| Term | Definition |
|---|
| what are the two assumptions of rewards as reinforcers? | learning is an associative process; the role of rewards is to strengthen such associations |
| why was incentive motivation introduced? | learning has been shown to be not necessarily an associatve process and reinforcers not necessary |
| what does the anticipation or expectancy of rewards do? | arouses incentive motivation which arouses us to engage in activities that lead to rewards |
| what 5 things help show that rewards are not necessary for intrumental learning? | latent learning, latent extinction, incentive shifts, contrast effects, deprivation effects |
| latent learning | performance does not always show whether learning has occurred |
| latent extinction | extinction can occur without actually performing the response to be extinguished |
| incentive shifts | animals reliaby perform better for large rewards than for small ones |
| contrast effects | if different incentives are presented to the same animal so they can compare, the animal responds differently to each than if they were presented alone EX: rats with big or small reward changes |
| positive contrast effect (aka. elation) | animals perform better when small reward is shifted up to large reward than those who got the large reward all along |
| negative constrast effect (aka. depression) | animals perform worse when downgraded from a large reward to a small one |
| eagerness | anticipatory excitment to perform for a reward |
| deprivation effects | deprivation does not directly energize behaviour, it enhances incentives |
| alliesthesia | hunger makes food a better incentive, thirst makes water a better incentive etc. |
| what is the most important motivational determinant of performance? | incentive |
| what is the equation for response mediation theory? | excitatory potential=habit x drive x incentive (K) |
| what are the antecedent conditions to manipulate the strength of K (incentive)? | amount, quality and the delay of the reward (longer delay produces weaker incentive) |
| response mediation theory; Rg theory | an internal event in organism occurs between and overt stimulus and an overt response; (S-->(rg-sg)-->R) s=stimulus R=overt response (rg-sg)=anticaptory goal response and its stimulus; doesnt place value on rewards in animals minds |
| what are the main problems with Rg theory? | lack of evidence that fractional responses ((rg-sg)) actually occur or are conditioned to environmental cues; If stronger rg-sg drives learning then vigorous consumption of food should be associated with better intrumental performance but it isnt |
| central motive states | variety of circumstances leads to central nervous system changes aroused by external stimuli; CMS alters value of incentive objects and therefore alters responses |
| incentive valence | the capacity of an incentive to evoke approach behaviour; something is not automatically rewarding (food/water) until animal has experienced them in the context of deprivation/satiation |
| what was Tolman's opinion on the S-R assocations? his new outlook? | did not beleive learning consisted of them; S1R1-S2 is an expectancy that in this situation (S1) if i make a particular response (R1) then some event (S2) will follow |
| what is tolmans def. of expectancy? | anticipation that under given circumstances a particular behaviour will lead to a particular response |
| what is tolmans def. of demand? | motivation for something (food); determined jointly by internal and external events |
| what are tolmans intervening variables? | purpose, foresight, expectation |
| what is the formula for tolman's systematic theory? | performance tendency=f(expectancy, drive stimulation, incentive valence) |
| in tolmans systematic formula, what does performance tendency, expectancy, and incentive valence mean? | perf.tend: for an expectancy S1R1-S2 to be expressed in behaviour; expectancy: S1R1-S2 is behaviour expectancy and S1-S2 is classical conditioning behaviour; incentive valence: value of S2 to the organism |
| what is the major criticism from tolman's approach? | no 'action principle'; no stimuli arousing the response |
| what was youngs principles of experimental hedonism? | certain stimuli produced positive or negative affective arousals and that motives grow out of these arousals |
| what are the arousals and motives of youngs hedonism theory? | primary affective arousal: + or - directly produced by stimuli (ex:taste of food); conditioned affective arousals: anticipatory arousals produced by stimuli previously associated with primary arousal throuhg classical conditoning; motive: anticipation of future prim. hedonic arousal with power to arouse behaviour |
| in youngs hedonism theory, what does liking refer to? what does wanting refer to? | liking=primary arousal/ wanting=conditioned affective arousal |
| what is two process learning theory? | asserts that Pavlovian conditioned emotional responses (hope/fear/relief/dissapointment) can directly affect instrumental behaviour (to food) pg. 217 chart |
| what is langes affect modulation theory? | defines emotions as action dispositions founded on brain states that organize behaviour along a basic approach-avoidance dimension; all affects are assumed to be associated with tendencies to approach or to escape; appetitive behaviour is enhanced if subject is in positive emotinal state |
| what are the four consequences once there is commitment to a goal? | actions (commitment to goals), content of thoughts/dreams, sensitization to goal-related cues, perceptual qualities of goal-related stimuli |
| what are the 5 phases of the incentive disengagement cycle? | invigoration (strnger attempt at goal), agressive behaviour (frustration), downswing into depression, depression, recovery |
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