Conditioning Flashcards
(109 cards)
1
Q
Define Classical conditioning
A
learning caused by the association of two stimuli, not normally associated with a desired response
2
Q
list the stimulus’s used in classical conditioning
A
neutral stimulis
unconditioned stimulis
unconditioned response
conditioned stimukus
conditioned response
3
Q
define neutral stimulus - CC
A
stimulus that doesn’t elicits a response naturally
4
Q
define unconditioned stimulus -CC
A
specific stimulus capable of eliciting reflex response
5
Q
define unconditioned response -CC
A
natural automatic response to a specific unconditioned stimulus
6
Q
define conditioned stimulus - CC
A
stimulus evokes response due to learning
7
Q
define conditioned response - CC
A
reflex response to previous neutral stimuli that occurs due to learning
8
Q
define reinforcement - CC
A
any event that increases the likelihood that a response of behaviour will occur again
9
Q
define response -CC
A
identifiable behaviour, external/internal elicitated by a stimulus
10
Q
define reflex -CC
A
biologically based, involuntary muscle movement
11
Q
stimulus and response combined -CC
A
stimlus is an object or even that can be detected from senses
reponse is the behaviour from stimuli.
12
Q
explain pavlovs dogs using the key stimulus words -CC
A
before conditioning:
NS = bell > no response
UCS = food. > UCR: salvation due to food
during conditioning:
NS (bell) + UCS (food) = UCR: salvation due to food
After conditioning:
CS (bell) = CR: salvation due to bell
13
Q
aim of pavlovs dogs -CC
A
investigate classical conditioning in dogs
14
Q
IV of Pavlovs Dogs -CC
A
presentation of stimuli (bell/food/both)
15
Q
DV of Pavlovs dogs -CC
A
time dog salvated and amount of salivia
16
Q
method of pavlov dogs -CC
A
UCR: food placed in dogsmouth
NS: food paired with sound of buzzer
UCR: amount of salivia was measured
CS: after multiple rounds of food and buzzer, buzzer was given alone
CR: dog salvated at sound sound of buzzer without food
conditioned
17
Q
contributions of pavlov -CC
A
presented classical conditioning as an undiscovered form of learning in field of psych
produced qualitative study > allowed for replication and further development on theory
18
Q
limitations of pavlov -CC
A
inability to generalise results from dogs to humans
dogs exposed to unpleasent stimuli during experiment - caused physical and psychological harm (substances like acid and ammonia in dogs mouth)
19
Q
list the 5 processes related to classical conditioning -CC
A
Acquisition
extinction
spontaneous recovery
stimulus generalisation
stimulus discrimination
20
Q
define acquisition -CC
A
the initial learning period when the association between the NS and UCS is created.
21
Q
acquisition during Pavlov dogs -CC
A
occurs when the sound of bell (ns) is played and the food (UCS) is presented together over multiple trials
22
Q
define extinction -CC
A
gradual weakening of learned association until controlled stimulus no longer produced a controlled response
23
Q
define spontaneous recovery -CC
A
after a period of extinction the learned controlled response may occur again
24
Q
define stimulus generalisation -CC
A
occurs when similar stimuli can also cause the learned response
25
define stimulus discrimination _CC
learner only responds to the specific learned stimuli
26
stimulus generalisation in pavlov -CC
if the dogs also salivated to other sounds that sounded similar to a bell tone.
the learner would have generalised their learning to other stimulus and associated anything that sounds like the bell tone with meat powder/food
27
stimulus discrimination in Pavlov dogs -CC
if the dogs only salivated in response to the specific bell tone that was used in acquisation
the learner would be able to tell the difference between the different stimuli
28
extinction in pavlov dogs -CC
dogs no longer salivating when they hear the ring of the bell
- in CC this occurs when conditioned stimulus is presented repeatedlt without the unconditioned stimulus
- after a rest period when the conditioned stimulus no longer elicits the conditioned response, spontaneous recovery may occur
29
spontaneous recovery in pavlov dogs -CC
ONLY OCCURS ONCE THERE HAS BEEN EXTINCTION
- if dogs salivation reponse to the bell had become extinct, one day researcher may ring bell and dog may salivate again
30
little albert experiment aim -CC
to investigate whether a child can be conditioned to feel fear through the simultaneous visual presentation of a white rat and the loud noise of a hammer hitting a metal bar.
31
method of little albert -CC
participants: 11 month baby named albert (not his real name)
materials: white rat, rabbit, sealskin coat, santa claus mask, metal pole and hammer design
IV: exposure to various stimuli and pairing of stimuli
DV: oberserved emotional and behavioural response displayed by stimuli
32
method/procedure of little albert -CC
1. exposed to different stimului that didnt show any fear responses - a white rat, rabbit, monkey and different masks
2. experimenters found out albert was scared of loud noises and would cry when they made a loud noise by striking a hammer gainst a metal pole close to him
3. Watson and rayner wanted to show that fear is learnt and wanted to make albert fearful of specific stimuli
4. they picked a white rat as the stimulus for the experiment and repeatedly gave albert it and struck a pole with a hammer, making a loud noise causing him to cry
5. after doing this several times, just the sight of the white rabbit alone made him cry. - they were successful in creating a learnt fear response in a. human subject
33
key findings of albert -CC
albert was conditioned to feel fear from the sight of the rat after multiple pairings of the loud noise and him reaching out to touch the rat
- emotional transfers from the white rat to the sealskin coat, rabbit and santa clause mask occured
stimulus generalisation occured bc the sealskin coat, rabbit and mask were similiar to the rat in the sense that they were also soft and had hair
34
contributions to albert -CC
clear demonstration of how CC can be used to elicit a fear response
ethical concerns caused a debate and discussion on ways in which psychological research should be carried out
35
limiations to albert -CC
albert has psychological harm (traumatised) and likley had developed lasting fear towards specific stimuli
alverts mum was unaware of full procedure and psychological risks = breach of informed consent
36
define operant conditioning -CC
learning process by which the likelihood of a behaviour being repeated is determined by the consequences of that behaviour
37
list the 3 phase models under operant conditioning - OC
antecedent
behaviour
consequence
38
define and provide an example of antecedent under the 3 phase model -OC
internal/external conditions are presented immediately prior to a particular response
e.g. your phone rings
39
define and provide an example of behaviour under the 3 phase model - OC
observed behaviour resulting from antecedent
e.g. you pick up the phone
40
define and provide and example of consequence under the 3 phase model - OC
outcome of the behaviour
e.g. your happy to hear from your friend so now your likely to pick up the phone again
41
define reinforcers - OC
any consequence that makes the behaviour more likley to occur again
42
define positive reinforcement (under reinforcers) - OC
adding something the learner wants
43
define negative reinforcement (under reinforcers) - OC
removing something the learner doesnt want
44
which is positive and negative reinforcement: examples of reinforcers
1. dog is given a treat when it sits on command
2. child doesnt have to do their chores if they finish their dinner
3. receive a merit award for completing a math question
4. you have a headache so you take panadol to get rid of it
1. positive reinforcement
2. negative reinforcement
3. positive reinforcement
4. negative reinforcement
45
define punishment (role of enforcers) - OC
consequences that make behaviour less likley to occur again
46
define positive punishment (under punishment) - OC
addition of unwanted stimulus to reduce behaviour
47
define negative punishment (under punishment) - OC
removal of wanted stimulus to reduce behaviour
48
examples of punishment: answer with the correct one - OC
1. a person is training their cat to not jump on the counter by spraying it with water
2. a driver whos speeding receives a fine
1. positive punishment - addititon of unwanted stimulus
2. negative punishment - removal of unwanted punishment (money)
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key terms: - OC
- negative
- positive
- reinforcement
- punishment
1. take away
2. add
3. increase wanted behaviour
4. decrease unwanted behaviour
50
what are the two types of consequences (3 phase model) - OC
reinforcement
punishment
51
what are the two types of reinforcement - schedules of reinforcement - OC
continuous reinforcement
partial reinforcement
52
define continuous reinforcement - OC
reinforcement of desired behaviour everytime it happens (establishing strong connection between behaviour and response)
- highly effective when instructing new behaviour
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define partial reinforcement -OC
can be fixed variable/interval or ratio
54
schedules under partial reinforcement -OC
fixed schedule
variable schedule
ratio schedule
interval schedule
55
define fixed schedule -OC
predictable schedule: where the length of time or number of responses between reinforcement is set
56
define variable schedule -OC
unpredictable schedule: where the length of time or number of responses between reinforcement changes
e.g.
57
define ratio schedule -OC
schedule dependent on the quality of responses is needed before the reinforcement is provided
58
define interval schedule -OC
schedule reliant on the length of time between reinforcements
59
define schedules of reinforcement -OC
refers to the rate at which behaviour is performed.
- the response rate
- how long it take sbefore behaviour becomes extinct
60
give an example of and define fixed ratio -OC
reinforcement takes place following a set number of responses
e.g. being given a free coffee after 6 taps on a coffee card at a cafe
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define and give an example of fixed interval -OC
reinforcement takes place at fixed time intervals
e.g. being paid to work fortnightly
62
define and give an example of variable ratio -OC
reinforcement takes place after unpredictable number of responses
e.g. student awarded for homework on occassions where the teacher brings the prize box
63
define and provide an example of variable interval -OC
reinforcement takes place at irregular time intervals
e.g. checking class mark to be released online
64
law of effect study aim - OC
to investigate the influence reinforcement had on the behaviour of cats seeking to escape from a puzzel box in order to reach food
65
method of law of effect study - OC
subject: 13 cats
materials: puzzel boxes, food for cats, clock for timekeeping
IV: number of times cats were placed in puzzel box
DV: length of time in took for the cats tp escape from puzzel box
66
procedure of law effect study -OC
cat placed hungry cat in puzzle box with a plate of food outside box
cat was keen to escape, only way was to pull string that openeed the door
cat eventually pulls string and was rewarded with food
67
findings of law effect study -OC
cat initially worked out how to escape using trial and error, then placed back in the box
they made conscious decision to press a lever to open the door which demonstrated operant conditioning, positive reinforcement
the 2nd time the cats were placed in puzzel box, the time it took them to press the lever and escape was reduced
68
contributions of law of effect study -OC
his research with cats formed the foundation on which theorists built their understanding og OC
skinners work with pigeons was developed from thorndikes findings
69
limitations of law of effect study -OC
findings based on animal model of trial and error, learning and reinforcement of behaviour (cant be generalised to humans who possess more sophisticated cognitive abilities)
itll be difficult today for similar experiments on cats to be approved by ethics committee due to concerns of distress
70
skinner box study aim -OC
investigate the process of OC on pigeons
71
skinner box method - OC
subject: 8 pigeons
IV: time interval at which food was released
DV: observed behaviour of pigeons
72
procedure of skinner box study - OC
amount of food pigeons were fed decreased to increase hunger
each pigeon then placed individually into the sknner box for a few mins each day
timer programmed to present food to pigeon at set intervals via a hopper that tipped down thru opening a cage wall
length of time it remained lowered into position was 5 seconds during which the pigeon would eat
fixed interval schedule of reinforcement was used
73
skinner box key findings -OC
OC was observed in 6/8 pigeons
6 pigeons conditioned to perform unique behaviour
short intervals (15 seconds) between the release of food proved more effective than longer intervals
74
skinner box contributions
pigeons show how animals can develop supertitious / accidentically reinforce behaviour similar to humans
- a cause and effect is evidently not required for the development of conditioned behaviour
75
skinner box limitations - OC
a concern at the time that the pigeons were mistreated, causing starvation. skinner responded back to alligations saying that pigeons were still fed, but amount was reduced until they weighed 25% less than before
- ungeneralisable to humans due to differing cognition and social characters
76
observational learning - SL
learner watches a model, notices consequences for the behaviour and decides whether they'll imitate the behaviour
77
principals for social learning theory
learning occurs through observing the behaviour of others and the consequences for these behaviours
- learning can occur without an immediate change in behavuours and therefore remain latent
- cognition plays a role in observational learning bc the learner has awareness for future behavioural consequences
78
model types - SL
live model
verbal model
symbolic model
79
define live model - SL
an individual is observerd demonstrating the behaviour
80
define verbal model - SL
behaviour is described / explained but not acted out
81
define symbolic model - SL
behaviour is displayed by a real/fictional character in a book, tv/show ect
- likely to imitate models that we perceive as attractive, successful and similar to ourselves
82
list the reasons why we would be likely to immiate a model - SL
if they have a high status
similar features (age, gender ect)
familiar
liked and positively perceived
familiar and known prior to observation
observer feels capable of imitating the behaviour
behaviour stands out clearly among other potential models
83
list the 5 principals under observational learning - SL
attention
retention
reproduction
motivation
reinforcement
84
define attention - SL
learner must first pay attention through observation in order for learning to occur. particularly children are more likely to imitate mdoels who appeal to them by being similar in age, known to them, highly regarded by others (are liked).
learner needs to notice and observe the actions of the model to imitate them
childrens models - parents, friends, peers at school, fictional characters on tv ect.
85
define retention - SL
learner must be able to retain info and form mental representation of what theyve observed
learner must be able to remember the info theyve observed so they can imitate it later on
invlves them forming cognitive mental representations of what they have seen
86
define reproduction - SL
learners ability to recreate behaviour in terms of physical and cognitive capabilities
87
define motivation and provide examples of motivating factors - SL
learner will perform behaviour only if their motivated to do so
motivating factors:
if learner thinks there is a reward for performing this behaviour
wanting to be similar to the model they look up to
theyve seen someone else be rewarded for the behaviour
88
define reinforcement and the 3 types of reinforcement under social learning theory + examples for each
learners motivation
external reinforcement - learner motivated by a positive reward / consequence following the behaviour that is external (outside of) the learner. e.g. wanting to study to receive praise from parent or teacher
self reinforcement - learner is motivated by positive consequence due to internal standards. e.g. studying so they feel accomplished
vicarious reinforcement - learner is motivated bc of the consequences theyve observed someone else receive. e.g. child sharing toys because they saw another child get praised for it
89
define social learning theory
learner observes a model which may be live verbal or symbolic
90
bandura bobo doll experiment aim - SL
to investigate whether children who observe an adult being aggressive will imitate the aggressive behaviour
91
bobo doll experiment method - SL
participants - 36 boys and 36 girls aged between 3-4 years old - conveniance sampling from childcare centre at stanford uni
materials: bobo doll. craft items, mallet w peg, dart gun, bears, sea set, balls. cars, behaviour checklist, clock
IV: exposure of children to aggressive adult models VS non aggressive adult models
DV: observed aggressive behaviour in the children, recorded every 5 seconds for 20 mins
92
bobo doll experiment procedure - SL
children randomly allocated in 3 groups - agressive model condition, non aggressive model condition and control group
children from experimental group were individually brought into experimental room, seating at a table and shown a craft activity they could complete
adult mode was taken to opposite side of room with toys including bobo doll and mallet w pegboard to play with
in both experiments half the children observed and watched the same sex and half did the opposite sex
93
key findings of bandura bobo doll experiment - SL
children who observe aggressive adult = more likely to mimic physical and verbal actions they showed towards bobo doll when the adult model was absent than the children who watched non aggressive model
results support bandura social learning theory> children learn the modelled actions of others via observational mediating process
boys were more physical aggression than girls however verbal aggression was similar level between both genders
increase rate of imitated behaviour was observed in the children who were ezposed to same sex model than those exposed to opposite sex model
94
contribution of bobo doll experiment - SL
tvs became more regular in 1950-60 and this experiment provided a framework from which research showed the effect that violance on tv can cause aggressive behaviour in children
95
limitation of bobo doll experiment - SL
peformed in lab setting, not typically a real world situation - low validity
children in aggressive model condition may have psychological distress if not exposed to aggressive behaviour previously
96
define phobia - BM
intense fear to an object/situation that continues overtime
- anxiety disorder involving extreme persistant fear of an object.activity.situation which is out of proportion with the actual level of threat pose
97
explain systematic desensitation - BM
phobias arise from pairing of 2 stimuli through CC, fear is the CR.
- form of therapy that uses CC to extinguish the fear responses through graduated contact with feared stimulus.
- assumptions that a fearful feeling and being relaxed cant happen at the same time
98
steps for systematic desensitation - BM
1. taught relaxation techniques (deep breathing)
2. anxiety hierachy must be deceloped
3. person is then exposed to stimulus gradually from least fearful all the way to most fearful
4. at each step they use their relaxation techniques
5. they dont move on until the person is completly relaxed
6. if they get stressed they go back a level and focus on deep breathing
99
define the 2 exposure to stimuli - BM
in vitro - the client imagines exposure to the phobic stimulus
in vivo - the client is actually exposed to the phobic stimuli
100
relaxation instead of fear - BM
throughout the process, the goal is for the individual to assocate spiders with feelings of relaxation rather than fear, eventually diminisihing the phobic response
101
example of fear hierachy - BM
together with the therapist: individual creates list of situations involving spiders, ranked from least anxiety - provoking to most.
can include:
imagine a spider
looking at a picture of a spider
standing close to a spider with an open container
102
gradual exposure - BM
client reaches state of deep relaxation and is asked to imagine or is confronted by the least threatening situation in anxiety hierachy
103
benefits of systematic desensitation
research has found it to be an effective treatment for phobia
- continuation of therapy is likely to occur due to the high levels of control the client has in their exposures
104
limittions of systematic desensitation - BM
the underlying cause of the phobia is not addressed
exposure is not always ethical practical / ethical
105
token economies - BM
a BM technique based on OC techniques where a symbolic reinforcer is used to encouraged a particular behaviour to continue to occur (positive reinforcement)
106
2 types of rewards for token economies - BM
primary reinforcers - tangible reward
- needs to be valuable. the reward is highly individual for each child as what motivates one child may not the other
secondart reinforcers: symbolic tokens used to motivate the desired
107
applications of token economies - BM
used in classrooms and institutions
behavious typically challenging due to social withdrawal and lack of motivation
used in prisons
108
benefits of BM
- once the token economy has been established, it can be adapted easily.
- system of reward can be adapted to suit ability.age need of target group
109
limitations of BM
if tokens are too hard to get children loose interest in trying to achieve the reward
- keep track of tokens and rewards can be time consuming
- must be desireable however not all children have same desires
