Psych 200 Study Guide

Front 1

What are the 3 types of learning?

Back 1

Habituation

Sensitization

Perceptuallearning

Front 2

What is habituation?

Back 2

Adecrease in the strength or occurrence of a

behavior due to repeated exposureto the

stimulus that produces the behavior

Example:Acoustic Startle Response

Front 3

What Is Sensitization?

Back 3

increase inthe strength or occurrence of a behavior due to exposure to an arousing or noxiousstimulus

Example: more acoustic startle

Front 4

Perceptuallearning

Back 4

becoming better at processing/ recognizing a frequent stimulus

Front 5

Behaviorist approach

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defines habituation as a decreasein behavior – don’t have to care about rat’s feelings/emotions

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dishabituation

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Anovel/arousing stimulus can temporarily recover responses to the habituatingstimulus.

Thisfades quickly, though.

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stimulusspecificity

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Generally,responses only decrease to the habituating stimulus.Forvery similar stimuli, however, there can be some generalization

Front 8

Spontaneous Recovery

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Whenrepeated stimulus stops, behavior gradually returns to normal.

Timefor recovery depends on several factors

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theDual-Process Theory

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•Groves& Thompson (1970) proposed that habituation and sensitization reflectdifferential activation of two different systems:

–Alow-threshold reflex pathway that weakens with repeated use

–Ahigh-threshold “state system” that, when activated, increases responsesglobally

Front 10

ComparatorModel

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•Newstimulus compared with memory for stimulus

•Ifthere is a strong match, pay no attention

•Ifthere is not a strong match, pay attention and respond

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•Priming

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1.Prime some participants with initial exposure to stimulus (can be without explicit processing). 2.Re-expose participants to stimulus or partial stimulus.

3.Due to prior exposure, participants more likely to recognize stimulus and faster to process it.

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•DifferentiationModel

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Similarto comparator theory, but more generalized; no claims about the relationshipbetween match and responsiveness

Connectsthe slow build of the memory to the limited capacity of the brain to take ininformation (little bit at a time)

Front 13

Discrimination Training

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Withpractice andfeedback,humans and other animals can learn to make such fine distinctions

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thebrain areas responsible for perceptual learning

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somatosensorycortex

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receptivefield

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the particular region of the sensory space in which a stimulus will modify the firing of that neuron

Front 16

corticalplasticity

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refinementin the receptive fields of neurons of the sensory cortex due to development orexperience

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•Stroke

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Disruptionof brain blood flow, which rapidly causes brain damage

Strokecan cause loss of sensation without loss of motor control

Front 18

Cochlear Implant

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electronic medical device that replaces the function of the damaged inner ear

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Unconditioned Stimulus

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a stimulus that naturally (withoutconditioning) evokes some response

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Unconditioned Response

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the natural response that occurs with theunconditioned stimulus

You DO NOT need learning with the US andUR, the relationship occurs naturally

Front 21

Conditioned Stimulus

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•A cue that is paired with anunconditioned stimulus and comes to elicit a conditioned response.

Front 22

Conditioned Response

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the trained response to a conditionedstimulus in anticipation of the unconditioned stimulus that it predicts.

Front 23

Classical conditioning

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refers to a learning procedure in which a biologically potent stimulus (e.g. food) is paired with a previously neutral stimulus (e.g. a bell).

Front 24

Odor Conditioning

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•Exposureto shock (US) innately produces escape/avoidance behavior (UR)

•CS isan odor, initially neutral

•AfterCS is paired with US, CS comes to produce avoidance (CR)

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aversive conditioning

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typeof behavior conditioning in which a noxious stimulus is associated with anundesirable behavior, in order to modify or eliminate the behavior. Learning toavoid or minimize the consequences of an expected aversive stimuli.

EXAMPLES• Givinga dog a shock whenever they bark or jump on a stranger

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Conditioned compensatory response

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aconditioned responsethat opposes, rather than being the same as, the unconditional response. Itfunctions to reduce the strength of the unconditional response.

Eventually,CS comes to produce a decrease in heart rate (CR) that helps maintain homeostasis(balance)against expected adrenaline injection.Weobserve this as tolerance, as the testing chamber evokes a CR thatweakens the overall effects of the drug

Front 27

Blocking

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the conditioning of an association between two stimuli, a conditioned stimulus (CS) and an unconditioned stimulus (US) is impaired if, during the conditioning process, the CS is presented together with a second CS that has already been associated with the unconditioned stimulus

Front 28

Latent Inhibition

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refer to the observation that a familiar stimulus takes longer to acquire meaning than a new stimulus

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timing

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“Backwards”conditioning: US then CS, no learning!

Front 30

associative bias

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Classical conditioning is a form of associative learning in which a neutral stimulus is associated with an instinctual stimulus-response pathway through repeated pairings

Front 31

The Rescorla–Wagner model

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The Rescorla–Wagner model ("R-W") is a model of classical conditioning, in whichlearning is conceptualized in terms of associations between conditioned (CS) and unconditioned (US) stimuli

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hippoampus

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–doeseliminate latent inhibition

–Alsodisrupts other paradigms that depend on changes in the processing of the CS

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cerebelum

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USmodulation (Recorla-Wagner)occurs there

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Operant conditioning

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•theprocess whereby organisms learn to make responses in order to obtain or avoidcertain outcomes.

•“Discovered”by Edward Thorndike–Studiedhow cats learned to escape from puzzle boxes

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–S->R->O

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–stimulus(S),Response (R) produces Outcome (O)

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Operant vs. Classical Conditioning

Back 36

Operant

Animal operates on theenvironment

Stimulus evokes a response toproduce an

outcome (S->R->O)

Animal connects context,behavior, and outcome

Classical

Environment operates on theanimal

Stimulus evokes response(S->R)

Animal learns CS predicts US

Front 37

Skinner Box

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animal is ‘free’ in the chamber, noexperimenter intervention

Front 38

Positive reinforcement

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positive reinforcement involves the addition of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again in the future

Positivereinforcement•Presslever (R) -> Get food

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Positive Punishment

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works by presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future

PositivePunishment••Presslever (R) -> Get shocked

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Negative Reinforcement

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occurs when something already present is removed (taken away) as a result of a behaviour

NegativeReinforcement••Presslever (R) -> End shock

Front 41

Negative Punishment

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Positive punishment works by presenting a negative consequence after an undesired behavior is exhibited

NegativePunishment••Presslever (R) -> Food stops

Front 42

Training

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•contingency isintroduced: If S, R->O

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Acquisition

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animaldiscoverscontingency,rate of R increases

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Extinction

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contingencyis eliminated (R->__), rate of R decreases

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Shaping

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Shaping through successive approximationbuilds a complex R incrementally

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Chaining

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Chaining builds complex R sequencesby linking together S->R->O conditions

Initially,train animal to pick up object

Next,reward for picking up and then throwing it

Front 47

Punishment and is it effective

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punisher is an outcome that decreases thefrequency of the behavior.

Althoughpunishment can produce a general decrease in behavior, the punished behaviordecreases much more.

Punishmentdoes not always wear off. This is a problem only with weak punishers, which cancause habituation.

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•What determines the effectiveness of operant conditioning?

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Fixed interval: slow, unsustained responding If I’m only paid for my Saturday work, I’m not going to work as hard on theother days.

Variable interval: slow, consistent responding I never know which day my lottery number will pay off, Ibetter play every day.

Front 49

What are the different variable reinforcement schedules?

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Fixed ratio: high rate of respondingBuy two drinks, get one free? I’ll buy a lot of them!

Variable ratio: high, consistent responding, even if reinforcementstops (resists extinction)If the slot machine sometimes pays,I’ll pull the lever as many times aspossible because it may pay this time!

Front 50

What is behavioral economics and the bliss point?

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•Behavioraleconomics—thestudy of how organisms distribute their time and effort among possiblebehaviors

Blisspoint—theideal distribution for the organism; provides maximum subjective value

Front 51

What roll does Operant Conditioning play in drug addiction and treatment?

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(Cognitive)behavior therapies:

e.g.,extinction, distancing, reinforcement of alternative behaviors, delayedreinforcement

Front 52

Generalization

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transferringpast experiences to new situations

Generalizationhelps apply the lessons of the past to the present.

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Discrimination

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the perception of differencesbetween stimuli

Discriminationopens us up to new experiences.

Front 54

Generalization gradient

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graphshowing how physical changes in stimuli correspond to behavioral responsechanges

ishighest for physically similar stimuli but falls gradually away for lesssimilar stimuli

Front 55

Discrete-component representation

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Each individual stimulus is represented by its own node or“component

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Distributedrepresentation

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••Each stimulus isrepresented by overlapping sets of nodes or stimulus elements.

••Apple represented by:red + round + crispy nodes

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Distributedrepresentation + configural nodes

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••Distributed nodes plusadditional nodes to represent all possible conjunctions of nodes

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Multi-layerdistributed representation

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••Distributed nodes withmultiple, flexible layers that can represent both basic and conjunctiveproperties

Front 59

•Whatare , and error discriminationlearning?

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providingtwo different consequences for stimuli initially treated by an animal assimilar

Front 60

discrimination training

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providingtwo different consequences for stimuli initially treated by an animal assimilar

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learned specificity

Back 61

achange in the generalization gradient for less generality

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Errorless Discrimination Learning

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trainingbegins with a discrimination task that is readily learned and then transitionsto a similar but different discrimination task that is harder to learn

Front 63

negative patterning

Back 63

Combinationsof stimuli can have very different meaning than when encountered on theirown.

Momat home? Eat dinner in the kitchen.

Dadat home? Eat dinner in the kitchen

Front 64

Sensory Preconditioning

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Pairing of two dissimilarstimulienables learning about one of them to generalize to the other.

Front 65

Acquired equivalence

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Priortraining in stimulus equivalence increases amount of generalization between twostimuli, even if stimuli are superficially dissimilar

Front 66

•What is categorization learning and how does combinatorial explosion impact it?

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wherehumans learn to classify stimuli into categories

–Withmany stimuli, too many nodes

(combinatorial explosion)

Front 67

Understand what Schizophrenia is and the impact the disorder has on learning.

Back 67

deficitsin using relational information about associations

Front 68

How do the scientific terms generalization and discrimination relate to bias and racism?

Back 68

Thereare two common ways in which a statistically accurate generalization aboutother people can be misused:

–Assumethat all members of a category must inflexibly conform to the generalization.

–Faultyinverse reasoning.