TOPIC 2 - Basic Forms Of Behaviour And Learning

Question 1

an ENDURING or DURABLE change in behaviour or mental processes due to experience/interactions with the environment

• long lasting change in behaviour due to experience

Answer 1

learning

Question 2

Types of Unlearned Behaviours (2):

Answer 2

1. Innate
2. Reflex

Question 3

Unlearned behaviour that is inborn or naturally occurring

Answer 3

innate

Question 4

Stimulus response relationship that is either learned (but it’s in the category of unlearned behaviours?) or innate and indicates the behaviour that happens automatically

Answer 4

reflex (think reflexive behaviour)

• eg: turning head when someone calls name; knee jerk
• REFLEXES and innate are technically different groups
• but REFLEXES can be WITHIN the umbrella of innate behaviours

Question 5

Behaviour occurring in response to environmental stimuli; behaviour brought about by a stimuli

Eg: salivating when food enters mouth; covering ears when too loud

Answer 5

elicited behaviour

Question 6

Reflexes can be considered ________ behaviour

Answer 6

elicited

• eg: pulling away from something hot; pupils constrict when exposed to light

Question 7

Species-typical response patterns or instincts; genetically programmed

• sequence of behaviours (whole response) often associated with fitness related tasks
• think MAP

Answer 7

Modal Action Patterns (MAP)

Eg: egg-rolling response with grey goose - roll egg back into nest if fallen out; smooth rocks will also trigger this egg rolling response and they’ll try to roll the rock into their nest too

Question 8

Modal Action Patterns are a form of ________ behaviour.

Answer 8

elicited

• elicited by sign stimulus or supernormal stimulus

Question 9

What are the two types of stimuli that elicit/initiate a Modal Action Pattern?

Answer 9

1. Sign Stimulus (or releasing stimulus)
2. Supernormal Stimulus (SUPER form of sign stimulus lol)

Question 10

the feature necessary to elicit a modal action pattern

Answer 10

sign stimulus

or

releasing stimulus

eg: grey goose egg rolling: round shaped object

Question 11

An EXAGGERATED sign stimulus that elicits more vigorous response.

• has the features OF the sign stimulus BUT WITH EXTRA

Answer 11

Supernormal Stimulus

Eg: grey goose egg rolling: sign stimulus - round; supernormal stimulus - ULTRA ROUND SMOOTH EGG SHAPED ROCK SO EGGGGG UGHHGHH

Question 12

the Gull pecking response in which chicks beg for food where the sign stimulus is a seagull beak, but the supernormal stimulus that seals the deal almost guaranteeing the response is the red spot. This is known as a type of __________ (2) pattern which is a form of ________ behaviour.

Answer 12

Modal Action Pattern
Elicited Behaviour

Question 13

Think Modal Action Pattern in Jewels: string - identify sign and supernormal stimuli

Answer 13

sign stimuli: anything that resembles a string, whether it’s a feather teaser, a string of yarn, or even a necklace chain, will trigger her hunting or “playing” instincts

supernormal stimuli: when the thing resembling a string is SOFT or FUZZY like the animals she kills - she’ll be EVEN More likely to have her hunting instincts triggered

for example she LOVES the feather teaser and the fluffy teaser and yarn because they’re all soft, but the other day i did catch her trying to genuinely play with my necklace chain so I think that indicates that the string shape itself is a basic sign stimulus

Question 14

Habituation and sensitization within this type of learning

Answer 14

Event-alone learning

habituation and sensitization within - have to do with reacting to the event alone, to the environment alone hence event alone learning

REACT TO THE EVENT ALONE. ONLY REACTING TO THE EVENT

Question 15

Classical conditioning is also known as __________ learning because you’re tying one response to another

Answer 15

event-event learning

think tying one response to a event to another event

Question 16

Instrumental/operant conditioning is also known as _______ learning because you’re learning from the consequence of a behaviour

Answer 16

behaviour-event learning

Question 17

Observational learning; learning from watching other people

Answer 17

social learning

Question 18

quick note for event-alone learning:

Answer 18

Reflex responses DO NOT occur the same way everytime - the magnitude of the response can change due to repeated stimulation

Question 19

Aspect of event-alone learning in which we respond less strongly over time to a repeated stimuli

• learn to adapt to it and tune it out or get used to it

Answer 19

habituation

• eg: getting used to background noise while studying, tune it out

Question 20

Habituation is a result of event-alone LEARNING. It is not a result of ________ (2) in which the sense organs physiologically become less sensitive, and not a result of ________ (1) in which the muscles become tired or weaker.

Ultimately it is not a result of a limitation of the body or senses, but a result of LEARNING something will be constant and adapting accordingly.

Answer 20

Sensory adaptation
Fatigue

NOT HABITUATION BECAUSE NOT LEARNING - more physiological

Question 21

Reflex magnitude up or down:

habituation
sensitization

Answer 21

habituation - magnitude down - less response
sensitization - magnitude up - more response

Question 22

opposite of habituation; becoming MORE sensitive to the repeated exposure of a stimulus - increase in strength of response to stimulus

• CAN be a result of repeated presentations of stimulus OR arousal from extraneous stimuli - eg: being overstimulated - the lights sounds textures are all too much and all exacerbate each other and make the experience more extreme and uncomfortable

Answer 22

sensitization

Question 23

identifying a relationship between two stimuli
- what is being learned

Answer 23

association

Question 24

PROCESS of learning the relationship between two stimuli
- how and when its being learned

Answer 24

Acquisition

Question 25

reduced responding to things CONSTANT in your environment - tune out - new things will catch your attention on the other hand increased responsiveness to things in distracting environments - preparing for danger, kinda like overstimulation

Answer 25

habituation sensitization

Question 26

Form of learning in which neutral stimulus comes to signal occurrence of second stimulus - tying one stimulus to another one kind of - behaviours elicited/brought about by antecedent stimuli - process involves manipulation of antecedent stimuli (tie it to another stimuli)

Answer 26

Classical conditioning Respondent conditioning Pavlovian conditioning

Question 27

anything in the environment that we can detect, measure and that can evoke a response or behaivour

Answer 27

Stimulus

Question 28

a relationship between two stimuli

Answer 28

association

Question 29

the time while an association is being learned; the process of learning how the association works

Answer 29

acquisition

Question 30

biologically significant stimulus that already has a natural response associated with it within event-event learning or respondent/classical conditioning

Answer 30

unconditioned stimulus

Question 31

Response naturally associated with the unconditioned stimulus within event-event learning or classical conditioning

Answer 31

unconditioned response

Question 32

A stimulus in event-event learning that does not naturally elicit a response - eg: a random bell; you hear it but you don’t really react to it or associate it with anything

Answer 32

neutral stimulus

Question 33

PREVIOUSLY NEUTRAL stimulus in event-event learning/classical conditioning that does comes to bring about (elicit) a CONDITIONED response

Answer 33

conditioned stimulus

Question 34

the learned response to previous neutral stimulus

Answer 34

conditioned response

Question 35

the time DURING conditioning or learning about an association between an unconditioned and conditioned stimuli; learning about the an association/relationship between two variables

Answer 35

acquisition

Question 36

Type of learning that happens based on the consequences (positive or negative) that come AFTER we’ve made a response

Answer 36

behaviour-event learning operant conditioning

Question 37

If a response in the presence of a stimulus is followed by a favourable outcome, the bond or association between a stimulus and response will be fortified. This is known as “stamping in” while the opposite, an unsatisfying response would be “stamping out” the behaviour. This concept is Thorndike’s:

Answer 37

Law of Effect

Question 38

Learning that is orchestrated by the CONSEQUENCES of the organisms behaviour - antecedent -> behaviour -> consequence - stimulus -> response -> outcome - the CONSEQUENCE determines the likelihood of a behaviour occurring in the presence of the same antecedent/stimuli

Answer 38

Operant conditioning Behaviour-event learning behaviour 1st then event -> then revaluate whether you should do behaviour or not again in the presence of that same antecedent depending on whether the outcome/consequence is satisfying or not

Question 39

Operant/Instrumental Learning and Conditioning Contingencies: Positive reinforcement Negative reinforcement Positive punishment Negative punishment

Answer 39

Positive reinforcement - ADDING a stimulus to make them more likely to do a behaviour Negative reinforcement - TAKING AWAY a stimulus to make them more likely to do a behaviour Negative reinforcement Positive punishment - ADDING a stimulus to make them less likely to do a behaviour Negative punishment - TAKING AWAY a stimulus to make them less likely to do a behaviour

Question 40

Operant/Instrumental Learning Contingencies Examples: Positive/Negative - Reinforcement/Punishment

Answer 40

Positive reinforcement - adding stimulus to increase behaviour - eg: grandparents giving me money when I do well in school Negative reinforcement - removing stimulus to increase behaviour 1st - eg: mom stops screaming at Josiah when he starts studying Positive punishment - adding stimulus to decrease behaviour - eg: smacking your kid to stop them from stealing the cupcakes everytime you go to the grocery store Negative punishment - removing stimulus to decrease behaviour 1st- eg: grounding your kid, removing social time, to make your kid less likely to act out at school

Question 41

Type of operant learning contingency in which an aversive stimulus being removed INCREASES a behaviour - eg: beeping sound is removed once you put your seatbelt on in the car -> removing beeping sound to increase the behaviour of putting on your seatbelt

Answer 41

Negative reinforcement

Question 42

operant learning contingencies; ask yourself: Is the behaviour being increased or decreased? Increased: _________ Decreased: _________ Is there a stimulus being added or removed to achieve this? Added: ________ Removed: ________

Answer 42

Is the behaviour being increased or decreased? Increased: Reinforcement Decreased: Punishment Is there a stimulus being added or removed to achieve this? Added: Positive Removed: Negative

Question 43

Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment

Answer 43

Positive Reinforcement: Add stimulus to increase behaviour Negative Reinforcement: Remove stimulus to increase behaviour Positive Punishment: Add stimulus to decrease behaviour Negative Punishment: Remove stimulus to decrease behaviour

Question 44

Operant behaviours are controlled by and involves the manipulation of their _________ while classical behaviours are controlled by and involves the manipulation of their _________. Think 3 term contingency -> ABC

Answer 44

Operant - controlled by, involve manipulating CONSEQUENCES - what comes after affects behaviour Classical - controlled by, involve manipulating ANTECEDENTS - what comes before affects behaviour

Question 45

When an organism watches another organism (or a model) being conditioned. - watching someone else engage in a behaviour (experience), and then evaluating the consequences of their behaviour, and becoming motivated or deterred by those consequences

Answer 45

Vicarious conditioning

Question 46

Vicarious learning/conditioning could also be considered an indirect form of _______ conditioning, because you’re watching someone else’s experiences which involves their behaviour, and then consequences of their behaviour, and then you evaluate that experience to learn from it - living vicariously through someone

Answer 46

operant conditioning

Question 47

Learning ABOUT a relationship between two stimuli Learning HOW the relationship between the two stimuli works

Answer 47

association vs. acquisition