation
  • magnitude of event
  • immediacy of the consequnce applied after the behaviour
24
Q

insight

A

sudden appearance of an appropriate behaviour without any abious shaping

money and pigeon box experiment

25
Q

shaping

A

the process by which new behaviours emerge
relies on:
- diff reinforcement of appropriate behaviours and/or punichments of wrong behaviours
- natural tendency for behaviour to vary

26
Q

what underlies the emergance of superstitious behaviour

A

shaping

27
Q

Preparedness

A

through evolution all animals are biologically ‘prewired’ to easily learn behaviours related to their survival as a species.

28
Q

example of preparedness

A

taste aversion:
noval ‘bright-noisy’ stimulus + water + shock = avoided noval water
sweet tasting water + shock = cntinued to drink

29
Q

factors that influence classical conditioning

A

Preparedness (Biological Predispositions)
Generalization and Discrimination
Contiguity (Timing of Stimulus Presentation)

30
Q

factors that influence operant conditioning

A

Reinforcement (Positive and Negative)
Punishment (Positive and Negative)
Schedules of Reinforcement
Immediacy of Consequences
Shaping (Successive Approximations)

31
Q

Stimulus discrimination

A

occurs when an organism learns to respond to a restricted range of stimuli.

32
Q

Operants

A

are behaviours that are emitted rather than elicited by the environment.

33
Q

Habituation

A

refers to the decreasing strength of a reflex response after repeated presentations of the stimulus.

34
Q

law of contiguity

A

which proposes that two events will become connected in the mind if they are experienced close together in time (such as thunder and lightning).

35
Q

law of similarity

A

which states that objects that resemble each other (such as two people with similar faces) are likely to become associated.

36
Q

Law of effect

A

an animal’s tendency to reproduce a behaviour depends on that behaviour’s effect on the environment and the consequent effect on the animal.

37
Q

continuous reinforcement schedule

A

behavoiur is rewarded each time

38
Q

partial or intermittent schedules of reinforcement

A

Interval and Ratio schedules: behaviour is reinforced only part of the time, or intermittently.

39
Q

In ratio schedules of reinforcement

A

rewards are tied to the number of responses emitted; only a fraction of ‘correct’ behaviours receive reinforcement, such as one out of every five.

40
Q

In interval schedules of reinforcement

A

rewards (or punishments) are delivered only after some interval of time, no matter how many responses the organism emits.

41
Q

fixed-ratio (FR) schedule

A

an organism receives reinforcement for a fixed proportion of the responses it emits.

after every 10th correct repsonce

42
Q

variable-ratio (VR) schedule

A

an animal receives a reward for some percentage of responses, but the number of responses required before reinforcement is unpredictable (that is, variable).

43
Q

fixed-interval (FI) schedule

A

an animal receives reinforcement for its responses only after a fixed amount of time.

44
Q

variable-interval (VI) schedule

A

ties reinforcement to an interval of time, but unlike a fixed-interval schedule, the animal cannot predict how long that time interval will be.