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36 Cards in this Set
- Front
- Back
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Example of negative patterning in real life |
2 friends who can't hang out together- takes you more time to stop doing that |
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What is learned in discrimination training? |
1.) Respond when the S+ is present and not otherwise 2.) Suppress responding when the S- is present but respond otherwise |
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Spence's Theory of Dicrimination Learning |
2 things- Learn to respond to the S+ and suppress responding to the S- -Excitatory to the S+, Inhibitory to the S- -You learn both simultaneously, like in the case of configural cue approach both stimuli must be there |
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Intradimensional Discrimination |
S+ and S- differ only in terms of the value of a specific stimulus feature |
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What does intradimensional discrimination relate to? |
Expert performance- vast majority of people could not tell the difference between the cello and bass- you have to have a higher level of knowledge to tell, it's a different aspect of the same stimulus |
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What can intradimensional discrimination training cause on the generalization gradient? |
peak-shift effect , the S+ doesn't necessarily produce the highest response rate, inhibition to s- may generalize and suppress the s+ |
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The closer the S+ and S-.... |
the greater the peak shift |
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Stimulus Equivalence |
Equivalence training for generalized response to a set of stimuli |
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Common Outcome Training |
several different stimuli show a common outcome, ex. papers and presentation both being worth 20% of grade |
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Common Response Training |
Train the same response to several physically different stimuli ex.) responding the same to apple and pic of an apple |
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Stimulus equivalence |
most important in generalization training b/c you want them to be similar in that case |
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Equivalence class |
set of stimuli found to be equal |
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Members of an equivalence class must have... |
1. Reflexivity: sameness A=A, B=B 2. Symmetry: bidirectionality, A-->B, B--> A 3. Transitivity: integration of 2 into a 3rd If A -> B and B -> C then A -> C |
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Bandura's Bobo Doll Experiment |
children watch others perform aggressive behavior, model flings doll, kicks it, throws it down and beats it Child was MORE aggressive than the model- used hammer Exposure to aggressive modeling increased attraction Children not exposed to aggressive behavior did not exhibit aggression to the same degree |
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Can an individual learn solely by observing the presence of others? |
Yes |
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2 types of Observational Learning |
1. Social Observational Learning 2. Asocial Observational Learning |
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Social Observational Learning |
- Watching person have the experience - active model O [MB--> S+/-] O=observer MB= modeled behavior S+/- = consequence (whether reinforced or not) |
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If SOL if the model's behavior strengthens the observer's tendency to perform the same behavior |
It's vicariously reinforced |
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If SOL if the model's behavior weakens the observer's tendency to perform the same behavior |
it's vicariously punished |
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Asocial Observational Learning |
- Learning from events in the absence of a model O[E--> S+/-] |
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Example of Asocial Observational Learning |
piece of information that manhole kcover may explode and you avoid the manhole cover b/c it wasn't a personal behavior/you never witnessed it happen |
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Ghost condition |
research with asocial learning because there is no model to perform the behavior |
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Imitation |
- very specific type of OL - behave in the way that mimics the behavior of a model -does NOT have to do with reinforcement, behavior is imitated even when it is irrelevant to producing reinforcement |
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Example of imitation |
taking a dance or exercise class |
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Overimitation |
imitating unwanted behavior ex.) teaching kids to bake- you get a phone call and kid imitates that |
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What is being reinforced with imitation? |
The behavior being reinforced or the tendency to imitate |
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Factors that Affect Observational Learning |
1. Task difficulty- models are more helpful when the task is difficult 2. Model skill- both skilled/unskilled are useful 3. Model characteristic- more likely to learn if they are attractive 4. Observer Characteristics- learning history, age/gender 5. Consequences of the Observed Behavior- research on cnsequences of aggressive behavior- when it is praised it is more likely to be imitated |
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We spend more time observing/imitating others... |
when it pays off! (Consequences) |
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Observational Learning Theories |
1. Bandura's Social Cognitive Theory 2. Operant Learning Model |
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Bandura's Social Cognitive Theory |
Observational learning is explained by four processes: Attentional, Retentional, Motor-reproductive, Motivational |
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Attentional processes |
"Self-directed exploration of the environment/construction of meaningful perception from ongoing modeled events" - NOT passive receiver of information |
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Retentional Processes |
Representing the model's behavior symbolically to aid recall Imagining yourself doing it |
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Motor-reproductive processes |
Using the stored symbolic representations to guide behavior- taking it out of storage to use |
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Motivational Processes |
Expectations of the consequences of imitating modeled behavior |
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Shortcoming of Bandura's theory |
It's not observable, you have to ask about individual's internal events |
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Operant Learning Model |
Focuses on observable events |
