Page 12 Flashcards
(35 cards)
Blocking
In classical conditioning, the finding that no conditioning occurs to a stimulus if it is combinded with a previously conditioned stimulus during conditioning trials. Suggests that information, suprise value, or prediction error is important in conditioning.
Categorize
To sort of arrange different items into classes or categories.
Classical conditioning
The procedure in which an initially neutral stimulus (the conditioned stimulus, or CS) is paired with an unconditioned stimulus ( or US). The result is that the conditioned stimulus begins to elicit a conditioned response (CR). Classical conditioning is nowadays considered important as both a behavioural phenomenon and as a method to study simple associative learning. Same as Pavlovian conditioning.
Conditioned compensatory response
In classical conditioning, a conditioned response that opposes, rather than is the same as, the unconditioned response. It functions to reduce the strength of the unconditioned response. Often seen in conditioning when drugs are used as unconditioned stimuli.
Conditioned response (CR)
The response that is elicited by the conditioned stimulus after classical conditioning has taken place.
Conditioned stimulus (CS)
An initially neutral stimulus (like a bell, light, or tone) that elicits a conditioned response after it has been associated with an unconditioned stimulus.
Context
Stimuli that are in the background whenever learning occurs. For instance, the skinner box or room which learning takes place is the classic example of a context. However, “context” can be also provided by internal stimuli, such as the senory effects of drugs (e.g., being under the influence of alcohol has stimulus properties that provide a context) and mood states (e.g., being happy or sad). It can also be provided by a specific period in time- the passage of time is sometimes said to change the “temporal context”.
Discriminative stimulus
Decrease in the strength of a learned behaviour that occurs when the conditioned stimulus is presented without the unconditioned stimulus (in classical conditioning) or when the behaviour is no longer reinforced (instrumental conditioning). The term describes both the procedure (the US or reinforcer is no longer presented) as well as the result of the procedure (the learned response declines). Behaviours that have been reduced in strength through extinction are said to be “extinguished”.
Fear conditioning
A type of classical or Pavlovian conditioning in which the conditioned stimulus (CS) is associated with an aversive unconditionedstimulus (US), such as a foot shock. As a consequence of learning, the CS comes to evoke fear. The phenomenon is though to be involved in the development of anxiety disorders in humans.
Goal-directed behaviour
Instrumental behaviour that is influenced by the animal’s knowledge of the association between the behaviour and its consequence and the current value of the consequence. Sensitive to the reinforcer devaluation effect.
Instrumental conditioning
Process in which animals learn about the relationship between their behaviours and their consequences. Also known as operant conditioning.
Law and effect
The idea that instrumental or operant responses are influenced by their effects. Responses that are followed by a pleasant sate of affairs will be strengthened and those hat are followed by discomfort will be weakened. Nowadays, the term refers to the idea that operant or instrumental behaviours are lawfully controled by their consequences.
Observational learning
Learning by observing the behaviour of others.
Operant
A behaviour that is controlled by its consequences. The simplest example is the rat’s lever-pressing, which is controlled by the presentation of the reinforcer.
Operant conditioning
Process in which animals learn about the relationship between their behaviours and their consequences.
Pavlovian Conditioning
The procedure in which an initially neutral stimulus (the conditioned stimulus, or CS) is paired with an unconditioned stimulus (or US). The result is that the conditioned stimulus begins to elicit a conditioned response (CR). Classical conditoning is nowadays considered important as both a behavioural phenomenon and as a method to study simple associative learning.
Prediction error
When the outcome of a conditioning trial is different from that which is predicted by the conditioned stimuli that are present on the trial (i.e., when the unconditioned stimulus is suprising). Prediction error is necessary to create Pavlovian conditioning (and associative learning generally). As learning occurs over repeated conditioning trials, the conditioned stimulus increasingly predicts the unconditioned stimulus, and prediction error declines. Conditioning works to correct or reduce prediction error.
Preparedness
The idea that an organism’s evolutionary history can make it easy to learn a particular association. Because of preparedness, you are more likely to associate the tase of tequila, and not the circumstances surrounding drinking it, with getting sick. Similarly, humans are more likely to associate images of spiders and snakes than flowers and mushrooms with aversive outsomes like shocks.
Punisher
A stimulus that decreases the strength of an operant behaviour when it is made a consequence of the behaviour.
Quantitative law of effect
A mathematical rule that states the effectiveness of a reinforcer at strengthening an operant response depends on the amount of reinforcement earned for all alternative behaviours. A reinforcer is less effective if there is a lot of reinforcement in the environment for other behaviours.
Reinforcer
Any consequence of a behaviour that strengthens the behaviour or increases the likelihood that it will be performed again.
Reinforcer devaluation effect
The finding that an animal will stop performing an instrumental response that once let to a reinforcer if the reinforcer is separately made averive or undesireable.
Renewal effect
Recovery of an extinguished response that occurs when the context is changed after extinction. Especially strong when the change of context involves return to the context in which conditioning originally occured. Can occur after extinction in either classical or instrumental conditioning.
Social learning theory
The theory that people can learn new responses and behaviours by observing the behaviour of others.
