Chapter 5 - Learning

Big idea: Most of my behavior is learned and I will understand myself better if I understand the mechanisms involved in learning those behaviors.

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secondary reinforce

1) Reinforce associated with a primary reinforce a) Praise, tokens, gold stars, money Ex. Praise your dog when you pet

law of effect

proposed by Edward Thorndike, that responses which produce a pleasant or satisfying result in a certain situation are more likely to occur again in the situation.

learned helplessness

a condition in which a person suffers from a sense of powerlessness, arising from a traumatic event or persistent failure to succeed. It is thought to be one of the underlying causes of depression.

learning

a. A relatively permanent change in behavior due to experience i. Any kind of change in the way an organism behaves is learning

Stimulus

"Response association" - a thing or event that evokes a specific functional reaction

neutral stimulus

"Stimulus that elicits no response (before conditioning)" A neutral stimulus is paired with a stimulus that evokes a reflex. Involved in CLASSICAL CONDITIONING: Involves placing a neutral stimulus before a reflex

shaping

is where we reward for approximations of the desired behavior a) Gradually guiding actions closer and closer toward a desired behavior, using reinforcement EX. Shaping a dog to ring a bell for when it wants to go outside (Scott Lewis's dog)

extinction

CR (Conditioned Response) is weakened by presenting the CS (Conditioned Stimulus) without the UCS (Unconditioned Stimulus)

operant behavior

voluntary; operates on the environment

1. To describe the mechanisms of classical & operant conditioning and observational learning.

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2. To apply each type of learning in understanding an everyday behavior.

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3. To appreciate the biological, cultural, and cognitive constraints on learning.

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Contrast continuous vs partial reinforcement (schedules of reinforcement).

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Explain classical conditioning. Define and understand the relationship between UCS, UCR, CS, CR.

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Explain contiguity and contingency in both learning models.

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Explain generalization, discrimination, and extinction in both models.

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Explain operant conditioning.

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Explain positive/negative reinforcement and positive/negative punishment.

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Explain the problems with physical punishment & how to make punishment effective

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Identify the four (4) partial schedules of reinforcement (fixed-ratio, fixed-interval, variable-ratio, variableinterval

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Key terms:

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Learning Objectives:

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UCS—CS—UCR—CR

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higher-order conditioning

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modeling

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preparedness

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primary reinforcer

1) Reinforce that meets a basic biological need a) Ex. Hunger, thirst, touch (pleasure drive), removal of pain

continuous reinforcement

A schedule of reinforcement in which every occurrence of the instrumental response (desired response) is followed by the reinforcer. Lab example: each time a rat presses a bar it gets a pellet of food.

classical conditioning

Associate two stimuli; involuntary, autonomic behaviors. *Involuntary - stimulus association reflexive, automatic behaviors ASSOCIATED LEARNING Ex. A child gets a shot at the doctors office, every time you mention doctor the child gets scared because he got a shot there once.

discrimination

CRs appear after the CS but not after the CSs -Learning to respond to certain stimuli and not others -Not making a generalized response to similar stimulus Ex. A dog drools to any bell (different high pitch bell) even though it's not similar to the normal bell c) CAN BE TAUGHT i) Can be taught by only giving food to the normal bell not the high pitch bell.

generalization

CRs may appear after various NS that are similar to the CS -When a new stimulus (NS) is similar to CS, it may elicit CR Ex. A dog drools to any bell (different high pitch bell) even though it's not similar to the normal bell

cognitive perspective

Current perspectives on perception within COGNITIVE PSYCHOLOGY tend to focus on particular ways in which the human mind interprets stimuli from the senses and how these interpretations affect behavior.

reinforcement schedule

Is a rule or program that determines how and when the occurrence of a response will be followed by the delivery of the reinforcer, and extinction, in which no response is reinforced.

variable-interval

Partial reinforcement schedules are more resistant to extinction than continuous reinforcement schedules. Ratio schedules are more resistant than interval schedules and variable schedules more resistant than fixed ones.

variable-ratio

Schedule produces both the highest rate of responding and the greatest resistance to extinction (for example, the behavior of gamblers at slot machines).

partial reinforcement

Schedules are more resistant to extinction than continuous reinforcement schedules.

fixed-interval

Schedules can deliver reinforcement following fixed or variable intervals of time following a single response by the organism. Individual behaviors tend to generate response rates that differ based upon how the reinforcement schedule is created.

token economy

Secondary reinforcement -is a system of behavior modification based on the systematic reinforcement of target behavior. The reinforcers are symbols or "tokens" that can be exchanged for other reinforcers.

fixed-ratio

The ratio between the width of the bars in the code is a fixed standard and cannot be changed.

taste aversion

This phenomenon demonstrates that we tend to develop aversions even to types of food that resemble the foods which cause us illness.

latent learning

a type of learning that has occurred but has not yet been demonstrated through observable behaviours.

spontaneous recovery

a) After a pause after extinction b) CR recurs after a time delay and without additional learning c) Then goes back to extinction

pos/neg punishment

a) Positive Punishment i) Behavior followed by an unpleasant consequence ii) What makes it positive? One. Something unpleasant is "added" iii) EX. One. Receiving ticket for speeding b) Negative Punishment i) Behavior followed by unpleasant consequence ii) Rewarding stimulus is "removed" iii) "Take away" something that is desired v) EX. One. Losing driver's license after DUI

discriminative stimulus

defined as 'a stimulus in the presence of which a particular response will be reinforced'

positive reinforcement

i) Behavior followed by rewarding consequence ii) Rewarding stimulus is "added" or "given" EX: One. Getting a kiss for bringing flowers Two. Praise a dog that comes when called Three. Getting a gold star for good behavior in school Four. Breaking the law so you can get free meals, free healthcare, and shelter

negative reinforcement

i) Unpleasant stimulus is removed ii) "take away" something that is unpleasant Strengthen a (MORE OF A) response by removing an aversive (unpleasant) stimulus

respondent behavior

involuntary; automatic - animal forms associations between two events it does not control CLASSICAL CONDITIONING

observational learning

learning by observing others 1) Observing events, watching others, or through language

operant conditioning

response & consequence Voluntary - behavior & consequence, behavior associated with consequence ASSOCIATED LEARNING EX. Performing well in swimming completion (behavior) becomes associated with getting awards (consequence).