Learning Flashcards

(68 cards)

1
Q

what was the behaviourist approach towards learning mainly built on

A

animal models of learning

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2
Q

what was the aim of the behaviourist theories towards learning

A

to produce a general theory of learning and behaviour

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3
Q

what does the cognitive approach see as important in learning

A

thoughts, motivation, attitudes and beliefs

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4
Q

what does the cognitive approach see learning as being conceived within

A

an information processing framework

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5
Q

what does the cognitive approach postulate

A

the role of covert mechanisms - eg long term memory

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6
Q

cognitive neuroscience and learning

A

attempts to understand the relationship between cognitive mechanisms of learning and the underlying brain regions involved using imaging tech

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7
Q

what is habituation

A
  • simplest form of learning
  • repeated exposure leads to declined response
  • innate
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8
Q

what is the evolutionary significance of habituation

A

if a once-novel stimulus occurs again and again without significance - no need to waste time and energy investigation

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9
Q

which researcher is associated with classical conditioning

A
  • Pavolv
  • dog salivation
  • learning to associate the neutral stimulus
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10
Q

what is the initial NS in Pavlovs study

A

the bell

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11
Q

what is the UCS in Pavlovs study

A

the food

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12
Q

what is the initial UCR in Pavlovs study

A

salivation response

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13
Q

Which researcher is associated with fear conditioning

A

Watson & Rayner

*Little Albert

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14
Q

conditioned emotional response

A

phobic exposed to feared object in conjunction with stimulus elicting pain/fear eg. stuck in broken lift

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15
Q

counter conditioning

A

*treatment for phobias in clinical psychology

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16
Q

what occurs in classical condition and taste aversions that doesnt in the salivation response

A

single trial learning

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17
Q

what is the evolutionary significance of taste aversion

A

species survival

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18
Q

preparedness

A

certain organisms are biologically prepared to learn certain things

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19
Q

how is the CR acquired

A

*single pairing CS&US isnt sufficient therefore learning is required

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20
Q

what is the strength of the CR dependent on

A
  • intensity of US

* timing of CS & US

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21
Q

simultaneous conditioning

A

CS and US presented at same time

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22
Q

delayed conditioning

A
  • CS slightly precedes US BUT end together

* optimal for conditioning 1/2S

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23
Q

trace conditioning

A

CS presented and switched off before US presented

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24
Q

backward conditioning

A
  • US precedes CS

* little evidence in animals

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25
what is extinction
after conditioning: * CA presented repeatedly without the US * CR gradually disappears
26
spontaneous recovery
after extinction: * CS presented and CR returns * re-condition CR (US) or re-extinguished (no US)
27
implications of extinction and spontaneous recovery for therapy
extinguished phobias may return - requirement for future treatment
28
rapid reacquisition
* CR can be retained more rapidly following an extinction and after some delay then during its initial learning * even if extinction sessions are repeated to a point where even spontaneous recovery ceases
29
what is extinction seen as
doesnt seem like memory loss more like a case of 'new learning'
30
generalisation
*transfer of learning to other stimuli *not confined to a single sight eg Pavolvs dog salivated to other similar tones
31
Gradient of generalisation
greater similarity = greater transfer
32
evolutionary advantage of generalisation
react to novel situations in so far as they are similar to familiar ones
33
Discrimination
*stops generalisation
34
what are organisms taught in terms of discrimination
to distinguish similar but different stimuli | *eg Pavlov - some tones followed by food, others werent
35
differential inhibition
inhibition acquired to stimulus followed bu no food - NO CR
36
experimental neurosis
*pavlov trained dogs again but with more and more difficult discriminations between the CS+ and the CS-
37
what happend when Pavlov increased the discrimination difficulty - experimental neurosis
dogs showed signs of anxiety and distress as discrimination became more difficult *all conditioning vanished and had to be re done
38
what did Pavlov assume about neurosis
all neuroses learned through conditioning and should in theory be removed through conditioning
39
over-shadowing
if we always give two CS's together during training we may later find that only one will produce a CR alone *the more vivid of the 2 tends to be the one where conditioning is established
40
second (higher) order conditioning
*after successfully training CS-CR pairing we can get a new stimulus to elicit a CR by pairing it with the now trained CS
41
how does second (higher) order condition work
in new CS is presented before old CS in new training phase then new CS would eventually produce CR on its own
42
instrumental (Operant) conditioning
* responses - instruments to achieve outcomes | * skinner sees learner as more active than Pavlov
43
Skinners experiment
Rat in cage with lever | *pressing leaver produces pellets
44
what is the extinction in Skinners rat experiment
lever press receives no pellet
45
what is the discrimination in skinners rat experiment
eg lever pressed only when light on | *light = discriminative stimulus
46
law of effect
stimuli that occur as a consequence of a response can increase or decrease likelihood of repetition
47
eg of positive reinforcement (law of effect)
eg food for lever press
48
eg of negative reinforcement (law of effect)
eg foot shock turned off | *removal of negative stimulus
49
what do positive and negative reinforcement increase the likelihood off
repeating a response
50
eg of punishment (law of effect)
eg foot shock turned on
51
response cost (law of effect)
response followed by the termination of an appetitive stimulus
52
what do punishment and response cost do
decrease the probability of response repitition
53
primary reinforcement
naturally reinforcement | eg food
54
secondary reinforcement
learned to associate with primary reinforcers | eg money
55
Wolfe
*chimpanzees reinforced by giving them poker chips which could be used to 'buy' food out of a vending machine
56
what is meant by schedules of reinforcement
how frequently and predictably reinforcement is given
57
ratio schedule (schedules of reinforcement)
linked to the number of responses | *high response rate
58
interval schedule (schedules of reinforcement)
linked to time elapsed
59
fixed schedule (schedules of reinforcement)
every n responses or secs | *predictable - higher responser ate than variable schedule
60
variable schedule (schedules of reinforcement)
average ever n number of responses/secs | *unpredictable - more resistant to extinction
61
fixed ration (schedules of reinforcement)
high response rate until reinforcer is received, may be followed by a discernible pause
62
variable ratio (schedules of reinforcement)
high and steady rate of response
63
fixed interval (schedules of reinforcement)
accelerated rate of response as the time of reinforcement approached
64
variable interval (schedules of reinforcement)
produces a steady rate of response
65
what is shaping
getting animals to perform an unnatural behaviour
66
what does shaping involve
rewarding successive approximations of the target behaviour
67
when does superstitious behaviour occur
when the delivery of a reinforcer occurs close in time with an independent behaviour, meaning it is accidentally reinforced - increasing the likelihood of it occurring again
68
cognitive theories Tolman
any theory about internal processes eg thoughts in behaviour must lead to testable predictions about behaviour