Wk 2: Learning

Question 1

List the different types of learning

Answer 1

non-associative learning
associative learning
‘complex’ learning

Question 2

Non-associative learning can be split into…

Answer 2

Habital and Sensitisiational

Question 3

Non-associative learning - Sensitisation

Answer 3

general (short-term) enhancement of response
esp. to adverse stimuli
get stronger after the response has appeared one or two times

Question 4

Non-associated learning - Habitual

Answer 4

usually follows sensitisation (become familiar with sound = decrease reaction)
of startle response to repeated sudden sound (specific stimuli)
adaptive - doesn’t waste time/energy responding

Question 5

How can non-associated learning be used?

Answer 5

Phrophylactically to decrease phobia development
eg. firework sounds at low levels to habituate dog, does wear off over time

Question 6

What conditionings fall under associative learning?

Answer 6

Pavlovian/classical conditioning
Instrumental/operant conditioning

Question 7

When can pavlovian conditioning occur?

Answer 7

With aversive as well as appetitive unconditioned stimuli and involved unconditioned responses such as startling, freezing etc

Question 8

Adaptive value of Pavlovian conditioning?

Answer 8

Learning to predict and hence prepare for (though not control) the environment - clicker training

Question 9

Pavlovian Conditioning
Pros & Cons

Answer 9

Animals generally prefer signalled (predictable) events if they are aversive
Signalling appetitive events may increase anticipation/arousal, lead to aggression or ‘schedule-induced behaviour’ (chewing/excessive barking)

Reliable signals (bell) are better than unreliable signs(human sounds) which may trigger anticipation, lead to frustration when food does not occur

Question 10

Pavlovian vs Instrumental Conditioning

Answer 10

Pavlovian (classical) conditioning (event-event learning) allows animals to predict events in their environment but not control them

Instrumental (operant) conditioning (action-outcome) involves learning to make or withhold a certain because of its outcome; allows control

Operant actions are voluntarily emitted, whilst ‘operating’ on the environment, can be arbitrary (eg. rat pressing lever), contrasting ‘hard-wired’ actions (eg. salivation) that are affected in Pavlovian conditioning

Question 11

What can ‘complex learning’ be split into?

Answer 11

social learning (eg. imitation)
concept learning (eg. number, ‘larger than’)
cognitive map

Question 12

Associative learning - Instrumental

Answer 12

discriminative stimulus -> response (R) -> stimulius (S)
(cue/command -> action -> outcome)
eg. ask dog to sit -> dog sits -> treat given

Question 13

Associative learning - Instrumental
What is R termed if there is an increase in response?

Answer 13

reinforcement

Question 14

Associative learning - Instrumental
What is R termed if there is a decrease in response?

Answer 14

punishment

Question 15

Associative learning - Instrumental
What is the outcome influenced by?

Answer 15

Performance of the action

Question 16

Associative learning - Instrumental
Positive reinforcement

Answer 16

= Positive presentation of stimulus + reinforcement (increase/maintains the behaviour of interest)
eg. training a dog to sit

Question 17

Associative learning - Instrumental
Negative reinforcement

Answer 17

= Negative removal of stimulus + reinforcement increases/maintains the behaviour of interest
eg. applying flank pressure until horse trots, turns etc

Question 18

Associative learning - Instrumental
Positive punishment

Answer 18

= Positive presentation of stimulus + punishment decrease the behaviour of interst
eg. shock collars used to deter certain behaviours (dog training; virtual electric fence)

Question 19

Associative learning - Instrumental
Negative punishment

Answer 19

= Negative removal of stimulus + punishment decrease the behaviour of interest
eg. way of reducing many undesired behaviours (stop attending to rewarding, when dogs beg)

Question 20

Companion animal behaviour modification may utilise different learning processes
Teach a dog to not greet people by jumping
apply the associative learning - Instrumental

Answer 20

Positive reinforcement - give treat when dogs sit infront of people
Negative reinforcement - if dog jumps, pulls head/muzzle down using collar/lead; release pressure when dog lowers
Positive punishment - lift knee to block dog if jumps
Negative punishment - hold treat out of reach of dog when prepares to jump

Question 21

Companion animal behaviour modification may utilise different learning processes
Teach a dog to not greet people by jumping
Which of the associative learning - Instrumental is not recommended and why?

Answer 21

Negative reinforcement
Negative punishment
Positive punishment

Risk of introducing poor welfare, may slow learning, unsafe

Question 22

Associative learning - Instrumental
Which is the most desirable from an animal welfare perspective?

Answer 22

Positive reinforcement

Question 23

What is the strength/speed of learning influenced by?

Answer 23

Contiguity and contingency

Question 24

What is contiguity?

Answer 24

How close together conditioned stimulus and unconditioned stimulus/response or outcome are together in time and space

Question 25

What is contingency?

Answer 25

How reliable conditioned stimulus predicts unconditioned stimulus/outcomes follows request

Question 26

Overshadowing

Answer 26

Most salient of number of stimuli will be the most readily conditioned (it overshadows others)
eg. teaching dog a verbal command by rewarding the desired behaviour while simultaneously making a body gesture which overshadows the command

Question 27

Blocking

Answer 27

Presence of an already established conditioned stimulus ‘blocks’ conditioned of new conditioned stimulus
eg. dog has already learnt a body gesture, predicts reward, then this will block the new learning of a verbal command

Question 28

How do you overcome blocking?

Answer 28

Suppress and re-train