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Psychology: Biology & Cognition > Week 8 Lecture Notes > Flashcards

Week 8 Lecture Notes Flashcards

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1
Q

What is a disadvantage of Classical Conditioning?

A
  • It only explains reflexive behaviour
  • Reflexive behaviour is just a small portion of behaviour
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2
Q

Skinner’s Operant Conditioning

A
  • Organisms learn to “operate” in their environments
  • This learning extends on reflexive response to environment
  • The consequence of a behaviour on the future occurrence of that behaviour
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3
Q

Operant Conditioning equals . . .

A

Operant Conditioning = consequences

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4
Q

History of Operant Conditioning

A
  • Law of Effect - Thorndike (1898)
  • The Skinner Box – Skinner (1930
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5
Q

Thorndike’s Law of Effect

A
  • Instrumental Conditioning
  • Behaviour that is followed by ‘satisfaction’ is strengthened
  • Behaviour that is unsatisfied is weakened
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6
Q

Reinforcement (Skinner)

A

• A consequence that results in an increase in the frequency of a behaviour

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7
Q

Punishment (Skinner)

A

• A consequence that results in a decrease in the frequency of a behaviour

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8
Q

Operant Conditioning – Acquisition

A

• The formation of a new response or tendency

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9
Q

Operant Conditioning – Shaping

A

• Reinforcing closer and closer approximations of desired results

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10
Q

Operant Conditioning – Extinction

A

• Gradual weakening of a behavioural response when then reinforcement is no longer available

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11
Q

Resistance to Extinction

A
  • When the response continues after reinforcement stops
  • Important if we want behaviour to continue long term
  • Behaviour may be extinguished in one context but reoccur in other settings
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12
Q

Renewal Effect

A
  • Response can recover if placed in original context
  • Can sometimes occurs in a new or original context
  • Different contexts used for acquisition and extinction of behaviour
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13
Q

Discriminative Stimuli

A

Cues influence operant behaviour by indicating probable consequences of a response

eg: rat only presses button when light is on

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14
Q

Generalisation

A
  • Reacting to other stimuli
  • eg: a cat who responds to the can opener sound may respond to other kitchen appliance
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15
Q

Positive Reinforcement

A
  • A consequence that occurs after a behaviour
  • Increases the probability tha the behaviour will re-occur
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16
Q

Negative Reinforcement

A
  • A consequence that is removed after a behaviour increases the probability the the behaviour will re-occur
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17
Q

Punishment

A

• a decrease in the frequency of a behaviour caused by a consequence

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18
Q

Positive Punishment

A
  • a consequence that when presented after a behaviour decreases the probability that the behaviour will re-occur
  • speeding – get fined – less likely to speed in the future
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19
Q

Negative punishment

A

A consequence that when removed after a behaviour decreases the probability that the behaviour will re-occur

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20
Q

Learning is affected by

A
  • The nature of the what we experience
  • Our expectations
  • The meaning we attach to events
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21
Q

Learned helplessness

A
  • People and animals learn they have some control over their environment
  • Occurs when people realise behaviours do not influence consequences
  • Give up any effort to control their environment
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22
Q

The difference between Punishment and Reinforcement

A
  • Punishment decreases or suppresses a behaviour.
  • Reinforcement increases or strengthens a behaviour
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23
Q

Example of a Positive Reinforcer

A

Behaviour - Child brushes teeth before bed

Consequence - Parent praises child

Effect - Likelihood of tooth brushing increases

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24
Q

Example of a Negative Reinforcer

A

Behaviour - Take an Aspirin for a headache

Consequence - Head ache disappears

Effect - You are more likely to take Aspirin in the future to treat a headache

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25
Q

Example of Positive Punishment

A

Behaviour - You bite into a hot red chilli

Consequence - Your mouth burns

Effect - You avoid eating hot chilli in the future

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26
Q

Example of Negative Punishment

A

Behaviour - Child hits another child in the playground

Consequence - Child is removed from play and placed in Time Out

Effect - Child will try not to hit children to avoid Time out

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27
Q

To increase a behaviour with Positive Reinforcement we would

A

Add something good to increase behaviour. eg: If you eat all your dinner you can have ice cream

28
Q

To increase a behaviour with Positive Punishment we would

A

Add something negative to decrease behaviour eg: If you misbehave I will give you a spank

29
Q

To decrease a behaviour with Negative Reinforcement we would

A

Remove something bad to increase behaviour.

eg: Offer a discount and remove some of the cost in order to increase sales

30
Q

To decrease a behaviour with Negative Punishment we would

A

Remove something Good to decrease behaviour

eg: You are caught speeding excessively in your car. You have your licence cancelled.

31
Q

When does Learned Helplessness occur?

A

When people give up efforts to control environment, realising behaviours do not influence consequences

32
Q

Drawbacks of Punishment

A
  • Does not erase an undesirable habit
  • Can produce unwanted side effects
  • May generate aggression in punished children
  • Indicates wrong behaviour, not expected behaviour
33
Q

Punishment can be ineffective unless . . .

A
  • Given immediately after undesirable behaviour
  • Given each time the behaviour occurs
  • Not too Severe (conditioned emotional response)
  • It is non violent
34
Q

Continuous Schedule

A

A consequence that occurs each time a behaviour occurs

35
Q

Conditioned Emotional response

A

Can be referred as learned emotional reaction or response to certain conditioned stimulus

36
Q

Continuous Reinforcement

A
  • The behaviour is reinforced each time it occurs
  • Best used at the beginning stage of learning to create a strong association between behaviour and response
37
Q

Partial Reinforcement Schedule

A
  • The response is reinforced part of the time.
  • Learned Behaviours are acquired more slowly
  • This reinforcement is more resistant to extinction
38
Q

Schedule of Reinforcement - Fixed Ratio

A

Completion of CONSTANT number of responses

39
Q

Schedule of Reinforcement - Variable Ratio

A

Completion of a CHANGING number of responses

40
Q

Schedule of Reinforcement - Fixed Interval

A

Reinforces the first response after a CONSTANT amount of time

41
Q

Schedule of Reinforcement - Variable Interval

A

Reinforces the first response after a CHANGING amount of time

42
Q

Fixed Ratio

A
  • Lower resistance to extinction
  • rapid responding
  • short pause after reinforcement reinforcement follows after a consistent series of events
  • eg: coffee card, buy 10 and get 10th coffee free.
43
Q

Variable Ratio

A
  • Higher resistance to extinction
  • constant rate without pauses
  • high, steady rate without pauses
  • reinforcement following a varying series of non reinforced events
  • Higher ratios generate higher response rates eg: Poker machines.
44
Q

Fixed Interval

A
  • Lower resistance to extinction
  • long pause after reinforcement yeilds “Scalloping effect”
  • Reinforcement following a fixed interval time eg: fortnightly pay, weekly exams
  • increasing rate of response close to reinforcement.
45
Q

Variable Interval

A
  • Higher resistance to extinction
  • Stable uniform response
  • low, steady rate without pauses
  • reinforcement following a varying interval of time eg: fishing, consistent effort, moderate rate of response
46
Q

Partial reinforcement effect

A
  • Partial reinforcement makes behaviours resistant to extinction
  • superstitious behaviour
  • gambling
47
Q

Choose reinforcement schedule based on:

A
  • Time behaviour needs to last
  • Time available for training
48
Q

Behaviour Modification

A

Changing behaviour through a systematic program and effort

49
Q

Token Economy

A

Motivates socially desirable behaviour by reinforcing it with tokens that can be traded for desired items or privileges eg: GBOOSH dollars

50
Q

The Behaviourist Perspective

A
  • Founded by Watson & Thorndike
  • Purely objective experiental branch of natural science
  • goal is the prediction and control of behaviour
  • no dividing line between humans and animals
51
Q

In behaviourism there is no acknowledgment of Cognition

A
  • Behaviour is overt
  • Behaviour is Observable
  • Behaviour is measurable
52
Q

ABC of Behaviour

A

A - Antecedent

B - Behaviour

C - Consequence

53
Q

ABC of Behaviour

A

A - Antecedent B - Behaviour C - Consequence

54
Q

Skinner’s Radical Behaviourism

A
  • Personality is learned through conditioning
  • Personality is a collection of response tendencies tied to various stimulus situations
  • Environmental consequences determine people’s responses
  • Reinforcement, punishment, extinction
  • Response tendencies are always being strengthened or weakened by new experiences
55
Q

Evaluate Radical Behaviourism

A
  • criticised as too mechanical and too deterministic
  • Limited view of personality, motivation and emotional influences
  • Role of the unconscious, biology, cognition and free will needs to be considered
56
Q

Tolman’s Experiment

Cognitive Processes in Conditioning.

A

Tolman: Put 3 groups of rats in a maze

  • A: Reinforced every day
  • B: Never reinforced
  • C: Reinforced only after day 11

We form cognitive maps of our environments

57
Q

Albert Bandura

A
  • Exploration of the “blaxk box”
  • Learning = changes in beliefs and expectations based on observations
  • Classical and Operant Conditioning are ways to develop expectancies
  • observation is another way of developing expectancies
58
Q

Observational Learning occurs when:

A
  • A person’s responding is influenced by observing others
  • These others are called models
  • learning by immitation
59
Q

Bandura’s Four processes to determine if observational learning will occur

A
    1. Attention*
    1. Retention*
    1. Reproduction*.
    1. Reinforcement (motivation)*
60
Q

Bandura’s Process 1 - Attention

A

The observer must attend to the model.

61
Q

Bandura’s Process 2 Retention

A

The observer must store information about the model’s behaviour in memory.

62
Q

Bandura’s Process 3 Reproduction

A

The observer must be physically and cognitively capable of performing the behaviour to learn it.

63
Q

Bandura’s Process 4 Reinforcement (motivation)

A

The observer must be motivated to practice and perform the behaviour on his own.

64
Q

What makes observational learning social/cognitive learning theory?

A
  • It no longer conforms to strict behaviourism
  • implies some form appraisal or cognitive tasks
65
Q

Bandura’s Bobo Doll Experiment (1961)

A

• Children watch video of young woman who was playing
roughly (or not) with the Bobo Doll
• Children in one three consequence groups
1. Adult praised (positive r/f)
2. Adult punished (time out)
3. No consequence
• Children then in playroom with doll 􀀂sockeroo􀀃

66
Q

Observational Learning equal

A

Observational Learning = Learning via modeling

Psychology: Biology & Cognition (20 decks)

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