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Psychology > 3.2.3-6 models to explain learning > Flashcards

3.2.3-6 models to explain learning Flashcards

1
Q

classical conditioning

A

form of learning that occurs through the repeated association of two (or more) different stimuli

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2
Q

classical conditioning: neural stimulus

A

impartial stimulus that causes no response

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3
Q

classical conditioning: unconditioned stimulus

A

any stimulus that consistently produces a particular, naturally occurring automatic response

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4
Q

classical conditioning: unconditioned response

A

response that occurs automatically when the UCS is presented

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5
Q

classical conditioning: conditioned stimulus

A

stimulus that was neutral at the start of conditioning and does not normally produce an unconditioned response

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6
Q

classical conditioning: conditioned response

A

learned response that is produced by the conditioned stimulus

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7
Q

classical conditioning: acquisition

A

overall process during which the organism learns to associate the two events

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8
Q

classical conditioning: extinction

A

gradual decrease in the strength or rate of a CR that occurs when the UCS is no longer presented.
the CR no longer follows the presentation of the CS

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9
Q

classical conditioning: spontaneous recovery

A

reappearing of the CR when the CS is presented, following a rest period, after the CR appears to have been extinguished

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10
Q

classical conditioning: spontaneous generalisation

A

tendency for another stimulus that is similar to the original CS to produce a response that is similar

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11
Q

classical conditioning: spontaneous discrimination

A

when the person or animal responds to the CS only, but not any other stimuli that is similar to the CS

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12
Q

operant conditioning

A

type of learning for which the consequences of a behaviour determine the likelihood that it will be performed again in the future

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13
Q

operant

A

response that occurs and acts on the environment to produce some kind of effect

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14
Q

three-phase model: antecedent

A

any stimulus that triggers an action.

what causes the behaviour?

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15
Q

three-phase model: behaviour

A

observable voluntary actions by the organism.

the response by the learner

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16
Q

three-phase model: consequence

A

any stimulus that makes the behaviour more likely to re-occur.
what reinforcement or punishment do they receive for their behaviour

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17
Q

operant conditioning: acquisition

A

establishment of a response through reinforcement

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18
Q

operant conditioning: extinction

A

gradual decrease in the strength or rate of a CR, following a consistent non-reinforcement of the response

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19
Q

operant conditioning: spontaneous recovery

A

organism will once again show the response in the absence of reinforcement, after it appears the response has been extinguished

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20
Q

operant conditioning: spontaneous generalisation

A

correct response is made to another stimulus that is similar to the stimulus that was present when the conditioned response was reinforced

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21
Q

operant conditioning: spontaneous discrimination

A

occurs when an organism makes a correct response to a stimulus and is reinforced but doesn’t respond to any other stimulus

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22
Q

reinforcement

A

applying a positive stimulus or removing a negative stimulus to strengthen the likelihood of a particular response that it follows

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23
Q

positive reinforcement

A

occurs from giving or applying a positive reinforcer after the desired response has been made.
e.g. receiving gold star

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24
Q

negative reinforcement

A

the removal or avoidance of an unpleasant stimulus.
increase likelihood of response happening again.
e.g. putting seatbelt to stop buzzing

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25
Q

reinforcer

A

an object or event that changes the probability that an operant behaviour will occur again

26
Q

punishment

A

an unpleasant stimulus that decreases the probability of a response occurring over time.
weakens the response that it follows.

27
Q

response cost / negative punishment

A

response is followed by the removal of a pleasant event

28
Q

positive punishment

A

having something unpleasant given

29
Q

factors that influence the effectiveness of reinforcement and punishment

A

order of presentation.
timing.
appropriateness

30
Q

factors that influence the effectiveness of reinforcement and punishment: order of presentation

A

important to present after the desired response

31
Q

factors that influence the effectiveness of reinforcement and punishment: timing

A

most effective when given immediately after

32
Q

factors that influence the effectiveness of reinforcement and punishment: appropriateness

A

reinforcer must be a pleasant or satisfying consequence.

punisher must provide a consequence that is unpleasant

33
Q

shaping

A

training a learner into or towards the target behaviour by successive approximations.
e.g. toilet training, training dog

34
Q

token economies

A

simple way of providing structure form of positive reinforcement.
using a visible or tangible means of encouraging the desired response.
e.g. gold star

35
Q

role of learner in classical conditioning

A

passive.

responds automatically to environment

36
Q

role of learner in operant conditioning

A

active.

must be operate in the environment

37
Q

timing of stimulus and response in classical conditioning

A

reinforcer (UCS) presented before response.

timing of 2 stimulus needs to be close

38
Q

timing of stimulus and response in operant conditioning

A

reinforcer or punisher presented after response.

learning quicker is response and reinforcement close together

39
Q

nature of response in classical conditioning

A

involuntary, automatic, reflexive, relatively simple

40
Q

nature of response in operant conditioning

A

voluntary, complex

41
Q

differences between classical and operant conditioning

A

role of learner.
timing of stimulus and response.
nature of response

42
Q

observational learning

A

occurs when someone watches another person’s actions and their consequences to guide their future actions.
modelling

43
Q

observational learning: model

A

the individual eliciting the behaviour

44
Q

observational learning: learner

A

the individual observing an acquiring the behaviour

45
Q

findings from BoBo Doll

A

learning can occur through observation.
learning through observation can occur but remain latent unless an appropriate incentive or reward is offered.
learning to control behaviour such as aggression can be learnt through the observation of an appropriate model

46
Q

elements of observational learning: attention

A

learner pays attention in order to observe the modelled behaviour.
watches

47
Q

elements of observational learning: retention

A

learner must code and store the observed information in their memory.
held in their memory

48
Q

elements of observational learning: reproduction

A

learner is able, and believes they are able to perform it

49
Q

elements of observational learning: motivation - reinforcement

A

learner has a particular reason to demonstrate the behaviour such as when reward for (reinforcement).
learner must be motivated to perform the behaviour

50
Q

elements of observational learning: 3 aspects to motivation

A

external reinforcement.
vicarious reinforcement.
self-reinforcement

51
Q

external reinforcement

A

learning by consequences.

e.g. receiving applause or payment

52
Q

vicarious reinforcement

A

observing the modelled behaviour being reinforced for other people

53
Q

self-reinforcement

A

reinforced by meeting certain standards and performances we set for ourselves

54
Q

conditioned reflexes

A

automatic response that occurs as a result of previous experience

55
Q

conditioned emotional responses

A

usually occurs when the autonomic nervous system produces a response to a stimulus that did not usually trigger that response

56
Q

aim of little albert

A

to test the notion that fears can be acquired through classical conditioning

57
Q

little albert ethical issues

A

beneficence.
voluntary participation.
informed consent.
confidentiality

58
Q

little albert ethical issues: beneficence

A

obvious discomfort and risk of harm to him overcame the benefit from the findings

59
Q

little albert ethical issues: voluntary participation

A

too young to volunteer.

parental consent

60
Q

little albert ethical issues: informed consent

A

mother wasn’t given full extent of experiment

61
Q

little albert ethical issues: confidentiality

A

findings and footage made public

Psychology (8 decks)

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