Wk 11 - Learning

Question 1

Pavlov’s classical conditioning is… (x2)

Answer 1

Pairing unconditioned stimulus to a neutral one until the presentation of the neutral (now conditioned) stimulus alone is sufficient to elicit the response
Eg bell with dog food = salivation as a conditioned response to bell

Question 2

Thorndike’s instrumental/operant conditioning… (x2)

Answer 2

Animal makes response - satisfying response makes repetition more likely, unsatisfactory = gradual disappearance of response
Eg cats get gradually better at escaping the box

Question 3

BF Skinner’s approach to instrumental/operant conditioning… (x4)

Answer 3

Rewarding of act/near approximation can be used to shape behaviour
We are purely product of punishment/reward
Mind/other subjective phenomena don’t exist/can’t be studied - free will as fiction
Eg hungry pigeons learn to peck to produce food, as gambling relates to reinforcement schedule

Question 4

Positive reinforcement is…

Answer 4

Behaviour/response followed by rewarding stimulus = increases in the behaviour

Question 5

Negative reinforcement/escape is…

Answer 5

Behaviour/response followed by removal of aversive stimulus = increase in the behaviour

Question 6

Positive punishment…

Answer 6

Behaviour/response is followed by aversive stimulus (e.g. shock, noise) = decrease in behaviour

Question 7

Negative punishment…

Answer 7

Behaviour/response is followed by the removal of a positive stimulus (e.g. toy) = decrease in behaviour

Question 8

Extinction is…

Answer 8

When a previously reinforced behaviour is no longer effective, it fades out

Question 9

A large proportion of human learning occurs through… (x2)

Answer 9

Observational and social learning, not

Classical conditioning, punishment or reward

Question 10

Vygotsky’s General Law of Cultural Development… (x4)

Answer 10

Every function in development appears both at the
Social level - interpsychologically, and
Individual level - intrapsychologically
All higher functions originate as relations

Question 11

Zone of proximal development… (x2)

Answer 11

Gap between potential development and that achieved through independent problem-solving determined by peer/adult interaction
Presupposes a specific social nature

Question 12

Meltzoff demonstrated kids understanding/imitation of ‘intended actions’ through… (x3)

Answer 12

Modelling pulling apart of dumbbell = imitation of the behaviour, but
Modelling inability to pull apart dumbbell = same ability to pull apart as those who’d seen it modelled
Doesn’t fit with strict behaviourist account - child is reading intent

Question 13

Gergely et al. demonstrated rational imitation through… (x2)

Answer 13

If experimenter turned light light on with head because hands were occupied with holding blanket, kids only imitated if their hands were similarly occupied
Otherwise just used hands - more rational action

Question 14

Rational imitation is that… (x2)

Answer 14

Give kids a reason for your behaviour, they’ll make judgment based on that reason
Otherwise they’ll imitate, assuming that there is reason

Question 15

Horner and Whiten demonstrated the importance of imitation in human development by…
Finding that… (x2)

Answer 15

Modelling complex behaviour sequence, to kids and chimps, for getting reward out of opaque box
Only humans will repeat sequence when box is see-through
Chimps are functional, use the short-cut - kids are focussed on repeating behaviour

Question 16

Overimitation is…
And has been found to be…
Therefor is likely motivated by…

Answer 16

That kids will copy absolutely everything you do, e.g. pointless steps in getting box open
Universal - even indigenous cultures that learn through observation/trial and error over direct instruction do it
Need to fit in with culture, rather than as learning - social motivation separates humans from other animals

Question 17

Culture is…

And may exist in other animals, based on evidence that…

Answer 17

Socially transmitted customary/habitual behaviours that are absent in another community, where ecological/genetic diffs alone don’t explain such variation

Different chimp groups use different tools/same ones for different purpose

Question 18

The relationship between actions, outcomes and culture… (x4)

Answer 18

Conformity - need to be like others is cultural
Behaviours performed even in knowledge they lack function
Kids imitate intentionally/rationally from early age
Human fixation on processes, not ends

Question 19

According to Bandura and Walters… (x3)

Answer 19

Traditional learning theory grossly incomplete
Learn vicariously over through personal experience
Observe consequences, may later imitate the behaviour