Learning and behaviour
- Created by: Emily-Jade99
- Created on: 03-01-18 12:31
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- Learning and behaviour
- Defining features of learning
- Behaviour change characterised by 3 things...
- Relatively permanent
- Motivated to reflect learning
- From both successful and unsuccessful experiences
- **** reflex - Roofing helps baby become ready to ****
- Grasp reflex - Stroking palm of baby's hand causes their fingers to close in a grasp
- Step reflex - Baby appears to take steps when held upright with their feet on a solid surface
- Learning cant be directly observed; its inferred from changes in behaviour
- Behaviour change characterised by 3 things...
- Habituation
- Some behaviours are automatic - e.g. jumping at unexpected noise: if the noise occurs repeatedly, we stop responding to it (habituation)
- Classical conditioning...
- Learning about the conditions that predict a significant event will occur (e.g. mouth watering when you smell food)
- Pavlov inserted a tube into animal's mouths to collect saliva and found that the dogs began to salivate upon the tone, before seeing/smelling food
- When we see food adverts our bodies get ready to eat via a process called cephalic phase response (salivate and release energy in the form of glucose from the liver and insulin from the pancreas to help you digest food. Stomach acids in your gut are mobilised)
- Acquisition - 2 factors that influence strength of conditioned response are the intensity of the unconditioned stimulus and the timing of the conditioned stimulus and unconditioned stimulus
- Extinction - If you present conditioned stimulus without unconditioned stimulus the conditioned response tends to fade
- Generalisability - Dogs salivated at tone of different bells, not at a different tone (discrimination)
- Dogs were classically conditioned to associate a buzzer or light with an electric shock (moved to other side of cage); if they were unable to escape, learned helplessness occurred (e.g. lied down)
- Can be done with emotional stimuli (e.g.certain song having emotional significance)
- Can cause phobias (e.g. child observes parent's fear)
- Operant conditioning
- If an action has good consequences, its more likely to be repeated (and vice versa)
- Developed by Thorndike by placing a hungry cat in a puzzle box that could escape and eat by operating a latch
- Initially, the cat engaged in random behaviour that eventually resulted in them accidently opening the door. This became more efficient over successive trials
- Skinner's rats
- Positive reinforcement- Increase in frequency of response that is regularly and reliably followed by an appetitive stimulus (any stimulus organism seeks out); if the stimulus follows a response and increase the frequency of that response, it is positive reinforcement
- Negative reinforcement - Increase in frequency of response that is regularly and reliably followed by the termination of an aversive stimuli
- Punishment - Decrease in frequency of response that is regularly reliably followed by an aversive stimuli
- Response cost - Behaviour followed by the removal of appetite stimuli
- Shaping - Reinforcing any behaviour that successfully approximates the desired response
- Intermittent reinforcement - Varying how/how often reinforcement occurs
- Fixed variable schedule - Reinforcing is done on a fixed ratio scale
- Variable ratio scale- Reinforcing is done on a variable scale (intermittently)
- Conditioned flavour-aversion learning
- Defining features of learning
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