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Learning > Exam 3/4 > Flashcards

Exam 3/4 Flashcards

1
Q

Pavlovian Conditioning

A

Pairing a CS with a US

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2
Q

Instrumental conditioning

A

Thorndike - trial and error learning. Behavior is modified by reinforcing or inhibiting effects of the outcome.

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3
Q

Operant Conditioning

A

Behavior is modified through reinforcement and punishment

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4
Q

Three Term Contingency

A

S (cue/stimulus) - R (response) - O (outcome)

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5
Q

Thorndikes work and law of effect

A
  • placed cat in box, timed how long it would take to get out, realized when it pressed the elver it had a favorable consequence
  • Law of effect: any behavior followed by pleasant consequences is likely to be repeated and any behavior followed by unpleasant will stop
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6
Q

Shaping

A

reinforcement of successive approximations/one task.

-teaching steps using positive reinforcement. It’s gradual. Use immediate reinforcement

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7
Q

chaining

A

series of behaviors - “links”, will involve shaping

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8
Q

task analysis

A

Process of breaking a skill down into smaller components

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9
Q

clicker training

A

secondary conditioned reinforcer (click + food)

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10
Q

Putting a behavior on cue

A

have an R and O add S -> S (Cue) + Response + Outcome

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11
Q

shortcuts to shaping

A
  • target
  • mimcry
  • modeling
  • autoshapng
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12
Q

target

A

shape animal to touch nose to target, move target to elicit new behaviors

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13
Q

mimicry

A

learning by observation

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14
Q

modeling

A

manually take subject through task

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15
Q

auto shaping

A

location (CS) + Food (US) -> PC

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16
Q

Positive reinforcement

A

response adds pleasing outcome

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17
Q

negative reinforcement

A

response subtracts aversive outcome

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18
Q

positive punishment

A

response adds an aversive outcome

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19
Q

negative punishment

A

response subtracts a pleasing outcome

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20
Q

DRO :Differential reinforcement of other behavior

A

-reinforce any other response
-ex. R (bossy) and O (aversive) positively reinforcing.. what should i do?
R (bossy) add O (aversive) positive punishment
R (bossy) subtract ) (pleasant) negative punishment

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21
Q

primary reinforcer

A

biological needs

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22
Q

secondary reinforcer

A

stickers, candy

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23
Q

contrived reinforcement

A

money for cleaning room, ice cream, (materialistic)

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24
Q

natural reinforcer

A

clean room for personal comfort, drink water for health benefits

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25
Q

Big 3

A

contingency- consistency, R-O
contiguity- timing, immediate reinforcement
saliency- reinforcer characteristics, motivating operations, importance

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26
Q

Contingency, contiguity, belongingness, and reinforcer characteristics influence rft

A

Contingency: Consistency, R-O
Contiguity: Timing, immediate reinforcement
Saliency: Reinforcer characteristics, motivating operations importance

27
Q

Drive reduction

A

reinforcing because it meets biological needs (primary reinforcers)

28
Q

Premack’s principle

A

Understanding/saliency/high probablility. (The more salient something is to someone, the more reinforcing it will be.)
High: Stickers, food, tv (activities) salient
Low: Cleaning, chores (explains primary and secondary reinforcers)

29
Q

ratio schedules

A
  • # of responses (buy 9 coffees get 10 free)Fixed ratio: The rule is set, FR-5 (rat presses lever 5 times, he gets food)
    Variable Ratio: Could be rewarded on 3rd try, 5th try, or 10th, Criteria changes, rewarded at random times
30
Q

Interval

A

time
Fixed interval: FI-1 min —> Food available every 1 min. Predictable pauses, scalloping
Variable Interval: Less pauses, don’t know when its coming ex. waiting for food at a restaurant, study for a pop quiz because you don’t know when it’ll come

31
Q

DRL

A

For establishing lower rates of behavior. RFT occurs after a waiting period. responding too soon resets the wait Ex. dog and cookie

32
Q

DRH

A

For establishing higher rates of behavior. RFT for responding X amount of times during set interval, responding less is not reinforced

33
Q

Ratio Strain

A

When the requirement goes from a small requirement to a large requirement quickly, extinction/stopping occurs

34
Q

Solution to ratio strain

A

Stretching ratio: gradually increase the requirement ex. praise Maizy every time she uses her manners, slowly praise her every 2 times, every 4 times, partial

35
Q

Extinction

A

Response is ignored, creates a decrease in response

36
Q

PREE: Partial Reinforcement extinction effect

A

Continually reinforced will quit (extinction) faster than those partially reinforced
partial reinforcement is resistant to extinction

37
Q

Problems with punishment

A
  • stops behavior, but doesn’t teach the behavior you want
  • not used correctly (contingency) (contiguity) not both parents do the same
  • People learn good esacpe tactics and continue the “bad behavior”
  • fear of punisher
38
Q

Increasing desired behaviors

A

Ex. Increase child getting goood grades
Positive reinforcement by giving treats for a good grade. I would use a FR-1 schedule. Every time he gets a good grade he recieves a reward.

39
Q

Estinguishing desired behaviors

A

Ex. Getting a spouse to be less messy
Decrease behavior: Positive punishment (yell at him) negative punishment (take away remote)
DRO (ignore his messiness, reinforce picking up)
Reinforcer: Cookies t.v. time (secondary and contrived)
schedule: variable interval (doesnt know when hes going to be rewarded so he does it all the time)

40
Q

Response restriction

A

remove the animal/person to get rid of the behavior

41
Q

Observational Learning

A

behavior of observer changes due to watching a model experience PC or OC

42
Q

Observational PC

A

model: CS+ (spider) ->CR (scream) Observer: CS (spider) + US ( my reaction)

43
Q

Observational OC

A

Model: R (cleans) - O (praise) Observer: R (clean) -O (praised)

44
Q

How is observational learning different from social influence?

A
  • social influence is more of contagious behavior such as yawning, laughing more in presence of others, looking to see what your pet is looking at
  • its engrained in you, you arent learning by looking at someone else
45
Q

What factors make us pay attention to a model

A
  • characteristics of the model (family, age, authority)
  • contiguity
  • contingency
  • saliency
  • the skill of the model
  • learning history
46
Q

what factors are important to the observer in deciding whether to perform of model a behavior

A
  • reinforcement or consequences of models behavior
  • saliency
  • contiguity
  • contingency
47
Q

Banduras Social Cognitive Theory

A

A (attention)
R (retention)
R (reproduction)
M (motivation)

48
Q

self control therapy

A

Observation and evaluation of ones own behavior. Maintain self motivation and achieve personal goals.

49
Q

Modeling Therapy

A

Learning new skills by imitating another person such as a parent or therapist, who performs the behavior to be acquierd

50
Q

Miller and Dollard Reinforcement theory

A
  • we learn if it pays off

- imitation is a function of reinforcement

51
Q

applications for observational learning

A

-advice for a friend whose children watch 4-5 hrs of tv
Answer: gradually reinforce them for going outside
-response restriction (get rid of tv)

52
Q

how can u use observational learning to increase a desirable behavior

A

-modeling and reinforcement

53
Q

what is stimulus control

A
  • behavior is under control of a discriminating stimulus.

- behavior is triggered by the presence or absence of some stimulus.

54
Q

what is generalization

A

what is learned in one situation is seen in different situations

55
Q

what is discrimination

A 
differential responding (how and why you respond to certain events in certain ways)
-decide when to do what behavior based on rewards and saliency
56
Q

Reynolds study

A
  • compound object (red circle and white triangle)
  • one bird was drawn to a red circle, another was drawn towards the white triangle
  • pigeons are indiviuals- chose what was most salient for them (individual differences and stimulus control)
57
Q

Guttman and Kalish (generalizaton gradients)

A

flat gradient - generalization

steep gradient - stimulus control, discrimination

58
Q

what factors influence whether a stimulus will gain control over behavior?

A
  • individual stimuli (elements)
  • Saliency
  • Configurations (environments) - may change behavior
  • contingency (correlation and consistency)
  • contiguity (ISI - timing)
59
Q

How do we establish stimulus control (procedure)

A

S+ (red light) - R (swim) - O (reward)
S- (green light) - R (swim) - O (dont reward)
Discrimination Training

60
Q

Definition of learning

A

a lasting change in behavior due to prior experience

61
Q

habituation

A

repeated exposure to a stimulus creates a decrease in response (response can return)

62
Q

Sensitization

A

repeated exposure that elicits an increase in response

63
Q

Fear conditioning/counter conditioning

A

CS+ (feared item) + (US/CS+ (positive item)

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