Lec Ch7

Front 1

Learning by

Back 1

Experience and association

Front 2

Experience

Back 2

-predict events we like/don't like
-noticing events and sensations
-consequences of our actions
-watching other people

Front 3

Association

Back 3

-When two stimuli tend to occur together or in sequence
-when actions become associated with pleasant or aversion results
-when two pieces of information are linked

Front 4

Higher-order conditioning

Back 4

Turning a neutral stimulus into a Conditioned Stimulus by associating it with other Conditioned Stimulus.

Front 5

Acquisition

Back 5

Refers to when the strength of a Conditioned Response grows with conditioning

Front 6

Extinction

Back 6

Refers to the diminishing of a Conditioned Response. If the Unconditional Stimulus (food) stops appearing with the Conditioned Stimulus (bell), the the Conditioned Response decreases

Front 7

Generalization

Back 7

Refers to the tendency to have Conditioned responses triggered by related stimuli.

Hint 7

More stuff makes you drool.

Front 8

Discrimination

Back 8

The learned ability to only respond to a specific stimuli, preventing generalization.

Hint 8

Less stuff makes you drool.

Front 9

Pavlov's Legacy

Back 9

*Insights about conditioning - occurs in all creatures. -Related to biological drives and responses.
*Insights about Science - learning can be studies objectively, by quantifying actions and isolating elements of behavior
*Insights to specific applications - substance abuse involves Conditioned triggers, and these triggers can be avoided or associated with new responses.

Front 10

John B. Watson

Back 10

Classical Conditioning
Fear
Little Albert Experiment

Front 11

Operant Conditioning

Back 11

Involves adjusting to the consequences of our behaviors, so we can easily learn to do more of what works, and less of v.v.

Front 12

Respondent Behavior

Back 12

Reflexive, automatic reactions such as fear or craving
-these reactions to US become associated with neutral (then - > conditioned) stimuli

Hint 12

The experimental (Neutral) stimulus repeatedly PRECEDES the respondent behavior, and eventually riggers that behavior.

Front 13

Operant Behavior

Back 13

Chosen behaviors that "operate" on the environment.
-these behaviors become associated with consequences which PUNISH (decrease) or REINFORCE (increase) the operant behavior.

Hint 13

The experimental (consequence) stimulus repeatedly FOLLOWS the operant behavior, and eventually pushes or reinforces that behavior.

Front 14

Thorndike' Law of Effect

Back 14

Behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely.

Hint 14

Cat in the puzzle box.

Front 15

B.F. Skinner

Back 15

-more carefully measure the effect of chosen behavior?
-what else can creatures be taught to to by controlling consequences?
-what happens when we change the timing of R?

Hint 15

The operant chamber aka "the Skinner box"

Front 16

Reinfocement

Back 16

Any feedback from the environment that makes a behavior more likely to recur.

Front 17

Positive reinforcement

Back 17

ADDING something desirable to the environment that makes a behavior more likely to recur.

Front 18

Negative reinforcement

Back 18

ENDING something unpleasant to make a behavior more likely to recur.

Front 19

Shaping Behavior

Back 19

Reinforcing succession approximation.
-when a creature in not like to randomly preform exactly the behavior you are trying to teach, you can reward any behavior that comes close the the desired behavior.

Hint 19

Rewarding a dog for squatting instead of sitting all the way.

Front 20

Discrimination

Back 20

The ability to become more and more specific in what situations trigger a response.
-Shaping can increase discrimination, if reinforcement only comes for certain discrimination stimuli.

Front 21

Primary reinforcer

Back 21

A stimulus that meets a basic need or otherwise is intrinsically desirable.
Ex. Food, money, fun, attention, power

Front 22

Secondary/Conditioned Reinforcer

Back 22

A stimulus which has become associated with a primary.
Ex. Money (buys food, builds power)

Front 23

Delayed Reinforcement

Back 23

The ability to link a consequence to a behavior even if they aren't linked sequentially in time.

Front 24

Delayed gratification

Back 24

A skill related to impulse control that enables longer-term goal setting.

Front 25

Continuous reinfocement

Back 25

(reward every time) the subject acquires the desired behavior quickly.

Front 26

Partial/intermittent reinforcement

Back 26

(rewards part of the time) the target behavior takes longer to be acquired/established but persists longer without reward.

Front 27

INTERVAL OF TIME that has gone by

Back 27

FIXED INTERVAL SCHEDULE: reward every time a certain amount of time is reached regardless of the amount of work performed.
VARIABLE INTERVAL SCHEDULE: reward after a changing/random amount of time passes.

Hint 27

FI: Getting Paid weekly no matter how much work is done
VI: Checking your phone all day; sometimes getting a text

Front 28

RATIO of rewards/# of instances of desired behavior

Back 28

FIXED RATIO SCHEDULE: reward every certain number of targeted behaviors.
VARIABLE RATIO SCHEDULE: reward after randomly chosen instances of the target behavior.

Hint 28

FR: Rat gets food every third time it presses the lever
VR: Hitting a jackpot sometimes on the slot machine

Front 29

Which reinforcements produce more "responding" (target) behavior?

Back 29

FI: slow UNSUSTAINED responding
VI: slow CONSISTENT responding

FR: high rate of responding
VR: high CONSISTENT responding, even if reinforcement stops (resisting extinction)

Hint 29

FI: If I'm only paid for my Saturday work, I'm not going to work as hard other days.
VI: Don't know when my lucky lottery number will pay off, I better play it every day
FR: Buy 2 get 1 free? Buy much!
VR: Slot machine sometimes pays. Pull as much as I can cuz it may pay this time!

Front 30

Punishment

Back 30

Have the opposite effects of reinforcement. These consequences make the target behavior less likely to occur in the future.

SEVERITY of punishments in Not as helpful as making the punishments IMMEDIATE and CERTAIN.

Front 31

Positive Punishment

Back 31

You ADDING something unpleasant/aversion.

Hint 31

Spank the child

Front 32

Negative Punishment

Back 32

You TAKE AWAY something pleasant/desired.

Hint 32

No TV Tim, no attention

Front 33

Problems with Physical Punishment

Back 33

-may restart when punishment is over (learning is not lasting)
-instead of learning BEHAVIORS, the child may learn to discriminate among situ.
-child might learn an attitude of fear or anger which can generalize to a fear/hated of all adults or many settings
-it models aggression and control as a method of dealing with problems

Front 34

Summary: Types of Consequences

Back 34

Front 35

Operant vs Classical Conditioning

Back 35

OC: Response > Consequence > Response Strengthened
-if the organism is learning associations
b/w it's behavior and the resulting event

CC: Conditioned Stimulus (spash) > Unconditioned Stimulus (shock)
-the organism is learning associations b/w events that it does not control.

Front 36

Cognitive Processes CC/OC

Back 36

Front 37

Latent Learning

Back 37

Skills or knowledge gained from experience, but not apparent in behavior until rewards are given.

Hint 37

Rats tin a maze.

Front 38

Cognitive maps

Back 38

Rats can learn a maze just by wandering, with no cheese to reinforce their learning.

Front 39

Intrinsic motivation

Back 39

The desire to perform a behavior well for its own sake.
-reward is internalized as feeling of satisfaction.
-can sometimes be reduced by external rewards, and can be prevented by using continuous reinforcement.

Front 40

Extrinsic motivation

Back 40

Doing a behavior to receive rewards from others.