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PSYC 101 > 3-Learning > Flashcards

3-Learning Flashcards

1
Q

LEARNING

A

The acquisition, from experience, of new knowledge, skills, or responses that results in a relatively permanent change in the state of the learner

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2
Q

Instincts and reflects

A
  • complex set of behaviours that are shown by every animal in the species
    • Unlearned
    • Helps keep a species alive
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3
Q

where are reflexes processed

A

Reflexes are processed by nerve bundles in your spinal cord
- Sensory neutrons send signal to spinal cord, then to motor neurons
- Doesn’t even touch the cortex

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4
Q

difference between reflexes and instincts

A
  • Instincts are complex behaviours, triggered by a broad range of events
    • Involve higher brain centres
  • Reflects are relatively simple motor/neural responses
    • Localized (Eg hand or knee)
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5
Q

ASSOCIATIVE LEARNING

A

making Connections between stimuli or events that occur together in the environment

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6
Q

CLASSICAL/PAVLOVIAN CONDITIONING

A

type of learning whereby a neutral stimulus produces a response after being paired with a stimulus that naturally produces that response

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7
Q

Unconditioned stimulus (US)

A

stimulus that naturally causes a response (happy music)

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8
Q

Unconditioned response (UR)

A

a natural response in response to the stimulus

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9
Q

Neutral stimulus (NS)

A

does not naturally cause a given response

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10
Q

Conditioned stimulus (CS)

A

once the NS is paired with the US such that the NS Elicits a response

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11
Q

Conditioned response (CR)

A

the response in relation to the NS/CS

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12
Q

acquisition

A
  • learn to associate the NS with the UCS. During this time, the NS begins to create the response
    • Initial period of learning
    • The closer the pair is to each other (NS and UCS), the faster the learning
    • For aversive (negative) conditioning, longer time lags can still lead to learning
      • Served an evolutionary purpose—prepared learning
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13
Q

extinction

A

decrease in the conditioned response when the UCS is no longer presented with the CS

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14
Q

spontaneous recovery

A

a brief resurgence of the conditioned response to the conditioned stimulus

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15
Q

generalization

A

when a conditioned response is evoked by a stimulus that is similar to the original conditioned stimulus

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16
Q

discrimination

A
  • When a conditioned response is not evoked by a stimulus that is similar to the original
  • Weakened response (part of generalization) and no response
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17
Q

Higher-order/second-order conditioning

A

when you use the conditioned stimulus to condition another stimulus

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18
Q

Habituation

A

occurs when we learn not to respond to a stimulus that is presented repeatedly without change

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19
Q

law of effect

A

Behaviours followed by…

  • Positive outcome are likely to be repeated (duh)
  • Negative outcome are unlikely to be repeated
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20
Q

OPERANT CONDITIONING

A

organisms learn to associate events—a behaviour and its consequence

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21
Q

REINFORCER

A

Anything that increases the likelihood that a target behaviour will be repeated

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22
Q

PUNISHER

A

Anything that decreases the likelihood that a target behaviour will be repeated

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23
Q

POSITIVE

A

when something is added

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24
Q

NEGATIVE

A

When something is taken away

25
Q

Beware of punishment

A
  • Learned very quickly but can have negative consequences (fear the parent/home (environment)
  • Can cause children to become aggressive
26
Q

Beware of rewarding

A

Leads to extrinsic motivation (doing something for the reward) rather than intrinsic motivation

27
Q

primary reinforcers

A
  • Innate reinforcing qualities
  • The reinforcement itself is enough
  • Does not lose reinforcing quality
  • Biologically important
  • Water, sex
28
Q

primary PUNISHERS

A
  • Innate punishing qualities
    • Pain
    • Discomfort
    • Hunger
29
Q

Secondary reinforcers

A
  • Are only reinforcing when linked to a primary reinforcer
    • Money!
    • “Praise” while giving a cookie
    • Money
    • Bed time ritual
  • These are often classically conditioned
30
Q

Secondary reinforcers

A
  • Are only punishing when linked to a primary punisher
  • Speeding ticket
31
Q

when do reinforcement/punishment work best?

A

reinforcement/punishment work best when they immediately follow the behaviour

32
Q

SHAPING

A

rewarding successive approximations of a target behaviour, instead of only the target behaviour

type of learning that results from reinforcement of successive steps to a final behaviour

is needed because it is unlikely that an organism will display anything but the simplest of behaviours spontaneously

33
Q

stimulus descrimination

A

important part of shaping

occurs when you respond to one specific stimulus with a specific action. The person (or animal!) will respond only to that stimulus and not to others.

34
Q

steps for shaping

A
  1. Reinforce any response that resembles the desired behaviour
  2. Then reinforce the response that more closely resembles the desired behaviour. You will no longer reinforce the previously reinforced response
  3. Begin to reinforce the response that even more closely resembles the desired behaviour
  4. Continue to reinforce closer and closer approximations of the desired behaviour
  5. Finally, only reinforce the desired behaviour
35
Q

reinforcement schedule

A

when reinforcement is given

36
Q

Continuous reinforcement

A
  • when an organism receives a reinforcer each time it disaplays a behaviour
    • Quickest way to teach someone a behaviour
37
Q

Partial/intermittent reinforcement

A
  • the person or animal does not get reinforced every time
    • Either fixed or variable, and interval or ratio
38
Q

Fixed

A

refers to the number of responses between reinforcements, or the amount of time between reinforcements, which is set and unchanging

39
Q

Variable

A

number of responses or amount of time between reinforcements which varies or changes

40
Q

Ratio

A

means the schedule is based on the number of responses between reinforcements

41
Q

Interval

A

schedule is based on the time between reinforcements

42
Q

Fixed-ratio reinforcement

A
  • there is a set number of responses that must occur before the behaviour is rewarded
    • Fixed-ratio = better to optimize the quantity of output
43
Q

Fixed-interval reinforcement

A
  • when behaviour is rewarded after a set amount of time
    • Fixed-interval = higher quality of output
44
Q

which reinforcement leads to the lowest rate of extinction?

A

fixed or variable

  • Variable-ratio most product and most resistant to extinction
  • Fixed-interval is the least productive and easiest to extinguish
45
Q

Intermittent reinforcement effect

A
  • behaviour is more resistant to extinction when reinforcement is discontinuous
46
Q

variable interval

A

reinforcement is delivered at unpredictable time intervals

moderate yet steady response reate

47
Q

variable ratio

A

reinforcement is delivered after an unpredictable number of responses

high and steady response rate

48
Q

Tolman’s experiment

A
  • rats who were reinforced solved the maze quickly
  • Rats who were not reinforced, solved the maze slowly
  • Un reinforced rats solved the maze as quickly as reinforced rats when a reward was intorudced
  • Un reinforced rats had learned to solve the maze in the absence of a reward
  • Suggests a cognitive aspect to learning
49
Q

Latent learning

A

learning that takes place but is not observable until the organism is called upon to demonstrate it

50
Q

OBSERVATIONAL LEARNING

A

the process of watching others and then imitating what they do

51
Q

mirror neuron

A

imitative learning involves a specific type of neuron

52
Q

Social learning theory

A
  • brand of behaviourism→ cognitive component to learning
    • observational learning NOT just imitation
    • felt that pure behaviourism could not explain why learning can take place in the absence of external reinforcement
53
Q

vicarious

A

Observed rewards / punishment

54
Q

MODELS

A

the individuals performing the imitated behaviour

55
Q

live model

A

live demonstration

56
Q

Verbal model

A

behaviour is explained

57
Q

Symbolic model

A

models that demonstrate behaviour in books/movies/YouTube

58
Q

Steps for observational learning

A
  • Attention
  • Retention
  • Reproduction
  • Motivation

PSYC 101 (19 decks)

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