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Psychology 1A > learning: Behaviourists > Flashcards

learning: Behaviourists Flashcards

1
Q

definition of learning

A

A lasEng change in observable and non- observable behaviour or funcEon due to an animal adapEng to its environment
– Can be evident at the behavioural or physiological level

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2
Q

returning to the dawn of psychology

A

Wundt (1879) Leipzig – Structuralism – Method: introspecEon
• ReacEons to Wundt’s Structuralism – FuncEonalism (James) – goals
– Gestalt (Wertheimer) – sum is greater than is parts – Psychodynamic approach (Freud) - unconscious – Behaviourism . . .
Behaviourism (1900-1960) – JB Watson (1913)
– BF Skinner (1948) Walden Two
• Basic tenets of Behaviourism
– anE-mentalisEc
– measure overt behavior – characterize all animal behaviour
• “Learning” is synonymous with Behaviorism

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3
Q

behaviourism

A

Watson’s 1913 Manifesto

  1. Subject of psychology is not the mind but behavior (i.e., observable acEons).
  2. Goal of psychology is to idenEfy environmental condiEons that cause individuals to behave in certain ways.
  3. Only describe environment-behavior relaEonships; no reference to the mind.
  4. No difference between human and animal behavior.
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4
Q

psychology of learning

A

Much study was devoted to learning in the early 20th Century
• Early Behaviourists were: Pavlov, Watson 7 Skinner
• Believed that the process of learning was the same regardless of who was learning what
– Any child/person from any background could be educated to do anything
• To study learning, they tended to use animals in simple situaEons to try and discover the basic law of learning

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5
Q

more on psychology of learning

A

They argued that:
– All complex situaEons could be broken down into simple parts
– Once you know how learning works in simple situaEons, you can translate this into how humans learn
• Instead of discovering one law that covered all learning, they discovered many laws for learning in various animals
• Many of these laws, form the basis of much modern understanding and are the basis of methods used to treat some disorders

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6
Q

different types of learning

A 
•  HabituaEon& SensiEsaEon
•  CondiEoning
–  Classical/Pavlovian
–  Instrumental/Operant
•  CogniEve approaches to learning
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7
Q

habituation

A

• Simplest form of learning
• The decline in response to a sEmuli once the sEmuli has become familiar
• Wyers, Peeke & Herz (1973) – HabituaEon allows animals to ignore the familiar and focus on more important informaEve events
• HabituaEon is clearly reliant on memory
– We compare the sEmulus to what we know about
similar ones from previous experience
– If it is familiar or harmless we don’t ahend to it
– If it is unfamiliar we will ahend to it as it may be dangerous

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8
Q

dehabituation

A

A previously predictable stimulus changes, causing the organism to renew its attention to the stimulus.

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9
Q

sensitisation

A

The opposite of HabituaEon
– Organisms become more sensitive to environmental sEmuli
– E.g. amer a painful experience, heightened sensory sensiEvity
• Modulated by arousal
– Habituation and sensitisaEon are in competition – Behavioural outcome is a combinaEon of both

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10
Q

ascociative learning

A

Thinking of learning as a series of associaEons has

been around since the 1600’s (John Locke) • Pavlov was the first to experiment with this

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11
Q

pavlovian conditioning:in classical conditioning

A

animals learn about the associaEon between one sEmulus and another.

example in humans is the association between smells and songs…the emotional experience

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12
Q

classical conditioning

A

SystemaEc pairing together of a natural response and some neutral sEmulus causes an associaEon between the two

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13
Q

before and after conditioning

A
  • Before condiEoning:
  • an uncondi2oned s2mulus (US, such as food)
  • elicits an uncondi2oned response (UR, such as salivaEon) • Condi2oned s2mulus (CS) is something neutral
  • Amer condiEoning:
  • Amer repeaEng pairings of the CS and the US, the CS comes to elicit the Condi2oned Response (CR)
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14
Q

features of classical conditioning

A 
•  AcquisiEon
•  Second/higher order condiEoning •  ExEncEon
•  Spontaneous recovery
•  SEmulus GeneralisaEon
•  SEmulus DiscriminaEon
•  Temporal ConEguity
•  Predictability – Tuning responses –  Intensity
–  ExpectaEons
–  Blocking Effects
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15
Q

features of classical conditioning: acquisition

A

• MulEple pairing or single pairing
– Depends on the strength of the iniEal UR – One-trial/Single trail Learning
example:
The amount of saliva a dog produces when only the CS is presented

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16
Q

higher order conditioning: second order conditioning

A

When a CS-US relaEonship is well established, the CS can be preceded by a second, neutral sEmulus.

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17
Q

extinction

A

Trials in which the CS is presented without the US lead to ex2nc2on

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18
Q

operant or instrumental conditioning

A

is the learning process in which an acIon’s consequences determine the likelihood that the acIon will be performed in the future
means of conditioning by consequence

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19
Q

Thorndke

A

•showed The Law of Effect
– Behaviour is governed by its consequences
– Performance is strengthened if it’s followed by a reward and weakened if it is not

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20
Q

Thorndykes cats

A

Would try many random moves to get out of the box and get a treat but would fail until they learn of the leaver and each time responded faster

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21
Q

what is a reinforcer

A

is a stimulus that is presented after a response and increases the likelyhood of the behaviour being repeated
Only a reinforcer if the desired behaviour is repeated

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22
Q

B.F. Skinner

A
  • Focused on the observable behaviors of pigeons and rats rather than the study of the mind through introspecIon
  • Skinner’s systemaIc studies led to many of the principles of learning we know today and have been influenIal in many areas from classrooms to clinics
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23
Q

reinforcers:primary

A

those satisfying basic biological needs

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24
Q

reinforcers:secondary

A

those that do not satisfy basic biological needs and are learned through classical conditioning e.g. money Eg money

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25
Q

Antecedants

A

An animal must lear the relationship between a response and a reinforcement and the conditions in which this association will hold
the animal will learn in which condition it will hold
e.g. when light is on and bar is pressed for will come but when light is off and var is pressed food will not come
Many responses in instrumental learning are behaviors that fall into an animal’s natural repertoire
Less “natural” behaviors can be shaped by reinforcing successive approximations of the behavior.

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26
Q

schedules of reinforcement: partial reinforcement

A

Less “natural” behaviors can be shaped by reinforcing successive approximations of the behavior.
intervals between reinforcement must be fixed or variable

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27
Q

partial reinforcement extiction effect

A

operant conditioning is effected by the schedule of reinforcement
Greater persistence of behavior under parIal reinforcement than under conInuous reinforcement

28
Q

continuos reinforcement

A

reinforcement given after every desired behaviour

29
Q

Behaviour modification

A

The use of operant-condiIoning techniques to eliminate unwanted behaviors and replace them with desirable ones

30
Q

Both punishment and reinforcement can be positive and negative

A

• Reinforcement increases the probability of a behavior occurring in the future while punishment decreases the probability of a behavior occurring in the future

31
Q

parental punishment

A

OXen applied ineffecIvely and may have
unintended and unwanted consequences
– Learning to avoid punishment rather than decreasing intended behavior
• Can lead to negaIve emoIons
• May not be as strong as the reinforcing
properIes of the behavior itself – Spanking

32
Q

Phobias and addictions have…

A

learned componants

33
Q

phobiasL treatment

A

exposure therapy

counterconditioning

34
Q

addictions: learned coponants

A

conditional drug effects are common
smell of coffee increases alertness in coffee drinkers
PresenIng drug addicts with cues associated with drug ingesIon leads to cravings and various physiological responses associated with withdrawal, such as changes in heart rate and blood pressure

35
Q

Shaping behaviour is done through…

A

reward and punishment

36
Q

types of basic learning processes

A

classical conditioning
habituation
observational learning

37
Q

behaviouralism has been challenged by…

A

Seligmans work on preparedness

Garcias work on taste aversion

38
Q

schedules of reinforcement has affects on

A

learnin

performance

39
Q

ivan pavlov

A

accidentally was the researcher who originally described classical conditioning
was a physiologist

40
Q

a connectionist model

A

a connection of neutrons that are described mathematically and used to model aspects of learning

41
Q

continuos reinforcement

A

produces rapid learning

extinction occurs more rapidly

42
Q

partial reinforcement

A

produces behaviour earned more slowly

behaviour is more resistant to extinction

43
Q

examples of operant conditioning in changing behaviour

A

shaping

chaining

44
Q

Skinner

A

developer of operant conditioning and supporter of behaviourism

45
Q

theories relating to classical conditioning

A

preparedness
aversion therapy
immune functioning

46
Q

ways in which classical conditioning cn elicit bodily responses

A

allergic rections
ANV
immune system réponses

47
Q

superstiticious behaviour

A

repeating a behaviour although there s i evidence it has any effect on the outcome

48
Q

differences between classical conditioning and operant conditioning

A

cc focusses on elicited behaviours
oc focusses on emitted behaviours
cc learning occurs through CS-UCS pairings
oc behaviours change when responses become associated with certain consequences

49
Q

generalisation

A

using the same strategies when encountering stimuli of the same nature e.g. vending machine

50
Q

discrimination

A

using a different strategy when encountered with a new stimuli e.g. using different strategy from vending machine to cel phone

51
Q

cognitive self evaluation

A

represents important internal reinforcers and punishers

52
Q

little abert

A

ecperiment was conducted by Raynor and Watson

he was conditioned to associate a natural stimulus with and unnatural loud noise which initiated a fear response

53
Q

importatn principles of classical conditioning

A

acquisition
extinction
spontaneous recovery

54
Q

Bandera Bobo doll ecperiment found

A

media violence provides aggressive models
edia violence habituates us to the sight of violence
media violence reduces viewers concern about the suffering of others

55
Q

Banderas social cognitive theory

A

mphasizes that people learn through observation

56
Q

higher order conditioning is…

A

when a neutral stimulus becomes a CS after it is paired with an already established CS

57
Q

correlational research around behaviours associated with child corporal unisment incluue

A

a decrease in quality of parent child relationship

increased aggressive behaviour in childhood and later

58
Q

fixed schedule of reinforcement

A

reinforcement always occurs after a certain period of time has passeed

59
Q

systematic desensitixation

A

involves training a person relaxation before exposing them gradually to the phobia

60
Q

interval schedules of reinforcement

A

a certain amount of time must elapse between reinforcement regardless of how many responses happened in that time period

61
Q

examples of operant conditioning to change someones behaviour

A

chaining

shaping

62
Q

spontaneous recovery

A

salivating dog example if you condition a dog to salivate at a tone then play the tome without meat being presented constantly the dog will stop salivating
play the ton again later though and the dog may salivae again

63
Q

swlf efficiency

A

Banderas theory

says people belief that they have the capability to perform behaviour that will produce a desired outcome

64
Q

secondary reinforcers

A

secondair reinforcers are stimuli that acquire their reinforcer properties through association with primary reinforcers

65
Q

The SR model is preferred by…

A

behaviourists

66
Q

The SOR model is preferred by…

A

cognitive scientists

Psychology 1A (14 decks)

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