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57 Cards in this Set
- Front
- Back
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Classical Conditioning
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Forming new associations between two or more stimuli and paring an existing bodily response with a new stimulus.
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Operant Learning
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Learning new behaviors that are operative (have an effect) on environment (better changing likelihood of occurrence)
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Complex Learning
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Forming abstract representations of environment and operating on them.
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Habituation
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Most primitive
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• Four basic kinds of learning
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• Classical conditioning
• Operant conditioning • Complex learning |
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Ivan Pavlov (1849-1936)
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• Interested in behavior
• He studied salivation in dogs by measuring the amount of salivation produced by the salivary glands of dogs after presenting them meat powder through a food dispenser • Dogs associated the sound of hearing when it will be dispensing with the delivery of food. → the dogs learned that when the sound occurred, the meat powder was going to arrive • This is conditioning (stimulus-responses) |
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Classical Conditioning
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o Forming new associations between two or more stimuli and paring an existing bodily response with a new stimulus.
Many of our behaviors today are shaped by the pairing of stimuli. Have you ever noticed that certain stimuli, such as the smell of a cologne or perfume, a certain song, a specific day of the year, results in fairly intense emotions? It's not that the smell or the song are the cause of the emotion, but rather what that smell or song has been paired with...perhaps an ex-boyfriend or ex-girlfriend, the death of a loved one, or maybe the day you met you current husband or wife. |
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Operant Conditioning
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• Thorndike: “law of effect”
• Skinner: Behavior has an effect on environment (is operative) • Likelihood of behavior increases if it gets reinforced, it decreases if it gets punished o Example: If someone tries to grab you private parts and you slap him he will most likely stop. Punishment causes decrease in behavior. If you like it, it will got reinforced and they’ll keep doing it. • The likelihood of occurrence of a behavior changes depending on whether stimulus is given after behavior (positive) or is taken away (negative) |
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Reinforcement
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• Mother: My baby wakes me up every night, but she is not hungry and nothing is wrong with her. What should I do? - Just let the baby cry and stop going in. Eventually the baby will stop crying. The behavior is reinforced by the mother going into the room.
• Mother comforts baby when she cries. Mothers comforting positively reinforces baby’s behavior. • Baby stops crying mother comes. Baby’s crying negatively reinforces mother’s behavior. |
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Ratio Schedule
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P gets reinforced after certain number of behaviors.
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Interval Schedule
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P gets reinforced after certain time interval has elapsed
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Fixed Schedule
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Reinforcement after same number of responses/amount of time. It always gets reinforced after lets say five seconds. Pigeon after it gets food pellet doesn’t do anything for a while but then it starts pecking a lot.
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Variable Schedule
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-reinforced is applied on an irregular basis
Reinforcement after slightly varying number of responses/amount of time. Reinforced an average after five times. Produces by far most pecking behavior because it doesn’t know when it’s getting reinforced so it needs to peck constantly. Just keeps pecking like a crazy pigeon so it produces biggest effect. |
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Unconditioned Stimulus
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A stimulus that evokes a unconditioned response without any prior conditioning. (no learning needed for the response to occur.) stimulus that leads to UCR is food.
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Unconditioned Response
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Unlearned response or reflex caused by UCS (salivating), occurs without prior conditioning
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Conditioned Stimulus
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Stimulus that elicits a response only after being associated with. Happens through conditioning.
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conditioned response
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a learned reaction to a conditioned stimulus that occurs because of prior conditioning.
• The reflexive behaviors, not a result from engaging in goal directed behavior • Example: Veal ravioli: |
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Fixed Ratio
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A fixed ratio schedule refers to applying the reinforcement after a specific number of behaviors
-Every time rat presses bar gets pellet -Every time you skip class i send dog and bounty hunter to bear mace you The problem is that the child (or anyone for that matter) will begin to realize that he can get away with two requests before he has to act. Therefore, the behavior does not tend to change until right before the preset number. |
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Variable ratio
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• On average rat gets pellet after 5 bar presses. Sometimes 3, sometimes 8, etc
• You are the school bully. You take kids, hold them upside down and shake them for change. Sometimes you get money, some time you don’t |
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Fixed interval
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• Rat gets reinforced every 30 seconds as long as he pressed the bar once in the time internal
• Your grandma sends you a check on your birthday, for back to school, and for generic winter holiday. She will not send you a check unless you call her at least once between these events Applying the reinforcer after a specific amount of time is referred to as a fixed interval schedule. An example might be getting a raise every year and not in between. A major problem with this schedule is that people tend to improve their performance right before the time period expires so as to "look good" when the review comes around. |
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Variable interval
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• Rat gets reinforced on average of 30 seconds, sometimes after 12 seconds, sometimes 1 min. must press bar once in interval
• You are a hunter looking for dinner. You see a deer on average once an hour. Sometimes more, sometimes less. Reinforcing someone after a variable amount of time is the final schedule. If you have a boss who checks your work periodically, you understand the power of this schedule. Because you don’t know when the next ‘check-up’ might come, you have to be working hard at all times in order to be ready. |
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Shaping conditioning
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• Step-by-step process of reinforcement
• How we train animals |
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Delayed conditioning
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• The CS is presented before the US and it (CS) stays on until the US is present.
• Example: a bell begins to rind and continues to ring until food is presented |
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Simultaneous conditioning
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• CS and US presented together
• Example: when you go to restaurant and you see food and you start salivating • Example2: the bell begins to ring at the same time the food is presented. Both begin, continue, and end at the same time. |
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Trace conditioning
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• Like delayed but they don’t overlap
• Discrete event is presented, then the US occurs. • In your room, mom calls you for dinner. Hearing that call, you’ll start to salivate. • A bell begins ringing and ends just before the food is presented |
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Backward conditioning
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• US occurs before CS
• the food is presented, then the bell rings. |
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Positive Reinforcement
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Think of it as adding something in order to increase a response. For example, adding a treat will increase the response of sitting; adding praise will increase the chances of your child cleaning his or her room. The most common types of positive reinforcement or praise and rewards, and most of us have experienced this as both the giver and receiver.
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Negative Reinforcement
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Think of negative reinforcement as taking something negative away in order to increase a response. Imagine a teenager who is nagged by his mother to take out the garbage week after week. After complaining to his friends about the nagging, he finally one day performs the task and to his amazement, the nagging stops. The elimination of this negative stimulus is reinforcing and will likely increase the chances that he will take out the garbage next week.
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Punishment
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Punishment refers to adding something aversive in order to decrease a behavior. The most common example of this is disciplining (e.g. spanking) a child for misbehaving. The reason we do this is because the child begins to associate being punished with the negative behavior. The punishment is not liked and therefore to avoid it, he or she will stop behaving in that manner.
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Extinction
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When you remove something in order to decrease a behavior, this is called extinction. You are taking something away so that a response is decreased.
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Associative Learning
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learning by making an association between two stimulus events or by learning an association between a response and its consequence
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Pavlovian Conditioning
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the learning of relations among events so as to allow the organism to represent its environment
ex: student associating c-section with being in the biology lab or dog hearing bell knows it means food |
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The Four Key Elements for Pavlovian Conditioning
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UCS (unconditioned stimulus): meat causes dogs to salivate. A stimulus that elicits and unlearned response or reflex
UCR (unconditioned response): salivating at the presentation of meat. an unlearned response CS (conditioned stimulus): bell eventually becomes associated with food, therefore salivation will occur at the sound of the bell. A stimulus in which we learn to response to. CR (conditioned response): the dogs salivating is the response to the bell sounding. Learning a response to a conditioned stimulus |
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Acquisition
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the process of learning to associate a CS with an UCS
in operant conditioning: learning to associate responses with a reinforcer or punisher |
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Classical Conditioning methods
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shaping conditioning
delayed conditioning simultaneous conditioning trace conditioning backward conditioning |
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Shaping Conditioning
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step-by-step process of reinforcement (how we train animals)
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Delayed Conditioning
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The CS is presented before the US and it stays on until the US is present
example: a bell begins to ring and continues to ring until the food is present |
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Simultaneous Conditioning
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CS and UCS are presented together
example: the bell begins to ring at the same time the food is present. Both begin, continue, and end at the same time. |
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Trace Conditioning
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discrete event is presented, then the UCS occurs. (they do not overlap)
example: a bell begins ringing and ends just before the food is presented |
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Backward Conditioning
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UCS occurs before the CS
example: the food is presented then the bell rings |
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Operant Conditioning
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forming new associations between two (or more) stimuli and pairing and existing bodily response with a new stimulus
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Four Basic Kinds of Learning
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Habituation
Classical Conditioning Operant Conditioning Complex Learning |
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What distinguishes classical and operate conditioning
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classical is unconscious and involuntary (example: The Office) whereas operate is more conscious
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Operant Conditioning
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learning new behaviors that are operative (have an effect) on an environment (betting changing likelihood of occurrence)
--positive and negative enforcement |
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Law of Effect
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Thorndike
-behavior followed by punishment will be weakened and vice versa. |
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Positive Reinforcement
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target behavior increase when stimulus is presented after the behavior occurs
When you park your car illegally, you get a ticket. |
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Negative Reinforcement
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target behavior increases when a stimulus is removed following the behavior
when you park your car illegally, you get your car towed (taken away) |
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Continuous reinforcement schedule
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rat receives food pellet each time it presses a bar will cause rat to rapidly press the bar
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Partial Reinforcement Schedule
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rat receives food pellet sometimes. just because he presses pellet doesn't necessarily mean food will be presented
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DIfferent types of Partial Reinforcement Schedules
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Fixed ratio, variable ratio, fixed interval, and variable internal
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FIxed Ratio (partial reinforcement schedule)
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every time rap presses bar, it gets a pellet
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Variable Ratio (partial reinforcement schedule)
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on average, rat gets pellet after 5 bar presses. Sometimes 3, sometimes 8, etc.
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Fixed Interval (partial reinforcement schedule)
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rat gets reinforced every 30 seconds as long as he pressed the bar once in that time interval
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Variable Interval (partial reinforcement schedule)
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rat gets reinforced on average of 30 seconds, sometimes after 12 seconds, sometimes 1 minute as long as he pressing the bar once in that time
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Cognitive Learning Theory
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we learn by forming a cognitive structure, or representation, in memory that preserves and organizes information relevant to a given situation
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Latent Learning
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learning occurs but it is not evident through observation
rats move faster through the maze when they are finally presented with an incentive (cheese) |
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Biology of Learning
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-involves structural and chemical changes at synapses within the brain
-Aplysia learning involves both presynaptic facilitation and postsynaptic potentiation of motor neuron synapses |
