Discovering, Topic 4: Learning and Behaviour

?
  • Created by: Chookie
  • Created on: 17-05-17 19:54
What are the three types of learning?
Habituation, Classical conditioning, Operant conditioning
1 of 103
What is learning driven by?
Experience
2 of 103
Is learning an adaptive process?
Yes
3 of 103
Where does learning occur?
In the nervous system
4 of 103
What does experince change?
Our tendencies to perform a particular behaviour
5 of 103
Experience alters the structure and chemistry of the brain, what is a consequence of this?
It affects the individual's subsequent behaviour
6 of 103
What is an orienting response?
An automatic reaction to sudden, unexpected events
7 of 103
What is habituation?
An initially strong response to a novel event which decreases with the frequency of exposure.
8 of 103
What is classical conditioning?
When you learn the conditions that predict a specific outcome through association
9 of 103
Do you know the Pavlov dog study?
Yes. Pavlov was originally looking at glandular secretions during digestion but noticed after a while the dogs salivated when seeing the lab assistant before getting food. So he paired bell with food, and dogs salivated at bell.
10 of 103
What is the first step of classical conditioning?
An unconditioned stimulus produces an unconditioned response
11 of 103
What is an unconditioned stimulus?
Sometime which stimulates you which you haven't been taught to have a reaction to, like food.
12 of 103
What is an unconditioned response?
A response you have to something which you haven't been taught, like salivating when seeing food
13 of 103
What is step 2 of classical conditioning?
A neutral stimulus does not produce a conditioned response
14 of 103
What is a neutral stimulus?
Something you have no negative/positive reaction to. Like a bell
15 of 103
What is a no conditioned response?
A response you give to a neutral stimulus, which is no response.
16 of 103
What is step 3 of classical conditioning?
When the neutral stimulus is paired with the unconditioned stimulus to get an unconditioned response (pairing a bell and food = saliva)
17 of 103
What is step 4 of classical conditioning?
The conditioned stimulus produces a conditioned response
18 of 103
What is a conditioned stimulus?
Something you have been taught to have a reaction to (like a bell)
19 of 103
What is a conditioned response?
A response you give to an object you have been taught to react to (like salivating at a bell)
20 of 103
What did Pavlov's experiments demonstrate?
That innate reflexive behaviour, such as salivation can be elicited by novel stimuli.
21 of 103
What are the four basic principles of classical conditioning?
Acquisition, Extinction, Spontaneous recovery, Stimulus generalisation and discrimination
22 of 103
What is Acquisition?
That conditioned responses only appear after repeated pairing of the conditioned and unconditioned stimulus. For classical conditioning to occur, the conditioned stimulus must be a reliable predictor of the unconditioned stimulus.
23 of 103
What is the learning phase of classical conditioning , during which the controlled stimulus gradually increases in frequency or strength called?
Acquisition
24 of 103
What makes a stronger conditioned response?
A more intense unconditioned stimulus (a steak compared to dog biscuits)
25 of 103
What is extinction?
The conditioned response is eventually eliminated when the controlled stimulus is no longer followed by the unconditioned response.
26 of 103
What is spontaneous recovery?
when the conditioned stimulus and unconditioned stimulus pairing is re-introduced, the rate of acquisition of the conditioned response is much faster than in the initial learning.
27 of 103
What is generalisation?
When stimuli similar to the conditioned stimulus elicits a conditioned response (for example someone saying ding instead of rinigng a bell)
28 of 103
What is Discrimination?
Distinguishing between one stimulus and another, even if similar, stimulus. (for example not having a response to a horn instead of a bell).
29 of 103
What is an example of classical conditioning in humans?
Phobias
30 of 103
Can classical conditioning occur without direct experience?
Yes, it can be learned via observation
31 of 103
Who did a study on classical conditioning in humans? (relating to a boy)
Watson and Rayner (1920)
32 of 103
What was Watson and Rayner's (1920) study?
Little Albert
33 of 103
What was the neutral stimulus in the little Albert study?
The rat
34 of 103
What was the unconditioned stimulus in the little Albert study?
The hammer striking the metal pole
35 of 103
What was the unconditioned response in the little Albert study?
Fear
36 of 103
What was the conditioned stimulus in the little Albert study?
the rat once it had been paired with the hammer/pole
37 of 103
What was the conditioned response in the little Albert study?
Fear (at seeing the rat once it had been paired with the hammer/pole)
38 of 103
What were some of the things little Albert's fear generalised to?
A rabbit, dog and sealskin coat
39 of 103
Who did a study on classical conditioning in humans? (relating to cancer)
Bernstein (1978)
40 of 103
What classical conditioning study did Bernstein do?
Flavour aversions in chemotherapy
41 of 103
With Berstein's flavour aversion in chemotherapy study what was the neutral stimulus?
Ice Cream
42 of 103
With Berstein's flavour aversion in chemotherapy study what was the unconditioned stimulus?
Chemotherapy
43 of 103
With Berstein's flavour aversion in chemotherapy study what was the unconditioned response?
feeling sick
44 of 103
With Berstein's flavour aversion in chemotherapy study what was the conditioned stimulus?
ice cream (after ice cream was eaten before people went through chemotherapy)
45 of 103
With Berstein's flavour aversion in chemotherapy study what was the conditioned reaction?
feeling sick (after ice cream was eaten before people went through chemotherapy)
46 of 103
What happened to the patients in the flavour aversion chemotherapy study?
75% still refused to eat ice cream of the same flavour as it made them nauseous several months later. They had developed a flavour aversion.They also failed to exhibit extinction.
47 of 103
What happened after behaviourism?
there were changes in thinking, people started considering cognitive processes. Instead of seeing behaviour as stimulus-response they thought there was something in between those two things.
48 of 103
Who looked at cognitive theories on what happened between stimulus-response behaviour?
Hull (1884-1952) and Tolman (1886-1959)
49 of 103
What was Hull (1884-1952) cognitive theory?
Intervening variables
50 of 103
What is Hull's intervening variables theory?
That there are unobserved variables that moderate the stimulus-response relationship.
51 of 103
What were Hull's two main types of intervening variables?
Habit strength and Drive.
52 of 103
What is Hull's habit strength intervening variable?
Strength of previously learned stimulus-response conditions after reinforced practice. The greater the number of times a response was followed by reinforcement, the greater the formation of habit strength.
53 of 103
What is Hull's drive intervening variable?
A temporary state of deprivation that motivates an organism to seek reward/stimulation, The greater the reduction in drive
54 of 103
What was Tolman's (1886-1959) cognitive theory?
Tolman's cognitive maps
55 of 103
What was Tolman's cognitive maps theory?
Behaviour has a purpose, and that is to execute a goal. (Purposive behaviourism). Rats learnt a maze, then when the maze moved they still went the shortest route to the food, this is because they had learned a "cognitive map" of the routes.
56 of 103
What is puprosive behaviourism?
It is concerned with observable behaviour, but also considered its underlying process
57 of 103
Why was Tolman's cognitive maps theory important?
Because it rejected the stiff S-R approaches of behaviourism and encouraged emphasis on the cognitive variables that shape behaviour.
58 of 103
What is operant conditioning?
That an organism learns environment-behaviour relations by responding to (operating on) the environment
59 of 103
According to operant conditioning what makes you repeat an action?
You repeat an action if it has good consequences
60 of 103
According to operant conditioning what makes you not repeat a bad action
You won't repeat an action if it has bad consequences
61 of 103
What is Thorndike's puzzle box?
He put a cat inside a box, the cat accidentally hit a leaver and escaped, this was repeated until the cat learnt to hit the leaver in order to escape. The cat had learnt by trial and accidental success
62 of 103
What did Thorndike say about the puzzle box and the cat learning to open it?
That the favourable outcome strengthens the response that produced it. The relationship between a response and its consequences is "the law of effect"
63 of 103
What is Thorndike's law of effect?
That favourable outcomes increased the likelihood of behaviour and unfavourable outcomes reduce the likelihood of behaviour.
64 of 103
Who adapted Thorndike's puzzle box?
Skinner
65 of 103
What did Skinner adapt Thorndike's puzzle box to?
Skinner's operant chamber
66 of 103
What is an operant chamber?
An apparatus used to observe, manipulate and record an animal's bhevaiour
67 of 103
What was one improvement upon Thorndike's puzzle box, skinner's operant chamber had? (Time)
The subjects can emit response more freely over a greater period of time
68 of 103
What was one improvement upon Thorndike's puzzle box, skinner's operant chamber had? (interference)
The subject can be studied for longer without interference from the experimenter handling or otherwise interacting with them between trials.
69 of 103
What is the three-term contingency?
The discriminative stimulus sets the occasion for the response which sets the occasion for (favourable) consequences.
70 of 103
What is the discriminative stimulus in the three-term contingency?
It is the preceding event. It sets the occasion for responding because, in the past, when the stimulus occurred, the response was followed by a certain consequence.
71 of 103
What is the response in the three-term contingency?
The operant behaviour. The operant behavior occurs in the presence of discriminative stimuli and is followed by a certain consequences that are contingent/produced by that behavior.
72 of 103
What is the (favourable) consequences in the three-term contingency?
The consequence of the operant behavior. In the presence of discriminative stimuli, a consequence will occur if and only if an operant behaviour occurs.
73 of 103
What happens if there is no discriminative stimulus and the operant behaviour occurs? (three-term contingency)
In the absence of a discriminative stimulus, the operant behaviour will have no effect
74 of 103
What happens once an operant behaviour is established? (three-term contingency)
Once an operant behaviour is established, it tends to persist whenever the discriminative stimulus occurs, even if other aspects of the environment change.
75 of 103
What are the five consequences of operant behaviour?
Positive reinforcement, negative reinforcement, punishment (positive punishment), response cost (negative punishment), extinction
76 of 103
What is positive reinforcement?
An increase in the frequency of a response when followed by an appetitive (pleasant) stimulus.
77 of 103
What is negative reinforcement?
An increase in the frequency of a response when removing an aversive stimulus
78 of 103
What is punishment? (also known as "positive punishment" )
A decrease in the frequency of a response when followed by an aversive stimulus
79 of 103
What is response cost? (also known as "negative punishment")
A decrease in the frequency of a response when removing an appetitive stimulus.
80 of 103
When is reinforcement and punishment the most effective in maintaining or changing behaviour?
When they immediately follow the behaviour
81 of 103
What is an issue with the idea that operant conditioning helps us learn?
Cause and effects are normally closely related in time. The consequences of out action teach us whether to repeat that action. Events that follow a response by a long delay were probably not caused by that response.
82 of 103
What is extinction?
A decrease in the frequency of a previously reinforced response if no longer reinforced
83 of 103
What is behaviour shaping?
When you teach new complex behaviours by reinforcing closer and closer approximations of the desired behaviour.
84 of 103
What is intermittent reinforcement?
When not every response is reinforced, reinforcement instead depends on a particular schedule
85 of 103
What is probability-based schedules?
When a variable number of responses is required for each reinforcer.
86 of 103
What is a fixed ratio probability-based schedule?
When you get rewarded every X response.
87 of 103
What is a variable ratio probability-based schedule?
When you get rewarded every X response on average. (Meaning the person cannot predict how many responses will be needed for the next pay off)
88 of 103
What are time-based schedules?
When a response is reinforced after a particular time interval has elapsed.
89 of 103
What are fixed interval time-based schedules?
When you get rewarded every X minutes
90 of 103
What are variable interval time-based schedules?
When you get rewarded every X minutes on average
91 of 103
What type of reinforcement is more resistant to extinction?
intermittent reinforcement
92 of 103
What is a primary reinforcer/punisher?
Something which is biologically significant (food could be a reinforcer and pain could be a punisher)
93 of 103
What is a secondary reinforcer/punisher?
Something which is associated to a primary reinforcer/punisher using classical conditioning (money, or police siren)
94 of 103
What is secondary reinforcer/punsiher's other name?
conditioned reinforcement and punishment
95 of 103
How does the classical conditioning process work with secondary reinforcement's/punishment ?
The primary R/P is unconditioned stimulus, the response from that is the unconditioned response (later CR). The secondary r/P is the neutral stimulus until after a while of being paired with the primary r/p it becomes the conditioned stimulus
96 of 103
Once someone has been classically conditioned to respond to a secondary reinforcer/punisher what happens?
The secondary R/P can reinforce or punish behaviours by itself without the need for the primary R/S meaning that operant conditioning often involves aspects of classical conditioning
97 of 103
What is behavioural pharmacology?
The study of how drugs influence behaviour
98 of 103
What is imitation?
The innate tendency to l;earn by observing the behaviour of others. It allows acquisition of operantly and classically conditioned responses
99 of 103
Who did a study on imitation? (dogs)
Bandura + Menlove (1968)
100 of 103
What was Bandura + Menlove (1969) imitation study? (dog)
The found that children who were afraid of dogs could not usually recall and unpleasant experience with a dog, but were likely to have a parent who was also afraid of dogs
101 of 103
Who did a study on learning to imitate? (disabled)
Baer, Peterson and Sherman (1967)
102 of 103
What was Baer. Peterson and Sherman (1967) study on learning to imitate?
Three Beverly disabled people could not imitate the behaviour of other people (e.g hand clapping). They used positive reinforcement for the imitated behaviour, so the children learned to imitate the experimenter and generalised imitation
103 of 103

Other cards in this set

Card 2

Front

What is learning driven by?

Back

Experience

Card 3

Front

Is learning an adaptive process?

Back

Preview of the front of card 3

Card 4

Front

Where does learning occur?

Back

Preview of the front of card 4

Card 5

Front

What does experince change?

Back

Preview of the front of card 5
View more cards

Comments

No comments have yet been made

Similar Psychology resources:

See all Psychology resources »See all Learning and Behaviour resources »