Learning and Cognition Flashcards

Question

What do spontaneous recovery and rapid reacquisition suggest about the extinction process?

Answer 1

- Extinction doesn't erase what is learnt, just previous associative relationship is supressed -

Answer 2

- Plot graph - increment tone to see drop off point where it gets less similar to the original sound

Answer 3

- Learning through an action’s consequences (ie. rewards and punishments)

Answer 4

Reinforcement = making a behaviour MORE LIKELY TO HAPPEN - Positive reinforcement = ADDING something pleasant -> smth = positive reinforcer - Negative reinforcement = TAKING AWAY something unpleasant -> smth = negative reinforcer

Answer 5

Punishment = making a behaviour LESS LIKELY TO HAPPEN - Positive punishment = ADDING something unpleasant -> smth = positive punisher = unpleasant UCS stimulus - Negative punishment = TAKING AWAY something pleasant -> smth = negative punisher = pleasant UCS stimulus

Answer 6

- rmb reinforcement = INCREASE of behaviour - punishment = DECREASE of behaviour -> always true, ignore words like negative and positive

Answer 7

- Target behaviour we want to INCREASE = pushing a lever - Positive reinforcement = rat gets food after pushing the lever - Negative reinforcement = electric shock stops after pushing the lever

Answer 8

- Target behaviour we want to DECREASE = pushing a lever - Positive punishment = receive electric shock after rat pushes the lever - Negative punishment = rat given no food if lever is pushed (ALSO KNOWN AS RESPONSE COST) SO... - electric shock = positive punisher = unpleasant UCS stimulus (wincing is natural response!)

Answer 9

- when we want to STOP the target behaviour we tried to increase HOW IS IT DONE? - stop reinforcement! WHAT HAPPENS WHEN REINFORCEMENT IS STOPPED? 2 stages 1) FIRST TIME = the rat presses the lever even more frequently/AGGRESSIVELY for a short time 2) LATER = there is a GRADUAL DECLINE when reward is no longer presented SAME FOR PUNISHMENT

Answer 10

CONTINUOUS = rewarding every time behaviour is done - Quick learning to do behaviour - BUT rapid extinction if reinforcements stop PARTIAL REINFORCEMENT = rewarding only sometimes when the behaviour is done - Slower, persistent learning to do behaviour - BUT slower extinction once reinforcements stop

Answer 11

SIMILAR TO PARTIAL REINFORCEMENT!! EXAMPLES = GAMBLING - sometimes win (reinforcer) - however hard for extinction - hope that you could win that day!

Answer 12

- achieving difficult desired behaviour - by REINFORCING SUCCESSIVE APPROXIMATIONS (small steps)

Answer 13

GETTING DOG TO ROLL OVER 1. High Frequency Component - find a behaviour the dog already does often + AND close to desired behaviour - In this case, it might be lying down. - Reinforce the dog for lying down 2. Drop Reinforcement and Observe Variability  - Once the dog consistently lies down, stop rewarding just for lying down. - This might confuse the dog, causing it to try different movements while lying down 3. Reinforce Closer Approximations  - Wait for the dog to make a movement closer to rolling over (eg. legs up) - When this happens, we immediately reward it 4. Cycle Through Closer Approximations  - We continue this process, rewarding movements that get progressively closer to a full roll

Answer 14

1) CONTINGENCY - Clear connection between behaviour and punishment (ie. shouting = no more phone) 2) CONTIGUITY - Punishment must immediately follow the behaviour (ie. after shouting, immediately take phone, don't wait 2 hours later) 3) CONSISTENCY - Punishment must happen every time the behaviour shows up (ie. don't say no phone, then when lazy let the child keep the phone)

Answer 15

1) Positive punishment doesn't work for long term behaviour change - only SUPPRESSES behaviour - rarely effective due to the 3C's 2) Doesn't teach more desirable behaviour - focuses on avoiding the bad behaviour 3) Produces negative feelings in the learner - HENCE doesn't promote new learning 4) Harsh punishment may teach the learner to use the same behaviour with others (SOCIAL LEARNING)

Answer 16

1) Stop reinforcing problem behaviour on ACCIDENT - find out reason for bad behaviour - Eg. whining child -> reason = want to get candy as they know you will give it to them - do not reinforce by ignoring their whining! 2) Reinforce alternative behaviour that is INCOMPATIBLE with the current behaviour - Incompatible = bad and good behaviour can't exist at the same time - eg. whining + asking politely can't happen at the same time! - eg. "thanks for talking politely, here's your candy" 3) Reinforce the non-occurence of the undesirable behaviour - eg. reward person for not doing the behaviour in a SET TIME eg. not whining for 30 mins, give them a candy

Answer 17

- A stimuli that acts as a CUE - Signals the AVAILABILITY of a REINFORCER

Answer 18

EXAMPLE 1 - reinforcer (pleasant UCS stimulus) = scrolling on phone (dopamine release) - antecedent = phone lighting up EXAMPLE 2 -Reinforcer (pleasant UCS stimulus) = drinking coffee (yummy) - antecedent = seeing your favourite coffee shop NOTICE: - Antecedent-reinforcer relationships are based on a CLASSICALLY CONDITIONED CS-UCS -> Antecedents were previously NS, but combined with UCS, you predict reinforcer

Answer 19

Antecedent → Behavior → Consequence How It All Works Together 1. The antecedent (seeing your phone light up) triggers a behavior (checking social media). 2. The behavior (checking social media) 3. leads to a consequence (feeling happy). If the consequence is good, you're more likely to repeat the behavior when you see the antecedent again.

Answer 20

- a specific type of ANTECEDENT that signals the availability of reinforcement - BUT only for a PARTICULAR behaviour!! eg. animal training - hand up whales will jump + get a reward from one box, hand down whales will stay still + get a reward fro another box

Answer 21

- Mental representation of the spacial characteristics of a familiar environment - Rather than a series of chained responses to external cues

Answer 22

FOR EXAMPLE... - Eg. way to campus from one end to another i rmb - i dont rmb the way as a series of instructions like turn left, turn right etc.

Answer 23

1) Learning can occur in the ABSENCE of rewards/punishments 2) Learning is only demonstrated once there is a motivation/reinforcement

Answer 24

1) COGNITION MAP - Rats didn’t just memorize turns ("turn left, then right"). - Instead, they built a mental map of the maze, used this to figure out where the food should be 2) LATENT LEARNING -Different levels of food given - Only when given food, learning was demonstrated

Answer 25

1. Training Phase: - STRAIGHT PATH - Rats learned to run from start to (food) in a maze shaped like a STRAIGHT PATH 2. The Surprise Test: - MANY DIFF PATHS OPENED - Tolman blocked the original path and opened a "sunburst" of 12 new paths - The rats had to choose a new path to find the food. 3. What Happened: CHOSE PATH WHICH POINTED TO ORIGINAL LOCATION OF FOOD (ie. slightly to the right) - Instead of randomly picking paths or choosing the shortest one...

Answer 26

1) Red group = no food at end of maze -> less mistakes over time, but they are not really getting better at finding final destination, pretty stagnant 2) Blue group = regular food (ie. Always present in maze) -> drastically make less and less mistakes each trial -> pretty much get perfect in finding the final destination 3) Green group = no food reward until day 11 (ie. no food, only present in maze after day 11) -> up to day 11: look like group A, pretty stagnant -> after day 11: once there is a food reward they become like blue group, almost no mistakes!

Answer 27

PART 1 - actually ALL groups were learning and had a cognitive maze in their heads - only when there is a reward like food, they will show the learning!! -> they are motivated to do so/only when there is a reason ALSO PART 2 - Learning can occur in the absence of directly experienced rewards and punishments!

Answer 28

- key component = OBSERVATIONAL LEARNING - definition: learning through imitating others, copying what we observe (a model!)

Answer 29

1. Setup: - Children watched a short film with an adult acting aggressively toward a Bobo doll eg. Punching it - There were three versions of the film, each showing different consequences for the adult's aggressive behavior: * Reward Condition: The adult was rewarded for aggression. * Punishment Condition: The adult was punished for aggression. * No Consequence Condition: No consequences were shown. * Each child watched only one of these videos 2. Observation Phase: - After watching the film, each child was left alone in a playroom filled with toys, including the Bobo doll - The children didn’t know they were being watched through a one-way mirror. 3. What Researchers Measured: - They observed whether the children imitated the aggressive behaviors they saw in the film. 4. Incentive phase - person comes in later, now gives them permission + encourages them to imitate behaviour shown in video)

Answer 30

TIP: - compare black between all males, compare all white between all females etc. - dont mix up categories UNDERSTANDING: - White = No incentive = left in a room to play with the doll - Black = Positive incentive = person encourages them to imitate behaviour shown in video - X axis, Model rewards = ie. watched video where punching was rewarded 1. WHITE BARS - OBVIOUS - reward + no consequences are roughly similar to each other - Punishment - lowest due to learnt consequences (OPERANT LEARNING) 2. BLACK BARS - All increased compared to their associated white -> proves LATENT LEARNING + ALL children learnt the behaviours EQUALLY (regardless of punishment in video or gender) 3. GENDER - Boys higher than all girls to their associated bars - tend to be more aggressive

Answer 31

VICARIOUS = learn from others/observation - here learn the consequences through the video!

Answer 32

1) Sensory registers 2) Short term memory 3) Long term memory

Answer 33

1) SENSORY REGISTERS - these HOLD information about a perceived stimulus - BUT only for half a second, 500 milliseconds) - After this, the information is LOST (INFORMATION LOSS) eg. a random OTP code

Answer 34

2) SHORT TERM MEMORY - BUT if the information is PAID ATTENTION to... eg. you CONSCIOUSLY focus on the stimulus - this info is MOVED from the sensory register to short term memory!! - it is held in memory for roughly 20-30 SECONDS HOW IS IT MAINTAINED IN THE STM? - you can make it STAY in your STM by REPEATING it over and over!!! - but this is only temporary - once you stop repeating, the memory fades :(

Answer 35

3) LONG TERM MEMORY - BUT if you keep repeating it over and over and over, it will be MOVED to your long term memory!! eg. a poem, phone number - This is called MAINTENANCE REHEARSAL BUT... - if the info is UNDERSTOOD, the memory will be stronger in the long term memory - known as ELABORATIVE REHEARSAL

Answer 36

this is recalling info so that it is brought from the long term memory BACK to the short term memory

Answer 37

1) ICONIC MEMORY - Visual sensory register - This HOLDS visual information for half a second 2) ECHOIC MEMORY -Auditory sensory register - This HOLDS auditory information for 3-4 seconds

Answer 38

LARGE CAPACITY, SHORT DURATION - Can hold lots of info - But only for a short period of time

Answer 39

ON THE SCREEN THERE ARE 12 LETTERS - WILL APPEAR + DISAPPEAR 1) FULL REPORT - Participants were asked to recall all the letters - They could only recall about 3-5 items -> This UNDERESTIMATES the CAPACITY of the visual sensory register/iconic memory!! SO... 2) PARTIAL REPORT - Participants were cued to recall only one row of letters after seeing the entire array by using a certain pitch of tone - They were able to repeat back all 4 letters!! -> Since they didn’t know which row would be cued beforehand, their ability to recall all 4 letters showed that all 12 letters are stored in visual sensory register!! -> SO...This revealed that iconic memory has a very large capacity!! * BUT duration is short - by the time they say all 4 letters, already forgot the other 8 letters

Answer 40

THINK OF LEARNING IN BIO CLASS taking in info, understanding, interpreting it --> storing it in the memory --> retrieving it 1) Encoding 2) Storage 3) Retrieval

Answer 41

Acquiring info + attending to it + then interpreting it - Acquiring info from experiences/stimulus - AND attending to info through mental processes (ie. is it important?) - THEN interpreted by comparing it to prior knowledge

Answer 42

- Information is stored in NEURONS in the brain - CATEGORISATION: Diff kinds of memories are stored in diff neuron networks FOR EXAMPLE: neurons in the visual cortex store information about sights, while neurons in the amygdala store information about the emotions that were experienced ** - Storage capacity + duration differ between diff memory systems

Answer 43

1) Remembering info = personal reminiscence, recalling facts 2) Doing = executing practical skills 3) Knowing = conditioned responses

Answer 44

Explicit = on purpose // implicit = involuntary - Explicit = eg. remembering what you had for dinner last night - Implicit = eg. know how to ride a bike without thinking of the steps

Answer 45

- Highly context dependent - Environmental CUES (eg. Hearing a song, photograph might make you think of a vacation in the past) - Internal (interoceptive) CUES = feeling hungry might make you rmb a memorable meal, period cramps reminds you of your period experience as a kid

Answer 46

DEFINITION: - Recalling a memory (eg. the structure of an amino acid) DETAIL OF PROCESS - This process is RECONSTRUCTIVE -> piece together various parts of the memory, fill in the gaps w/ existing knowledge -> therefore ERROR-PRONE

Learning and Cognition Flashcards

(70 cards)