Chapter 7: Learning
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melissajohns on November 1, 2011
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57 terms
Terms | Definitions |
|---|---|
 What is learning? How do we learn? | Learning is a relatively permanent change in an organism's behavior due to experience We learn by association, o ur minds naturally connect events that occur in sequence |
| Nonassociative Learning | Biological or innate knowledge |
| Associative Learning | Learning, experience, perception, motivation Learning to associate one stimulus with another EX. thunder after lightening Learning to associate a response with a consequence |
| Ivan Pavlov | Classical conditioning Famous for his dog salvation experiment in which he accustomed dogs to salivate at the tone of ringing |
| John Watson | Behaviorism (the view that psychology should be and objective science) Famous for "little albert" Worked with Pavlov on studying behavior and learning |
| Classical Conditioning | Type of learning in which stimuli is associated with an involuntary response |
| Respondent Behavior | An automatic response to a certain stimuli ("responding behaviors") |
| Unconditioned Response (UCR) | The normal response that is generated (unlearned) EX. In Pavlov's experiment, the normal response a dog has when presented with food is salivation |
| Unconditioned Stimulus (UCS) | The stimulus that triggers a normal response (UCR) EX. The food is the UCS in Pavlov's experiment |
| Conditioned Response (CR) | The response that is learned ("conditioned") EX. Pavlov's dogs learned to salivate upon the presence of a ringing tone |
| Conditioned Stimulus (CS) | A neutral stimulus that triggers a learned response EX. The ringing is a CS because the dogs learned to salivate at the presence of a ringing tone as opposed to food |
| The 5 Major Processes With Classical Conditioning | Acquisition Extinction Spontaneous Recovery Generalization Discrimination |
| Acquisition | The initial formation of the association between CS and CR This works well when the CS is presented half a second before UCS is presented |
| Extinction | If the UCS is not presented after CS for a couple of times, the organism will lose receptivity to the CS EX. If after the ringing tone no food arrives, the dog stops to salivate at the presence of just a tone |
| Spontaneous Recovery | The UCS is again presented after the CS, extinction ceases and the organism again begins to respond to the CS EX. the food is again presented after ringing - dog salivates |
| Generalization | The tendency for organisms to respond similarly to similar (generalization) stimuli as the CS EX. Pavlov's dog salivating to the sound of beeping that is similar to ringing |
| Discrimination | The ability to distinguish (discriminate) between different stimuli, so you don't react the same way to everything |
| Cognitive Processes | Early behaviorists believed that learned behaviors of various animals could be reduced to mindless mechanisms However, later behaviorists suggested that animals learn the predictability of a stimulus, meaning they learn expectancy or awareness of a stimulus Watson and Pavlov underestimated the importance |
| Biological Predispositions | Pavlov and Watson believed that laws of learning were similar for all animals Therefore, a pigeon and a person do not differ in their learning However, behaviorists later suggested that learning is constrained by an animal's biology |
| Pavlov's Legacy | Pavlov's greatest contribution to psychology is isolating elementary behaviors from more complex ones through objective scientific procedures |
| Operant Vs. Classical Conditioning | Classical conditioning forms associations between stimuli Operant conditioning, on the other hand, forms an association between behaviors and the resulting events |
| Respondent Vs. Operant Behavior | Classical conditioning involves respondent behavior that occurs as an automatic response to a certain stimulus Operant conditioning involves operant behavior, a behavior that operates on the environment, producing rewarding or punishing stimuli |
| B.F. Skinner | Operant conditioning |
| Operant Conditioning | The type of learning where organisms learn to voluntarily respond a certain way depending on the consequences (like reward or punishment) |
| Operant Behavior | The learned behavior that acts upon the situation and this behavior produces consequences |
| Law of Effect | Behavior that is rewarded is more likely to occur again |
| Skinner Box (Operant Chamber) | The box Skinner used to research on animal behavior The box has a bar/button that the animal can push to obtain rewards (food) |
| Shaping | Gradually rewarding the organism as it approaches the desired behavior Ignoring every other behavior it does |
| Reinforcers | Anything that increases the chances of the behavior happening again |
| Positive Reinforcement | Rewards, like appraisal, money, food |
| Negative Reinforcement | Removing of aversive events Taking away bad things EX. freeing from jail |
| Primary Reinforcer | Reinforcer that satisfy an organism's basic needs, such as food and water |
| Conditioned Reinforcers (Secondary Reinforcers) | Learned things that are strengthened by primary reinforcers EX. Money, which can buy food (primary reinforcer) Praises, high grades, smiles, which are all associated with basic needs of happiness |
| Immediate Reinforcer | A reinforcer that occurs instantly after a behavior EX. A rat gets a food pellet for a bar press |
| Delayed Reinforcer | A reinforcer that is delayed in time for a certain behavior EX. A paycheck that comes at the end of a week |
| Continuous Reinforcement | Reinforcing the behavior every time it occurs This method of learning is quick, but when reinforcement stops, extinction can happen very quickly |
| Partial Reinforcement | Reinforcing a behavior parts of the time Acquisition/learning is slow but more resistant to extinction |
| Fixed-Ratio Schedule | In operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses |
| Variable-Ratio Schedule | Reinforces a response after an unpredictable number of responses Hard to extinguish because of the unpredictability EX. behaviors like gambling, fishing |
| Fixed-Interval Schedule | Reinforces a response only after a specified time has elapsed EX. Preparing for an exam only when the exam draws close |
| Variable-Interval Schedule | Reinforces a response at unpredictable time intervals, which produces slow, steady responses EX. pop quiz |
| Punishment & Downfalls | Opposite of reinforcement, punishment decreases the chances of a behavior reoccurring Drawbacks: Results in unwanted fears Justifies pain to others Causes unwanted behaviors to reappear in its absence Causes aggression towards the agent Causes one unwanted behavior to appear in place of another |
| Positive Punishment | Administering an aversive stimulus EX. Spanking, parking ticket |
| Negative Punishment | Withdrawing privileges Ex. Taking away phone, revoked drivers license |
| Cognitive Map | Mental images of ones surroundings EX. Mice develop cognitive maps that represent a maze they just ran through |
| Latent Learning | Demonstration of acquired knowledge only when it is needed EX. Mice who explored a maze only demonstrate that they know the maze well by directly going to the food placed the previous time |
| Intrinsic Motivation | The desire to perform a behavior for its own sake |
| Extrinsic Motivation | The desire to perform a behavior due to promised rewards or threats of punishments |
| Skinner's Legacy | External influences (not internal thoughts and feelings) shape behavior |
| Overjustification Effect | Giving a reward for something the organism already likes to do This is unfavorable because the organism will lose the intrinsic interest and rely on rewards for they behavior EX. Being paid to put together your favorite puzzle |
| Albert Bandura | Observational learning Indicated that individuals (children) learn through imitating others who receive rewards and punishments |
| Observational Learning & Modeling | Type of learning that is accomplished by modeling Modeling is watching specific behaviors of others and imitating them |
| Mirror Neurons | Neuroscientists discovered mirror neurons in the brains of animals and humans that are active during observational learning |
| Imitation | Learning by observation begins early in life Children imitate what they see in parents or on TV |
| BoBo Doll | Watches an adult interact with doll negatively Leaves the child with the doll and upsets the child The child tends to lash out at the doll (an example of observational learning) |
| Prosocial Effects | Positive constructive, helpful, behavior around children to increase positive qualities EX. surround children with books and people who read inreases their likelyhood of reading People like Ghandi and MLK model nonviolent helpful behavior |
| Antisocial Effects | Opposite of prosocial, negative influence EX. watch abusive parents and become abusive when you are a parent OR kids watching tv learn bad habits and get idea that violence is acceptable |
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