Learning Test 3 (Hull)

Hull/Muller: Ir affects

Hull: performance Muller: learning-one does not learn if not enough time to consolidate

(S)H(R)

habit strength, where learning is happening -mathematical attribution of learning -all or none phenomenon: not weakened over time/once you learn, you learn

Postulate

highest point of the hierarchy -general statements about a variety of aspects regarding behavior -not necessarily tested, viable by experiment

K

incentive motivation-how invested is the animal in getting the reward? Incentive makes a difference in motivation, i.e. difference between $.01 and $10mil

Consequence of Crespi Effect on Hull

inclusion of K in the equation sHr x D x K=drive state inefficient, reward state is also influential (Difficulty: relationships among elements are multiplicative, was supposed to be solved in book 3)

When Ir decreases, performance...

increases

hyphen in rG-sG

indicates identity: rG is sG

Clark Hull

influential theorist in learning, personality, and clinical psychology -influenced the way behaviorism is fashioned in the US

anticipatory frustration stimulus (sF)

internal stimuli that accompany rF/fractional anticipatory frustration reaction

If (S)E(R)>(S)L(R)...

the animal will behave

Independent Variable

the variable that is manipulated

oscillation factor

we are biological organisms and do things well/not well =not controllable =stimulus is either clear or not -sHr is clear/permanent, sOr is not

law of contiguity

when two or more events occur together, they become associated with one another.

Perseveration and Consolidation Hypotheses explains

why distributed learning is better than mass practice -if too much learning in a small period of time, consolidation is like traffic-cannot be consolidated quickly -People perform badly when cramming b/c Ir is accumulated Ir needs time to dissipate, more time to consolidate

sHr is influenced by

# of reinforced trials

sOr

oscillation factor

fish symbol/oc

probability of a response

(S)E(R)

reaction potential -builds until can say whether the animal will behave in a certain condition

effective reaction potential

reaction potential minus the effects of IR and sIR

sLr

reaction threshold

Type of Psychologist Hull is

reinforcement, response

(S)T(R)

response latency-how fast does an animal run down a maze? NOTE: did NOT use a Skinner box

Learning is in __, Performance ___

sHr momentary reaction potential is a function of performance

Sigmoid Curve

sHr curve=upward sloping animals begin at poor performance --> improve to an asymptote

sHr formula

sHr=1-10^.0305N where N=# of trials

Hull's view of chaining

There is a mediating system in place (rG-sG)-could be fractions of behaviors within the organism's body. -Fractions of responses are controlling behavior.

fractional anticipatory frustration reaction (rF)

stimuli that precede primary frustration will develop the capacity to elicit some portion of the primary frustration response

V

stimulus intensity dynamic

S

stimulus intensity, i.e. is light very bright?

latency

str=the time between the presentation of a stimulus and the occurrence of a learned response

Drive state/veering away from Skinner

suggesting an intervening variable at work (drive state), tension between learning and performance

interaction of sensory impulses

the combined effect of neural impulses caused by stimulus impinging on sensory receptors=a motor neural impulse --> overt response

avoidance conditioning

the experimental arrangement whereby an organism can avoid experiencing an aversive stimulus by engaging in appropriate behavior

escape conditioning

the experimental arrangement whereby an organism can terminate an aversive stimulus by engaging in appropriate behavior

biofeedback

the information provided to individuals by some mechanical device concerning the status of one or more of their internal biological events. i.e. flashing light to reflect heart rate

law of frequency

the more often two events or more occur together, the stronger the association among them

Experimentation

the piece that is tested/empirical piece -structured to prove or disprove hypotheses generated from theorems -if confirmed, strengthens hypothesis/if disconfirmed, weakens it

drive stimulus reduction

the reduction or removal of stimuli that accompany a drive, usually before the drive itself is actually reduced. i.e. eating is reinforcing before can be processed in stomach

drive reduction

the satisfaction of a biological deficiency. Originally, Hull thought it to be a necessary condition for learning. Hull later turned to drive stimulus reduction theory of learning.

drive stimuli

the stimuli that accompany a certain drive, i.e. dryness of mouth with thirst

hypothetical deductive theory

the theory consisting of postulates, theorems, and experiments

Reactive inhibition

When an organism is learning, Ir may develop. -grows as a function of more and more effort -Whenever a reaction R is evoked from an organism there is left an increment of primary negative drive IR which inhibits to a degree according to its magnitude the reaction potential SER to that response.

Perseveration and Consolidation Hypotheses

When you learn, it takes time to be consolidated into the brain -there is a neurological memory trace-consolidated into your brain some way --> learn --> break, has been given time for consolidation --> consolidation, remembering

How does Hull account for spontaneous recovery?

a combination of Ir/sIr as sIr grows, behavior decreases permanently

habit strength

a measure of the strength of association between a stimulus and a response. The magnitude of SHR depends on the number of reinforced pairings depends on the number of reinforced pairings between the stimulus and the response.

decremental reinforcer

according to Mowrer, an unconditioned stimulus that causes a reduction in drive, such as when food is given to a hungry animal

incremental reinforcer

according to Mowrer, an unconditioned stimulus that causes an increase in drive, i.e. an electric shock

w

amount of reward the animal is given

W

amount of work organism must generate to get food

A

amplitude of response

frustration drive stimulus

aversive proprioceptive stimuli that accompany primary frustration (RF)

Dependent Variable

behavioral response changed by the independent variable-measured in some way, objective

Hull's approach to the study of psychology

classical scientist -theory=critical to evolution of psychology Hypothetical deductive (pos-->theorem-->experimentation)

C(D)

drive condition

D

drive state of animal

Behavioral System

explored individual behavior-experimentation to confirm or disconfirm theories

conditioned anticipatory frustration

fractional anticipatory frustration reactions (rF) and their stimuli (sF) conditioned to environmental events that accompany primary frustration.

Gonzalez, Gleitman, and Bhrerman

further explored the concept of K by manipulating the size of the reward. Tested the gradual transition of reward decline and predicted that the perceptual shift will be unnoticed.

Example of rG-sG

growling stomach=response to hunger AND stimulus to eat

generalized habit strength

habit strength from previous learning experiences that generalizes to a new learning experience because of the similarity between the new learning experience and the older oens

Principles of Behavior

laid out a plan to understand human and animal behavior through postulates, theorems, etc.

latent learning

learning that appears to take place independent of reinforcement and that remains dormant until the organism is given an incentive for translating what has been learned into behavior

reinforcer

make something pleasing by depriving the organism of it

(S)E(R)

momentary reaction potential =what has to be reached as a consequence of intervening variables operating.

null set

no response

Theorem

notions that are less generally described than postulates (not as broad) -logically provable from the postulates -logically coherent -Reasoning is used: hypothetical creation of postulates --> derive theorems from postulates •Laws of Behavior-would agree with Thorndike

n

number of nonreinforced trials-way to think about extinction

N

number of reinforcers the animal has

3 Variables Hull built into his thinking

-Independent -Intervening -Dependent

Ir

Reactive inhibition -Performance variable, NOT a learning variable

reminiscence effect

When performance increases following an idle period

Intervening Variables

(S)H(R) D V K [I(R)+(S)I(R)] =sEr

Output/Dependent Variables

(S)T(R) A m null set fish symbol? =R

Drive Stimulus Reduction

-Hull altered his theory -the body produces stimuli that you respond to-can be instantaneous -Responses are quick, i.e. eating 1st bite when hungry is reinforcing, yet it takes a long time to process food in the body

Suggestions/Implications of Crespi Effect experiment

-It is not simply motivation, but there is perception at play. -What you experience influences what you view in the future. -Real world application: Pay cuts decrease motivation, morale, performance

Experiment with sHr curve

-rat runs down an alley --> how long to get out? --> curve demonstrates learning effect -runway speed=dependent measure

Crespi Effect experiment

-studied how rapidly rats run down a runway: 1 group with .5g food, 1 group with 2.4g food --> size of reward influenced speed --> flips reward given to aniamls

Ir accounted for 3 Problems in Learning Theory

1. Better performance with distributed learning vs. mass practice 2. Unusual feature after extinction: spontaneous recovery

In composing Fractional Anticipatory Goal Response, Hull:

1. Created a way behavior can be integrated-glue to keep behavior together 2. Created a way for us to account how behavior can be directed

3 Drive State Functions

1. Motivate animal 2. Reduction of drive is reinforcing 3. Drive state produces stimuli that can drive animal's behavior: secondary reinforcing properties

3 Intended Texts to Solve Problems

1. Principles of Behavior 2. Behavioral System =finished 3. Never finished

sIr

=condition inhibition, a permanent performance reduction The decline of Ir itself is reinforcing. i.e. climbing a mountain --> sleeping --> invited to club, don't go b/c sleep, decrease of Ir, is reinforcing

Skinner and Chaining

EXTERNAL PROCESS glued by primary reinforcers S-SD/SR-SD/SR-SD-R

frustration effect

FE, the increased vigor of responses following nonreinforcement. i.e. rats run faster following nonreinforcement than following reinforcement

rG-sG

Fraction Anticipatory Goal Response -some fraction of what happens at the goal as anticipation of getting to the goal the combination that glues behavior, according to Hull reinforcer for stimulus that produces next response

Hull and operational definition

Hull was concerned about operationally defining every element manipulated

stimulus intensity dynamism

Hull's nod to prepotency of elements (some stimuli matter more than others) The more evident the cue, the more likely it will influence behavior

Marathon finish line: Hull vs Skinner

Hull: adrenaline, heart pumping --> run faster Skinner: cheers from crowd, sight of water --> run faster internal vs. external

Secondary reinforcers: Hull vs Skinner

Hull: these are intrinsic phenomena that are informative and control behavior Skinner: strictly external

Intervening Variable

Hypothetical constructs to account for behavioral responses

Hull's Formula

If sEr=[(sHr x D x K x V-{Ir+sIr}-sOr)]>sLr, then R Hull's Theory of Behavior: what has to operate for learning to occur?

Outcome of Crespi Effect experiment

If you take performance of animals and extend it out --> EXCEEDS other group either slower (depression) or faster (elation) than the other group had been

Input/Independent Variables

N C(D) S w W

Muller's neurological theory

Perseveration and Consolidation Theory

Order of Hierarchy

Postulates, Theorems, Experimentation

habit family hierarchy

Responses that result in the most rapid reinforcement have the greatest value of SER and are, therefore, most likely to occur. If blocked, the response with the next highest value of SER will occur, and so on.

momentary effective reaction potential

SER minus the effects of IR, SIR, and SOR =SER with a line and dot over it

Crespi Effect

Size of reward influences response. If the size of the reward is shifted, then the response changes dramatically.

frustration-competition theory of extinction

Spence's and Amsel's contention that extinction is caused by responses stimulated by frustration, which interfere with the performance of a previously learned response

Outcome of GGB experiment

The animal hardly notices the gradual decline in reward, so instead of becoming gradually slower as Hull would predict, the animal's behavior is unchanging.