Learning Theories

Front 1

Define Learning

Back 1

An experimental process resulting in a relatively permanent change in behavior that cannot be explained by temporary states, mutation, or innate response.

Front 2

Define Functionalism

Back 2

Darwin's Influence
-Examine and study instinctive behaviors and or the adaptive function of behavior.

Front 3

Define Associationism

Back 3

Associations Based on:
-Experience
-Contiguity: Closeness in time or space
-Perceptions of cause and effect

Front 4

Define Behaviorism

Back 4

Early scientific analysis of associations
-Pavlov's Dogs
-Thorndike's Puzzle Box
-Watson's Lil Albert

Front 5

Watson

Back 5

-Applied "behaviorism" to humans
-Behaviorism to an extreme

Front 6

Pavlov

Back 6

-Rules of developing conditioned reflexes (UCS, UCR, CS, CR)
-Generalization
-Extinction
-Counterconditioning

Front 7

Thorndike (Law of Readiness)

Back 7

Associations can be acquired or displayed only with sufficient motivation.

Front 8

Fix Action Patterns (Law of Effect)

Back 8

Any response that leads to a satisfying state (reward) will strengthen the connection between a response and the stimulus preceding it.

Front 9

Thorndike (Law of Excercise)

Back 9

Repeated associations strengthen connection from LoE.

Front 10

Define Habituation

Back 10

Responsiveness decreases with repeated exposure to stimulus.

i.e. Giving a speech (more we do the easier)

Front 11

Define Sensitization

Back 11

Responsiveness increases with repeated exposure to stimulus.

Front 12

Define Dishabituation

Back 12

Breaking the pattern of habituation by changing stimulus.

i.e. Driving safer after accident

Front 13

Opponent-Process Theory of Emotion

Back 13

How we respond to an emotional stimuli and how our response may change with repeated exposure.

Front 14

Initial State (A-State)

Back 14

An emotional stimulus can elicit a primary emotional state.

-Intensity depends on intensity of stimulus and consistency.

Front 15

Initial State (B-State)

Back 15

A-State instigates an opposite emotional response

-Intensity is determined by intensity of A-State

Front 16

Intensification

Back 16

Repeated stimulation cause a change in the B-State
-More rapid onset
-Greater Intensity
-Slower Offset

Front 17

Stimulus (Pavlov)

Back 17

An agent, action, or condition that elicits or accelerates a physiological or psychological activity or response.

Front 18

Response (Pavlov)

Back 18

A reaction, or an organism, that results from a stimulus.

Front 19

Unconditioned Stimulus

Back 19

Stimulus that naturally causes an unconditioned response (UCS)

Front 20

Unconditioned Response

Back 20

A natural response to a UCS (UCS)

Front 21

Conditioned Stimulus

Back 21

A stimulus that elicits a conditioned response as a result of being paired with the UCS (CS)

Front 22

Conditioned Response

Back 22

A learned reaction to a CS (CR)

Front 23

Stimulus Discrimination

Back 23

Ability to distinguish between non-similar stimulus and not display CR.

Front 24

Stimulus Generalization

Back 24

Inability to distinguish between similar stimulus that results in at least a partial CS.

Front 25

Delayed Conditioning

Back 25

The CS preceeds the onset of UCS (CS ends during UCS)

i.e. Darkening of Sky before a storm... remains dark during

Front 26

Trace Conditioning

Back 26

CS preceeds UCS (CS ends before UCS)

i.e. Sound of can then feed dog

Front 27

Simultaneous Conditioning

Back 27

CS and UCS onset at same time

i.e. Enter restaraunt and smell food

Front 28

Backwards Conditioning

Back 28

UCS preceeds onset of CS

(Probably doesn't actually happen...)

Front 29

Temporal Conditioning

Back 29

UCS presented at regular time intervals

i.e. Time becomes the CS... Meal Time

Front 30

Contiguity (Affect Acquisition of CR)

Back 30

Closeness in time between delivery of CS and UCS.

Front 31

Optimal CS-UCS Interval (Affect Acquisition of CR)

Back 31

A "best" amount of time between CS and UCS creates the best CR.

Front 32

Bridge btw CS and UCS (Affect Acquisition of CR)

Back 32

If presented with 2nd stimulus between CS and UCS creates a stronger Cr if long delay.

Front 33

Long-Delay Learning (Affect Acquisition of CR)

Back 33

Mainly with more dramatic CR, like flavor aversion.

Front 34

CS Intensity (Intensity of CR)

Back 34

Increases level of CR

i.e. When mixed soft/loud sound more response to loud sound.

Front 35

UCS Intensity (Intensity of CR)

Back 35

Increase level of CR

i.e. Good good versus bad food

Front 36

Salience of CS (Intensity of CR)

Back 36

Evolutionary preparedness to pair a stimulus w/ a specific UCS

i.e. Birds (sight and food) naturally associate sight w/ food

Front 37

Predictiveness of CS (Intensity of CR)

Back 37

Intensity as measure by a consistency of pairing

i.e. More consisten -> More response

Front 38

3 Things that degrade learning

Back 38

UCS w/o CS
CS w/o UCS
Redundancy

Front 39

Extinction

Back 39

The elimination or supression of response caused by discontinuation of reinforcement.

i.e. Removal of UCS

Front 40

Extinction Paradigm

Back 40

After conditioning of CS subsequent and conditioned of the CS without the UCS

Front 41

Extinction Influences

Back 41

-Strength of CR
-Predictiveness (makes learning harder)
-Duration (long exposer to CS increases time for extinction)

Front 42

Spontaneous Recovery

Back 42

Even though behavior may seem extinct initially this is a temporary state caused by an inhibition process.
-Reappearance after no exposure of CS causes return of CR.