Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
23 Cards in this Set
- Front
- Back
|
Associative learning |
Learning - relatively permanent change in an organism's behavior due to experience. This - learning that two events occur together |
|
|
Classical conditioning |
type of learning in which an organism comes to associate stimuli, thus anticipating events Ivan Pavlov led to this. |
|
|
Ivan Pavlov |
Studied salivary secretion in dogs -put food in dog's mouth -> salivates -dog salivated to stimuli associated with food. -important form of learning is going on |
|
|
Pavlov's experiment |
-Pair neutral stimulus with food presentation -will dog associate two stimuli? neutral strimulus and food. -will neutral make dog salivate anticipating food. it does. |
|
|
Acquisition |
-initial learning of stimulus-response relationship -before conditioning, Neutral stimulus (NS) doesn't produce Conditioned Response (CR) -paring NS and Unconditioned stimulus (US) makes NS become Conditioned Stimulus (CS) to produce CR -Strength of CR grows as strong as UR |
|
|
Timing of Stimulus presentation during Acquisition |
-Strength of CR depends on timing of presentationg of CS and US -mostly, presenting CS half-second before US produces strongest response. CS as a "signal" that US is about to occur. (caution sign of hairpin turn, effective if post before turn) |
|
|
High-order conditioning |
-occurs when NS with existing CS, causing same CR -dog salivates to tone. Tone is CS -> pair NS with tone -> NS becomes associated with tone -> salivated to NS. -Get an F -> angry at professor, class, office, car, etc. |
|
|
Extinction & Spontaneous Recovery |
if CS repeatedly presents without US, CR weakens. extinction - diminishing of CR spontaneous recovery - reappearance, after a pause, of an extinguished conditioned response. |
|
|
Generalization |
If dog responded to sound of tone, it responded to sound of different tone. -this is the tendency to respond to stimuli similar to conditioned stimulus. ex. Dog conditioned to salivate to middle C, farther you get from it, the weaker the response. Child bitten by large gray dog -> fear of dogs, esp. large gray ones. More similar to CS -> stronger response. |
|
|
Discrimination |
learned ability to distinguish between CS and other irrelevant stimuli ex. Dog salivate to "middle C" -> generalized responses to other tones. -Discrimination trials play middle C and present food (makes CS) play other tones do not present food (makes CS-) CS- becomes associated with absence of food. CS- inhibiting the associated response Non middle C notes inhibit salivation response |
|
|
Operant Conditioning |
organisms associate their behaviors with consequences Behaviors followed by desirable consequences increase in frequency Behaviors followed by undesirable consequences decrease in frequency |
|
|
Compare Operant & Classical Conditioning |
similarities: acquisition, extinction, spontaneous recovery, generalization, discrimination Classical conditioning - Respondent behavior - behavior that occurs as automatic response to some stimulus Operant conditioning -operant behavior - behavior that "operates" on the environment producing consequences |
|
|
B. F. Skinner |
-most influential behaviorist -Behaviorism - Disregard cognition - psychology is based on observable behavior -Committed to finding way to objectively measure behavior -Influences pavlov, work resembles Thorndike's |
|
|
E. L. Thorndike |
Law of effect - rewarded behavior is likely to recur Ex. Puzzle box -put cat inside -reward outside box to entice escape -cat stumbles across solution -cat took less and less time each time in box Skinner designed operant chamber (skinner box) |
|
|
Shaping behavior |
behavior that's reinforced will increase But what if it is never performed? shaping - reinforcers guide behavior toward close and closer approximations of desired behavior |
|
|
Reinforcers: Positive vs. Negative |
Reinforcer - event the strengthens or increase frequency of preceding response Positive reinforcer - stimulus PRESENTED after response -> increase in rate of response. (paycheck) Negative reinforcer - stimulus that causes increase in rate of response, removes stimulus (seatbelt sound) |
|
|
Reinforcers: Primary vs. Conditioned |
Primary reinforcer - stimulus that is innately satisfying, like one that satisfies biological need (water, food) Conditioned (secondary) reinforcer - stimulus that works because of its association with a primary reinforcer (money) |
|
|
Reinforcers: Immediate vs. Delayed |
timing between response and reinforcement is important Behavior that is strengthened is one that occurs just before reinforcer is presented if you wait too long -> reinforce some behavior that happened to occur between desired behavior and time of reinforcement |
|
|
Reinforcement schedules |
Continuous reinforcement - Behaviors are reinforced every time they occur -Learning occurs rapidly, but so does extinction Partial (intermittent) reinforcement -only reinforce some response -initial learning slower -more resistant to extinction -4 different schedules: fixed-ratio, variable-ratio, fixed interval, variable-interval |
|
|
Partial Reinforcement schedules |
Fixed-ratio schedules - reinforce behavior after a set number of responses Variable ratio - reinforce after an unpredictable number of responses Fixed-interval - reinforce the first response after a fixed time period Variable-interval - reinforces first response after VARYING time intervals |
|
|
Punishment |
Decreases behavior Positive punishment - spanking Negative punishment - take away toy |
|
|
Observational Learning |
in higher animals , learning doesn't have to occur through direct experiences This is learning by observing and imitating others Involves modeling, process of observing and imitating specific behavior humans with fashion, phrases, tradition monkeys with imitating monkey button presses Mirror neurons - neurons that fire when performing certain actions or when observing another doing so. Provides neural basis for our ability to imitate. |
|
|
Albert Bandura's Experiment |
-Preschool child working on drawing -adult playing with tinker toys -adult gets up for 10 minutes and pounds, kicks, and throws a large "Boba" doll around room -adults yells "sock nose" "hit him down" " kick him" -when children are frustrated, lash out on doll, imitating same acts and using same word of adult. Bandura: -likely to imitate unpunished action, models we perceive to be similar - models who seem successful or admirable |
