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learning + motivation Flashcards

1
Q

unconditioned stimulus

A

event with biological significance for animal, food, US

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2
Q

unconditioned response

A

automatic response to unconditioned stimulus that doesn’t need to be learned, salivation to food, UR

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3
Q

conditioned stimulus

A

doesn’t produce any strong responses from animal naturally, bell, CS

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4
Q

conditioned response

A

mostly same as UR BUT NOT ALWAYS, salivation to food, CR

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5
Q

second otrder conditinoing

A

where a previously conditioned stimulus is used to condition a new stimulus –> if you use the bell from Pavlov to pair with a light, the light is new CS2 and dog salivates when sees light

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6
Q

extinction and the two memories held

A

the ‘unlearning’ of conditioning but not really
animal has 2 memories
* acquisition - developed during conditioning
* extinction memory: learning that the CS doesn’t always appear w US so it eventually stops CR

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7
Q

renewal

A

reappearance of a CR when organism is placed in a different context/environment from where extinction occurred

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8
Q

spontaneous recovery

A

reappearance of extinguished CR after rest period wo further conditioning trials

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9
Q

what did Thorndike’s puzzle box reveal

A

cats in maze - gradually become faster, NO SUDDEN INSIGHT

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10
Q

instrumental conditioning

A

learning through reinforcement –> reinforcer = events/outcomes/etc that result in increase/decrease in particular behaviour

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11
Q

secondary reinforcer

A

acquire reinforcers through experience - money, clicker training

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12
Q

positive reinforcement

A

produce positive consequence

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13
Q

positive punishment

A

produce unpleasant consequence

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14
Q

negative punishment

A

prevent pleasant consequence

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15
Q

negative reinforcement

A

prevent unpleasant consequence (take panadol)

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16
Q

fixed ratio reinforcement

A

reinforcer occurs every X responses

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17
Q

variable ratio reinforcement

A

reinforcer occurs on average every x responses (slot machines)

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18
Q

fixed interval

A

reinforcer available after X min/days eg pay cycle

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19
Q

variable interval

A

reinforcer available average after X min/day eg emails, messages

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20
Q

most effective schedules of reinforcement

A

variable ratio

21
Q

behaviour shaping

A

breaking things into smaller steps to accomplish a much more complicated action

22
Q

skinner’s tripartite contingency

A
  • antecedent = stimulus controlling behaviour
  • behaviour = response being reinforced/punished
  • consequences = outcome of behaviour
23
Q

generalisation

A

extent to which a behaviour transfers to a new stimulus - Little ALbert Watson + Rayner 1920

24
Q

discrimination + factors

A

extent to which behaviour does NOT transfer to new stimulus
* how effective the stimulus is learned about
* how similar/different the new stimulus is to learned stimulus

25
discriminative stimulus
* signal that an action will produce a consequence/outcome --> peck/turn word written for birds in the box * traffic light, classroom instruction, parental mood (if relaxed, ask for a treat cos it'll say yes)
26
discrimination learning
orocess by which individuals learn to respond differently to stimuli based on differences --> nichification of existing stimuli * response present in one type of heard tone but not another one * words paired with food and trained people CS to salivate more when reading the words which had semantically similar words
27
social learning
when behaviour changes as a result of OBSERVING others' behaviours and their consequences
28
did the monkeys become scared of flowers
no
29
emulation
understanding the goal but not using same method to gain access
30
imitation
understanding ther IS a goal but NOT USING THE SAME METHOD to gain access
31
social facilitation
learning from DIRECT EXPERIENCE due to living in a social group/hierarchy
32
goal enhancement
access to appetitive consequences facilitates later trial and error
33
stimulus enhancement
follow others in a group and being more likely to approach the same places eg milk bottles
34
increased motivation ot act/explore
more likely to try new things in safe company of friends/parents
35
social modelling
copying the BEHAVIOURAL STYLE of others * bobo doll - suggests there's a cognitive aspect of social learning
36
what factors most affect conditioning
* frequency - most amount of learning in first few trials, then neg accelerate * intensity: salience of CS (louder, stronger), salience of US/reinforcer (howq much reward you get) * contiguity (timing) how far apart events occur * contingency (statistical relationship between events) -what is probability of US given CS? what is probability that US occurs anyway? CS must increase prob of US
37
reflexes
changes in behaviour not brought about by experience - they're innate - automatic, usually very fast
38
instincts
changes in behaviour are also genetically determined, more complicated than reflexes
39
maturation
changes in behaviour becaue of aging - 'learning' to walk
40
fatigue
change in behvaiour is not enduring - usually transient state of discomfort, loss of efficiency
41
habituation
decreased responding produced by repeated stimulation
42
sensitisation
increased responding produced by repeated stimulation - decrease threshold required to elicit response
43
motivation
why individuals initiate, choose, persist in specific actions in specific circumstances * biological + psychological motivation
44
fixed action patterns
elicited by combination of biological, environmental circumstance, not directly motivated by consideration of end goal * goose egg-rolling, REGULATED BY SPECIFIC BIOLOGICAL STATE eg breeding season, nesting
45
sign stimulus
* something initiating fixed action pattern - mating rituals, goose egg
46
habits
learned behaviours without consideration of value of reinforcer/goal - when action becomes habit, rat still presses for food even when full
47
goals
long-0term motivation for behaviour, understand how much you want somehting
48
incentive motivation
degree to which rewards attract an individual's behaviour - can be acquired through conditioning
49

... (7 decks)

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