week 4 learning Flashcards
Why is learning important
To make predictions about events in an environment and to control them. Learning exists to allow an organism to exploit and benefit from regularities in the environment
-must know what cue to pay attention to
How to identify if events are related
• Degree of contingency
–One method is to examine how often the two event co-occur
• Degree of covariation or correlation
–A second method is to consider whether the events appear together or independently
Classical Conditioning
Unconditioned stimulus -> Unconditioned response
US + Stimulus -> Conditional repond (stimulus is a conditional stimulus)
US then would evoke CR on its own
Operant Conditioning
Behaviouris shaped by the learner’s history of experiencing rewards and punishments for their actions.
Positive and negative reward
- Positive Reinforcement = An animal will learn to produce a behaviour if the consequence of doing so is receiving something pleasant.
- Negative Reinforcement = An animal will learn to produce a behavior if the consequence of doing so is stopping something unpleasant.
Positive and Negative punishment
- Positive Punishment = An animal will learn stop producing a behaviour if the consequence of producing the behavior is an unpleasant stimulus.
- Negative Punishment (response cost) = An animal will learn to stop producing a behavior if the consequence of producing the behavior is that something desirable is taken away.
Operant Conditioning:
Blocking Paradigm
- A mouse have an early training of Red ligh -> Food
- Late training of red light + bell-> food and blue light + alarm -> juice
- In test, blue light + bell-> juice
- Due to early learning, bell is not registered with food
What does blocking paradigm show
The Blocking effect shows that learning involves more than just monitoring co-occurrences
–If co-occurrence were the sole factor, then we would expect 50:50 responses between the food and juice in the test phase, but animals prefer the juice
Non-associative learning:
Refers to processes including habituation, priming and perceptual learning
Non-associative learning: Habituation
-Done through a series of exposure
– learning to ignore a stimulus because it is trivial (e.g. screening out background noises).
-because it has been learned
Non-associative learning: Priming
- Prior exposure to a stimulus can improve later recognition
- demonstrated by a change in the ability to identify a stimulus as the result of prior exposure to that stimulus, or a related stimulus
Non-associative learning: Perceptual Learning: Unitization
- repeated exposure of visual stimuli cause them to be perceived in chuck, not individually
- occurs when repeated exposure enhances the ability to discriminate between two (or more) otherwise confusable stimuli.
experiment for Non-associative learning: Perceptual Learning: Unitization
-Task of visual search where single feature cannot aid search
- There are two conditions:
–Target is always the same: consistent mapping
–Target differs on every trial: varied mapping
When the same target is always presented, people can learn to unitize features of the target and find it very quickly
Learning contingencies
Outcome Absent
Cue present a b
Cue absent c d
Delta P+ P(0?C0- P(O/-C)
=a/a+b - c(c-d)
Delta-P
Delta-P is a measure of the strength of contingency between a cue and an outcome
If people learn optimally, then their responses should reflect the magnitude of Delta-P