1
Q
Pavlov
A
-classical conditioning
2
Q
Watson
A
“Blank state”
-we can take anyone and shape them into anything
3
Q
Classical conditioning
A
- passive response
- reflexes
- elicited responses
- reinforcement is irrelevant to learning
4
Q
Principles of classical conditioning
A
- stimulus substitution
- associative learning
- acquisition
- extinction
- spontaneous recovery
- second-order conditioning
5
Q
Associative learning
-type of learning?
A
- type of classical conditioning
- neural stimulus leads to reflexive behavior
- ie pavlov’s dog
6
Q
Stimulus substitution
-type of conditioning?
A
- type of classical conditioning
- stimuli associated and can be substituted
7
Q
Acquisition
A
- phase of classical conditioning when CS and US are presented together
- ie dog doesn’t realize that food is coming right away
8
Q
Extinction
A
- CS alone
- response drops off bc association isnt there
- learning is still there but it’s not at forefront of brain
9
Q
Spontaneous recovery
A
-bursts of remembering
10
Q
Generalization
A
-CR observed even when CS is a little different than the one used during acquisition
11
Q
Discrimmination
A
The capacity to distinguish between similar but distinct stimuli
12
Q
Generalization and discrimination
A
-the more you have of 1, the less you have of the other
13
Q
Unconditioned stimulus
With example
A
Naturally produced reaction to stimulus
-ie give dog food
14
Q
Unconditioned response
With example
A
Reflexive action from unconditioned stimulus
-ie dog salivates in response to food
15
Q
Conditioned stimulus
With example
A
Initially neural and produces no reliable response
-ie ringing a bell for dog with food
15
Q
Conditioned response
With example
A
Reaction is the same as UR but is produced by CS
- not as strong as UR
- ie dog salivates with buzzer sound
16
Q
What occurs in brain when stimulus acquires conditioned properties
A
- generalizes
- discriminates
- extinguishes
18
Q
Little Albert experiment results
A
- performed by Watson
- used pavlov’s theory of associative memory to Albert’s learning of fear
- showed that strong emotions can be learned and generalized
19
Q
Little Albert experiment
A
-associated mouse with loud noise
-learned to fear mouse
-translated fear to other animals
-US: loud noise
UR: fearful crying
-CS: white rat
CR: fearful crying from rat
20
Q
Little Albert experiment exemplifies classical conditioning principles
A
- stimulus substitution: fur coat, monkey, rabbit
- discrimination: if monkey is ok
- extinguish: mouse without noise is ok after time
21
Q
2 factor theory of learning
- who discovered theory
- main theory
A
- Mowrer
- theory of avoidance learning
- classical: learn to avoid
- operative: avoiding results in reward, fear continues
- negative reinforcement: taking away something negative (fear)
- reinforcing avoidance behavior
22
Q
Delay conditioning
A
- part of classical conditioning
- CS followed by US
- ie tone (CS) followed by puff of air (US) into eye. Response=eye blink; tone eventually elicits eye blink
- tone is on, puff, both end together
23
Q
Trace conditioning
- example
- part of brain
A
- same as delay conditioning except tone goes then pause then puff of air (aware of difference between US and CS)
- ie people on vegetative state may process verbal stimuli
- hippocampus
24
Q
Biological preparedness
A
- tendency for learning certain kinds of associations over others
- some behaviors are easy to condition, others are not
- classical conditioning works best with stimuli that are biologically relevant to organism
25
Conditioned emotional response (CER)
- emotionally charges CR elicited by previously neutral stimulus
- ie food, music, sexual interests
- sexual arousal:
- US: erotic imagery; UR: arousal
- CS: shoes; CS: arousal
26
Drug tolerance and classical conditioning
- conditioned stimuli before drug intake can illicit response that prepares body for drug
- overdose: taking heroin in different location because body is not prepared for it
27
Phobias
- anxiety disorder
- panic attacks
- treatment: use counter conditioning
28
Systematic desensitization
-Use counter conditioning to treat phobias
29
Counter conditioning
- weakening CR by associating CS with a new response incompatible with fear
- makes new pairings by using exposure and extinction
30
Therapist techniques for treating phobias
- therapist develops a hierarchy of feared conditions
- relaxation and coping
- client applies learned skills while imagining CS
31
Invivo desensitization video
- makes visualization real
| - virtual imagery to treat certain phobias (ie fear of heights or fear of airplanes)
32
Flooding
- forcing someone into a situation where they have to face fears
- therapist is there reminding them of the skills they learned
- ie planes with snakes
33
Phobias, classical conditioning and operative conditioning
-phobias start with classical conditioning and are maintained by operative conditioning
34
Operant conditioning
- part of brain
- neurotransmitter?
- active
- voluntary responses
- response emitted
- consequences and reqards
- reinforcement for desired response
- are actions beneficial?
- nucleus accumbens
- dopamine
35
The law of effect
| -who developed it?
- thorndike
- behaviors that give satisfaction are more likely to be repeated
- behaviors that are unsatisfying are less likely to be repeated
36
Operant behavior
-behavior has some impact on the environment and has consequences
37
Skinner box
- researchers can study organisms in a controlled environment
- used to study operant behavior
- use ideas of reinforcement and punishment
38
Reinforcer
Stimulus that encourages behavior that lead to it
39
Punisher
Stimulus that Decreases likelihood of behavior that lead to it
40
Positive reinforcement
- present rewarding stimulus
| - increase chance of behavior
41
Negative reinforcement
- negative stimulus removed
| - inc chance of behavior
42
Positive punishment
- unpleasant stimulus administered
- dec chance of behavior
- ie giving a fine
43
Negative punishment
- rewarding stimulus is removed
- dec chance of behavior
- ie being grounded
44
Primary reinforcers
- help satisfy biological needs
- need to survive
- ie food, water, shelter
45
Secondary reinforcers
- effective bc of association with primary reinforcers thru classical conditioning
- ie money is 2dary but is assoc with buying food and shelter etc
47
Overjustification effect
- external rewards make the task seem less satisfying
- too much reinforcemnt
- less creative solutions when paid for creative jobs
48
Context/stimulus control
- who is covered it?
- 3-term contingency
- thorndike: leaning takes place in contexts
- skinner rephrased: behavior under stimulus control
- 3 terms: discriminative stimulus, response, reinforcer
- ie drinking coffee at Starbucks, making jokes about professor, laughter
49
Extinction with operant conditioning
| -difference from classical conditioning
- occurs when reward stops coming
- classical conditioning: US occurs in every trial
- operant conditioning: reinforcement only happens with proper response
- depends on how often reinforcement is received
50
Schedules of reinforcement
- interval schedules: fixed and variable
| - ratio schedules: fixed and variable
51
Fixed interval schedules
- reinforcers at fixed time periods
| - ie exams (study more right before)
52
Variable interval schedule
- reinforcement based on average time
- ie don't know when it's coming within some 2 minute period
- ie pop quiz
- produce consistent responding
53
Fixed ratio schedule
- reinforcement after a certain number of responses have been made
- ie workers get paid after making 10 shirts
53
Variable ratio schedule
- reinforcement after particular average number of responses
- slot machine winner every 100 pulls
- higher rates of responding, never know when reinforcement will appear
54
Continuous reinforcement
- reinforcement after each response
| - fixed ratio
55
Intermittent reinforcement
- when only some responses are followed with reinforcement
- produce behavior more resistant to extinction
- ie slot machine you will keep playing until you win
56
Intermittent-reinforcement effect
operant behaviors are maintained in intermittent reinforcement schedules; less likely to undergo extinction than continuous reinforcement
57
Alcohol as a positive and negative reinforcer
- positive: enjoying glass of wine
| - negative: if you don't want to go to a party and you drink to calm your nerves (reduces bad things)
58
Shaping
Learning that results from reinforcement of successive steps lead to final desired behavior
-ie pigeon and pecking bar for food
59
Latent learning
-learned but behavior changes occur later in the future
60
Cognitive map
Mental representation of the physical features of the environment
-ie rats form a mental image of a maze once they learn their way around
61
Social learning
| -who?
- modeling behaviors and attitudes emotions
- involves cognitive behavioral and environmental influences
- bandura
62
Bandura and the bobo dolls
| -result/conclusion
- child plays with bobo doll
- adult comes and beats it up
- child acts more aggressively towards doll
- watch adult get reprimanded, less likely to engage in behavior
- if adult gets reprimanded, more likely to engage in behavior
- direct reinforcement and punishment are not necessary for learning-don't need direct shaping
63
Brain functioning in operant conditioning
- pleasure centers: middle forebrain, hypothalamus, nucleus accumbens
- nucleus accumbens secreted dopamine=happier
64
Operational learning
-learning that takes place by watching the actions of others
65
Diffusion chain
- associated with observational learning
| - one person learns something from someone, someone else learns that thing from that person and so on
66
Implicit learning
- learning that takes place without the awareness of the process or products of information acquisition
- ie language patterns
67
Habituation
- repeated exposure reduces response
| - get used to things ie plane noise if you travel a lot
Psychology 2
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Decks in class (4)
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