Exam 3 Psych Of Learning

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Constraint

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¤ Whenlearning occurs less rapidly or less completely than expected.

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Instinctivedrift

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¤ Whenoperant behavior operant behavior deteriorates despite continued rein. Due tothe elicitation of instinctive behaviors. * Back to normal behaviors… *AfricanGrey

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Animalmisbehavior

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¤ Operantbehavior that deteriorates, rather than improves, w/ continued reinforcement

- Dueto strengthening of instinctive behaviors

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Superstitiousbehavior

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¤ A“ritualistic” stereotyped pattern of behavior exhibited during the intervalbtwn. Reinforcements.

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Terminalbehavior

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¤ Thebehavior that comes right before the rein. On an interval schedule. *Ending

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Interimbehavior

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¤ Thebehavior following rein. When an animal is reinforced on an interval scheduleof reinforcement. *In between from ending to start

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Schedule-inducedbehavior

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¤ Thehigh levels of instinctive behavior that occur following rein. On an intervalschedule. *Abused children hiding, reading,being quiet

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Flavoraversion

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Avoidanceof a flavor that came before an illness experience.

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Long-delaylearning

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¤ Theassociation of a flavor w/ an illness that occurred several hours after theflavor was consumed.

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Birdsacquire visual aversions more readily than taste aversions

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¤ Relymore heavily on visual system for food.

Search for food during the day

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Flavor Aversion Learning in Humans

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- Manychildren in the early stages of cancer develop flavor aversions before toxicchemotherapy.

- Adult and child cancer patients receivingradiation therapy

- Causesweight loss in these individuals-level-number

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Imprinting

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- Thedevelopment of a social attachment to stimuli experienced during a sensitiveperiod of development

- Lorenz(1952) found that infant birds form attachments to the first moving object theyencounter.

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Securerelationship

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Theestablishment of a strong bond btwn. A mother who is sensitive and responsiveto her infantlevel

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Anxiousrelationship

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Therelationship developed btwn. A mother and her infant when the mother isindifferent to her infant

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Electrical Stimulation of the Brain (ESB)

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- Thehigh levels of instrumental of instrumental or operant behavior exhibited whenresponding leads to activation of rein. Areas of brain..

- Adrenaline highs

- Manyspecies engage in this behavior.

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The Influence of the Medial Forebrain Bundle (MFB)

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The area of the limbic system that is part of the brain’sreinforcement center

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The Influence of the Medial Forebrain Bundle (MFB)

- Characteristics (4)

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¤ Highlyreinforcing

¤ Motivatesbehavior

¤ Itsfunctioning is stimulated by the presence of rein.

¤ Itsrein. Effects are enhanced by deprivation

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Stimulus Control of Behavior

- Generalization

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Respondingin the same manner to similar stimuli

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Stimulus Control of Behavior

- Discrimination Learning

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- Respondingin different ways to different stimuli

- Clicker/Dog

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SD

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Astimulus that indicates the availability of rein. Contingent upon theoccurrence of an appropriate operant response.

¤ Discriminative Stimulus – Response - SR (rein. Stim) = Positive/Negative

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SΔ

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A stimulus that indicates that rein. Is unavailableand that the operant response will be ineffective

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Discriminativestimulus

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A stimulus that signals the availability orunavailability of rein

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Discriminativeoperant

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An operant behavior that is under control of a discriminative stimulus

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Behavioralcontrast

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In a two-choice discrimination task, the increase inresponse to SD that occurs at the same time as responding to SDELTA declines

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Localcontrast

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A change in behavior that occurs following a change inrein. Contingency. The change in behavior fades w/ extended training

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Sustainedcontrast

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- Thelong-lasting change in responding due to the anticipated change in the rein.contingency

- Alsocalled anticipatory contrast

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Occasionsetting

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- Theability of one stimulus to enhance the response to another stimulus

- Inthe absence of the occasion-setting stimulus, the CS has no effect on behavior.

*MAKINGPUDDING _ SENSORY

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Errorlessdiscrimination learning

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¤ Atraining procedure in which the gradual introduction of SDELTA leads toresponding to SDELTA without any errors to SDELTA. ¤ Somediscriminations are more difficult to acquire than others. - Pigeonscan discriminate colors better than line tilt.

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The Transposition Effect

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Kohler’s idea that animals learn relationships btwn.Stimuli and that they respond different stimuli based on the same relationshipas the original training stimuli

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Continuity theory of discrimination learning

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¤ Theidea that the development of a discrimination is a continuous and gradualacquisition of extinction to SDELTA (Comand) and inhibition to S-Delta (Outsideannoyance)

- Oreos & MIlk

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Noncontinuity theory of discrimination learning

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 The idea that discrimination is learned rapidly once an animal discovers the relevant dimension and attends to relevant stimuli

- Monkey>Cucumber>Grape

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Continuity theory

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explains how the emotional components of adiscrimination are learned and noncontinuity theory describes the attentionalaspects of discrimination learning

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Cognition

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Anunderstanding or knowledge of the structure of the psych. Enviro

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Psychologistsstudying cognition have focused on two areas of inquiry

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- The individual’s understanding of the structureof the psychological enviro. And how this understanding controls behavior.

- The processes that enable an individual toacquire knowledge of the enviro

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Motivation has two functions

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l Produces a state of internaltension that creates a demand for the goal object l Determines the enviro. Featureswe will attend to.

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Place-Learning Studies

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- Theyfollow paths leading to that place

Hull:Environmental cues elicit specific motor responses that have led to reward inthe past ***Summer Camp

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Cognitivemap

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Spatialknowledge of the physical environment gained through experience

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Latent-Learning Studies

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- Tolmanbelieved that we can acquire a cognitive map or knowledge of the spatialcharacteristics of a specific envior. Merely by exploring the enviro.

- Traveling– Jamaica (Mental Map)

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The Concept Of An Expectation

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- Amental representation of an event contingencies.

- ***Build yourself up for something might not turn out that way

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Behavioralautonomy

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Asituation in which the control of response is by habit rather than byexpectation

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CognitiveView Of Depression

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- Seligmanbelieved that depression is learned

- Heproposed that depression occurs when people believe that they are helpless tocontrol their own destinies.

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Learnedhelplessness

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Thebelief that events are independent of behavior and are uncontrollable, whichresults in behavioral deficits characteristic of depression

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Helplessness in Humans

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- Theresult of human studies indicates that uncontrollable experiences producesimilar negative effects on learning in both humans and animals.

- Video:Induced classroom high school helplessness

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An Attribution Theory ofHelplessness

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- Seligman and associates proposedthat the attributions people make for their failures determine whether theybecome depressed

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Causal attributions can be madeon 3 dimensionsome depressed

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Personal-universal: “I did it” •

Global-specific - “We did it”

Stable-unstable

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Internal attribution

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- The assumption that personal factors lead to aparticular outcome

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Externalattribution

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- A belief that events are beyond one’s control body

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Stableattribution

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- Theassumption that the factors that resulted in a particular outcome will notchange

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Unstableattribution

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- Thebelief that other factors may affect outcomes in the future

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Specificattribution

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Thebelief that a particular outcome is limited to a specific situation

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Globalattribution

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- Theassumption a specific outcome will be repeated in many situations

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 The specific attribution will determine whether

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• Depression occurs

• Depression generalizes to other situations

• The depression is temporary or ongoing

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 Personal helplessness

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 Occurs when an internal factor is perceived to be the cause of an undesired outcome

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 Universal helplessness

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 Occurs when the environment is structured so that no one can control future events