week 4 learning Flashcards

1
Q

Why is learning important

A

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

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2
Q

How to identify if events are related

A

• 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

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3
Q

Classical Conditioning

A

Unconditioned stimulus -> Unconditioned response
US + Stimulus -> Conditional repond (stimulus is a conditional stimulus)
US then would evoke CR on its own

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4
Q

Operant Conditioning

A

Behaviouris shaped by the learner’s history of experiencing rewards and punishments for their actions.

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5
Q

Positive and negative reward

A
  • 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.
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6
Q

Positive and Negative punishment

A
  • 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.
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7
Q

Operant Conditioning:

Blocking Paradigm

A
  • 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
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8
Q

What does blocking paradigm show

A

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

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9
Q

Non-associative learning:

A

Refers to processes including habituation, priming and perceptual learning

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10
Q

Non-associative learning: Habituation

A

-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

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11
Q

Non-associative learning: Priming

A
  • 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
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12
Q

Non-associative learning: Perceptual Learning: Unitization

A
  • 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.
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13
Q

experiment for Non-associative learning: Perceptual Learning: Unitization

A

-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

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14
Q

Learning contingencies

A

Outcome Absent
Cue present a b
Cue absent c d
Delta P+ P(0?C0- P(O/-C)
=a/a+b - c(c-d)

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15
Q

Delta-P

A

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

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16
Q

Are people sensitive to

A

People rate contingent associations as having a higher rating but overestimate noncontingent associations

17
Q

Bliket detection task one cause and two cause

A

One-cause condition
Red block activates the detector
Cyan brick does not activate the detector
when children is asked , red is blicket
Two-Cause Condition
-when two item activate the bliket both are consider bliket

18
Q

Bliket detection task backward and indirect

A

Backward: both objects activate, A activate by itself, when asked only A is considered
Indirect Screening: Both object active but one (B) does not activete itself. When asked, A P=1, B p=2/3

19
Q

Probabilistic contrast model

A

® Tells us that when the background is variable, we need to conditionalize on the background to understand the strength of the contingencies in the environment.
® This tells us that people are sensitive to the context in which information is presented

20
Q

Problem with delta P

A
  • When the background is variable, delta-P misestimates the strength of the correlation
  • The probabilistic contrast model states that we need to conditionalize on the background to understand the strength of the contingencies in the environment.
21
Q

Assumptions of the Standard Model

A
  • The environment affords the existence of directional connections between pairs of elements (cause  effect)
  • The elements are the mental representations of events or features of stimuli that are activated by the presence (or suggestion) of stimuli
  • The presence of an element modifies the state of activation of another element
  • Learning involves the strengthening of connections between elements
22
Q

The Rescorla-Wagner model

A

Red light (X) and bell (Y) acts as predictor for reward (cheese)
V is existing connection
EV: Sum of associative strengths across all stimuli
lamba is the strength of Unconditioned Stimulus
Difference between maximum strength and current strength (10-1.5) = 8.5
DeltaVx= gamma (lamda-EV)
gamma is learning rate. higer gamma or differences lead to bigger changes

23
Q

Further evidence for the role of attention in learning

A
• Blocking
–Can also be explained by RW model
• Highlighting
• Unidimensional category boundaries are easier than diagonal boundaries
–Cannot be explained by RW model
24
Q

Evidence for Attention II:

Highlighting

A

Early TrainingRed Light + Bell  Food
Late TrainingRed Light + Bell  Food
Red Light + Alarm  Juice
TestBell + Alarm Juics

25
Q

Explaination for hightlight exp

A

A and B are already paired with X
Attention is shifted to D because it alone predicts the unusual event Y
Cue D drives the final response

26
Q

Evidence for Attention in Learning:

Unidimensional Rules

A

-Subjects are shown 1 of 8 different stimuli to categorize on each trial
-Stimuli vary on their Height and the position of the inset vertical Line
two condition
-Filtration, only one condition is pay attention
-Condensation two condition must be attention
-people learn filtration faster than condestion

27
Q

Learning is a balance of belief and data (what is belief and what is data)

A

-Data is the evidence of associations in the world

• If your beliefs are very strong, you need more evidence before you’re willing to change your beliefs

28
Q

Two ways in which prior knowledge

influences our hypotheses

A

• Holmesian Deduction - Once you eliminate the impossible, whatever remains, however improbable, must be the truth
–Only hypotheses which explain the data are plausible candidates for an explanation
• Judicial Exoneration - If one suspect confesses, then we let the other suspect go
–If one hypothesis clearly explains the data, then other candidates are considered less likely