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Psychology: Biology & Cognition > Week 8 Lecture > Flashcards

Week 8 Lecture Flashcards

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1
Q

What is Instrumental Learning?

A

Otherwise known as Operant Conditioning

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2
Q

Psychology defines learning as . . .

A

a relatively permanent change in behaviour due to experience

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3
Q

Stimulus Discrimintation

A

Demonstrating a response to a certain type of stimulus.

eg: Swooping Magpies causes fear of Magpies but not of all birds

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4
Q

Stimulus Generalsiation

A

A response that is applied to one type of stimulus now becomes attached to other similar stimulus.

eg: Swooping Magpies causes fear of all birds and things with feathers.

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5
Q

Higher Order Conditioning

A
  • Previously neutral Stimulus (e.g., a light)
  • Paired with a conditioned stimulus (e.g., a tone that has been conditioning with food to produce salivating)
  • Produces the same conditioned response as the conditioned stimulus
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6
Q

What is Behaviour Therapy>

A
  • Based on Classical Conditioning
  • Helps overcome phobias and other problem behaviours
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7
Q

Define Phobia

A
  • an extreme, irrational fear of a specific object or situation.
  • Classified as a type of anxiety disorder
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8
Q

What does Skinner suggest about organisms behaviour?

A
  • Organisms learn to “operate” within their environment
  • Don’t just respond reflexively
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9
Q

Operant Conditioning equals

A

Operant Conditioning = Consequences

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10
Q

Thorndike (1898) Puzzle Box

A

Used to Examine the Behaviour of Cats attempts to get out of a box.

  • R1: Bite at Box
  • R2: Jump up and down
  • R3: Meow
  • R:Correct - Pull at string
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11
Q

What are primary reinforcements?

A
  • Food
  • Water
  • Reproduction
  • Safety
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12
Q

What are some Secondary Reinforcements?

A
  • community - access to other people
  • money
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13
Q

Operant Conditioning - Shaping

A
  • Reinforcement closer and closer approximation of desired result
  • useful whe teaching improbable behaviours like bear riding a bicycle.
    *
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14
Q

Successive Approximations

A

Shaping behaviour

The closer we get to the behaviour we want then we give a reward

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15
Q

Describe Reinforcement

A
  • Reinforcement is used to increase behaviour
  • Positive Reinforcement ADDS a GOOD stimuli to increase behaviour
  • Negative Reinforcement REMOVES something BAD to increase behaviour.
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16
Q

Describe Punishment

A
  • Punishment is used to decrease a behaviour
  • Positive punishment ADDS something BAD to decrease a behaviour
  • Negative punishment REMOVES something GOOD to decrease a behaviour

eg: Positive Punishment for speeding - Receive a fine

Negative Punishment for speeding - Lose your licence

17
Q

Describe Learned Helplessnes

A

When we learn that previous strategies to solve problems that we used no longer work, then people tend to stop trying to changes things

  • significant for people with depression because:
    • previous learning can inhibit the adaptive process
18
Q

Conditioned Emotional Response

A

Focusing on the emotional response to Operant Conditioning

  • CS (Bell) paired with CR (Press lever) then food is delivered.
  • Secondary NS (light) paired with CS ( Bell) then add UCS (Electric Shock) When Lever is pressed
  • CS (light) leads to CER(fear of pain) rat will brace in fear of pain.
  • Eventually rat may not press the lever even if it is hungry
19
Q

Schedule’s of Reinforcement

A
20
Q

Interval Reinforcement

A

Reinforcement given at a rate of TIME

Variable - the amount of TIME between reinforcements varies

Fixed - the amount of TIME between reinforcements is always the same.

21
Q

Ratio Reinforcement

A

Reinforcement given after a certain number of repetetions

Variable - reinforcemet is applied at a varying NUMBER of correct responses

Fixed - reinforcement is applied after a SPECIFIC NUMBER of correct responses

22
Q

Discriminative Stimuli

A

Cues that influence operant behaviour are influenced by probable consequences.

Eg: rat only presses a lever when the light goes on.

23
Q

Generalisation

A
  • Reacting to similar stimuli
  • Reacting to an alarm then reacting to all alarms
24
Q

What is Scalloping Effect

A

After reinforcement occurs there is a short plateau of behaviour followed by a spiked increase in behaviour as the time for reinforcement approaches.

25
Q

Partial Reinforcement Effect

A
  • resistance to extinction
  • can be really pervasive behaviours because of this
  • eg; fishing & Gambling
26
Q

Antecedents in Behaviour

A
  • What is the behaviour that we wish to change
  • is it a defecit? - would like to do more of.
    • there is usually a competing behaviour - what is it’s antecedent?
  • is it an excess? - would like to do less of.
  • What is triggering the behaviour
27
Q

Behaviour Modification

A

Changing behaviour by using a systematic program that has been chosen according to the behaviour.

  • eg: Operant Conditioning to change addictive behaviour
  • positive reinforcement to drink more water.
28
Q

Ratio and Intervals in Operant Conditioning

A
  • Fixed Ratio - Every set amount
  • Variable Ratio - Varying Amount
  • Fixed Interval - Fixed Time Period
  • Variable Interval - Varying Time Period
29
Q

What are Skinner’s views on Personality?

A
  • Very similar to his views on Behaviour
  • Personality is learned throught conditioning
  • Personality is responses to various stimulus situations
  • The environment alone determines how people will respond
  • Cognition does not determine personality at all
30
Q

An evaluation of Radical Behaviourism

A
  • Skinner’s ideas are very influentia
  • but are too deterministic
  • limited view of personality, motivation and emotional influences
  • Unconscious, biology, cognition and free will must be considered
  • these criticisms lead to social/cognitive approaches and Humanism
31
Q

Albert Bandura (1960)

A

Learning is a change in beleifs and expectations of observers

32
Q

Black Box Theory

A
  • Skinner said the mind was like a Black Box
  • We measure inputs (stimuli) and observe outputs (behaviour) without understanding the mechanics of the brain itself
  • Skinner said the brain was too complex to understand so we didn’t need to study it.
  • Cognition is irrelevant to stimuli and behavour, only the resulting behaviour is important.
33
Q

Bandura explores Black Box Theory

A
  • Learning is changes in beleifs and expectancies of observers
  • classical and operant conditioning are ways of developing expectancies
  • observation is also a way to develop expectancies
34
Q

Avoidance Learning

A
  • a learned behaviour that results in avoidance as a strategy to reduce unpleasant or painful consequences.

Psychology: Biology & Cognition (20 decks)

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