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23 Cards in this Set
- Front
- Back
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Three assumptions of learning theories
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-Responses are learned rather than innate
-Learning is adaptive -Our experiments can uncover the laws of learning |
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Simple Learning:
Habituation and Sensitization |
H:with repeated exposure to a stimulus, response becomes weakened or habituated
Example: street noise outside of your dorm room S: with repeated exposure to a stimulus response becomes strengthened or exaggerated Example: an allergic reaction |
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Law of Effect
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Proposed by Edward Thorndike
The likelihood that a given behavior will be repeated depends on the outcome of the behavior Positive outcome: increase likelihood of occurrence Aversive outcome: decrease |
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Classical/Pavlovian Conditioning
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When a neutral stim evokes a response after being paired with a stim that naturally evokes a response
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Conditioned Response (CR)
Unconditioned Response (UR) |
CR: reaction that resembles unconditioned response but is produced by conditioned stim
UR: reflexive response that is reliably elicited by an unconditioned stim |
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Conditioned Stim (CS)
Unconditioned Stim (US) |
CS: a stim that is initially neutral and produces no reliable response in an organism
US: something that reliably produces a naturally occurring reaction in an organism |
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Concepts associated with classical conditioning
1. Acquisition 2. Extinction 3. Spontaneous Recovery 4. Discrimination 5. Generalization 6. Biological Preparedness |
1. Acq:forming an assoc CS+US
2. Ext: losing an assoc, just CS 3. Spon Recov: Suddenly showing the conditioned response after it has been extinguished 4. Discrim:capacity to tell btwn similar but distinct stim 5. Gen: CR is observed even though the cs is slightly diff from original one used in acq 6. Bio Prep: proprensity for learning particular kinds of assoc over others- Explains why certain objects more easily become targets of phobias |
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Garcia Effect
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-Showed that poisoned food leads to one trial learning
-“Conditioned taste aversion learning” -Exceptionally strong learning effects Temporal contiguity not essential Strongest form of learning known |
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Operant Conditioning
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learning process in which the consequences of an action determine the likelihood that it will be performed in the future
BF SKinner |
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Skinner Box and Experiments
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BOX: aka operant conditioning chamber; Before Training
Rat ignores bar Training Bar press = food After training (When hungry), rat presses bar Exps:“Superstition” in the pigeon The box delivers a pellet on a set schedule Whatever the pigeon happens to do at a given time is reinforced -reinforcement vs punishment |
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reinforcement vs punishment
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r:any stim or event that functions to INCREASE the likelihood of the behavior that led to it
p: DECREASE |
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Reinforcement: + and -
primary and secondary |
Positive: Present typically pleasurable stimulus after response
Negative: Removal of aversive stimulus; escape and avoidance conditioning Primary: Innately satisfying Secondary (Conditioned): Learned Example: “clicker training” in dogs |
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Reinforcement Schedules:
Ratio and Interval |
Interval-Reinforcement after a given amount of time
Fixed (FI): operant conditioning principle in which reinforcements are presented at fixed time periods, provided that the approp response is made Variable (VI):behavior reinforced based on avg time that ahs expired since last reinforcement Ratio-Reinforcement after a certain number of trials Fixed Ratio (every x trials) Variable Ratio (after y random trials) Easier to learn fixed schedules Harder to unlearn variable schedules Responses are higher for ratio schedules |
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Partial Reinforcement Extinction Effect
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Behavior more likely to be produced under partial reinforcement schedules
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Shaping
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Teaching behavior not currently in repertoire
Reinforcement of successive approximations |
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Extinction
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Intermittent reinforcement lasts longer than continuous
Variable ratio and variable interval slowest extinction Extinction bursts- Lot of behavior occurring when first placed on extinction |
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Punishment: Positive and Negative
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+: lever press--> shock
-: lever press--> remove food punishment- decreases behavior |
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Punishment:
Effective punishment and Problems with Punishment |
Effective:immediate, consistent, sufficiently strong
Problems: Punished behavior is not forgotten; it's suppressed--behavior returns when punishment is no longer present Creates anxiety Models aggressive behavior |
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Observational Learning
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A condition in which learning takes place by watching the actions of others
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Mineka’s study of fear learning
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Wild rhesus monkeys fear snakes
Lab monkeys do not -Animals required to reach over cage containing snake to get food Laboratory-reared monkeys -Initially reached over snake -Observed fearful wild monkeys refuse -Acquired fear of snakes observationally |
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Bandura’s Bobo doll study of observational learning
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Studied aggression in children
Children exposed to adult model of aggression were more likely to lash out at the doll All children learned aggressive behavior: all displayed some aggression and all able to imitate adult upon request |
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Latent Learning
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Learning occurs without reinforcement, but is only visible with reinforcement
Rats that were regularly reinforced for correctly running through a maze showed improved performance over time compared to rats that did not receive reinforcement. Rats that were not reinforced for the first ten trials but were then reinforced showed an immediate change in performance, indicating that they had learned a path through the maze, but that their learning was not revealed, or was latent, until it was reinforced. |
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Test-enhanced Learning
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One factor that has been found to greatly enhance learning/memory is testing
additional study did not benefit performance but additional testing did |
