Wk 2: Learning Flashcards
List the different types of learning
non-associative learning
associative learning
‘complex’ learning
Non-associative learning can be split into…
Habital and Sensitisiational
Non-associative learning - Sensitisation
general (short-term) enhancement of response
esp. to adverse stimuli
get stronger after the response has appeared one or two times
Non-associated learning - Habitual
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
How can non-associated learning be used?
Phrophylactically to decrease phobia development
eg. firework sounds at low levels to habituate dog, does wear off over time
What conditionings fall under associative learning?
Pavlovian/classical conditioning
Instrumental/operant conditioning
When can pavlovian conditioning occur?
With aversive as well as appetitive unconditioned stimuli and involved unconditioned responses such as startling, freezing etc
Adaptive value of Pavlovian conditioning?
Learning to predict and hence prepare for (though not control) the environment - clicker training
Pavlovian Conditioning
Pros & Cons
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
Pavlovian vs Instrumental Conditioning
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
What can ‘complex learning’ be split into?
social learning (eg. imitation)
concept learning (eg. number, ‘larger than’)
cognitive map
Associative learning - Instrumental
discriminative stimulus -> response (R) -> stimulius (S)
(cue/command -> action -> outcome)
eg. ask dog to sit -> dog sits -> treat given
Associative learning - Instrumental
What is R termed if there is an increase in response?
reinforcement
Associative learning - Instrumental
What is R termed if there is a decrease in response?
punishment
Associative learning - Instrumental
What is the outcome influenced by?
Performance of the action
Associative learning - Instrumental
Positive reinforcement
= Positive presentation of stimulus + reinforcement (increase/maintains the behaviour of interest)
eg. training a dog to sit
Associative learning - Instrumental
Negative reinforcement
= Negative removal of stimulus + reinforcement increases/maintains the behaviour of interest
eg. applying flank pressure until horse trots, turns etc
Associative learning - Instrumental
Positive punishment
= Positive presentation of stimulus + punishment decrease the behaviour of interst
eg. shock collars used to deter certain behaviours (dog training; virtual electric fence)
Associative learning - Instrumental
Negative punishment
= Negative removal of stimulus + punishment decrease the behaviour of interest
eg. way of reducing many undesired behaviours (stop attending to rewarding, when dogs beg)
Companion animal behaviour modification may utilise different learning processes
Teach a dog to not greet people by jumping
apply the associative learning - Instrumental
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
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?
Negative reinforcement
Negative punishment
Positive punishment
Risk of introducing poor welfare, may slow learning, unsafe
Associative learning - Instrumental
Which is the most desirable from an animal welfare perspective?
Positive reinforcement
What is the strength/speed of learning influenced by?
Contiguity and contingency
What is contiguity?
How close together conditioned stimulus and unconditioned stimulus/response or outcome are together in time and space
What is contingency?
How reliable conditioned stimulus predicts unconditioned stimulus/outcomes follows request
Overshadowing
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
Blocking
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
How do you overcome blocking?
Suppress and re-train
