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8 - E&M Learning
| Term | Definition |
|---|---|
| Escape | Behaviour that terminates an aversive stimulus after it begins (turning off a loud noise) |
| Avoidance | Behaviour that prevents an aversive stimulus before it occurs (leaving early to avoid traffic) |
| Negative reinforcement | Process where removing an aversive stimulus increases likelihood of Behaviour |
| Punishment | Process where Behaviour is weakened by consequences (adding aversive stimulus) or negative (removing desirable stimulus) |
| Procrastination and Motivation | Starting difficult tasks causes discomfort -> Positive Punishment |
| Starting difficult tasks discomfort | motivates escape behaviours (eg checking phone) when discomfort goes away (temporarily) this negatively reinforces avoidance |
| Leads to Avoidance Learning | We feel relief -> We avoid more |
| Escape vs Avoidance | Escape - Timing is after aversive stimulus begins, the effect is terminates discomfort and is Negatively reinforced Avoidance - Timing is before stimulus happens, the effect prevents discomfort and is Negatively reinforced |
| Negative Contingency | Response reduces or prevents aversive stimulus -> Behaviour increases via operant conditioning |
| What is escape is impossible? | Leads to learned helplessness: Repeated exposure to uncontrollable aversive events Associated with Neurosis, Depression, Passive coping styles |
| Signalled Avoidance Learning: The shuttle box | Classic study setup: Rat in box with hurdle tone (Cs) plays -> shock (us) follows unless rat jumps |
| Signalled Avoidance Learning: The shuttle box 2 | Jumping during shock = escape Jumping before shock = avoidance Called "signalled avoidance" |
| Discriminative Avoidance learning | Discriminative stimulus (SD) signals that aversive US is about to occur Subject learns to respond to SD to avoid US Avoidance performance measured by latency to respond |
| Active vs Passive avoidance | Active Avoidance - Taking action to prevent event, Running away - Jumping a Hurdle Passive Avoidance - Suppressing action to avoid event - Staying quiet to avoid conflict |
| OCD vs Phobia | OCD - Active (eg checking, cleaning) Phobia - Passive (eg avoiding public speaking) |
| Avoidance learning paradox | The behaviour prevents something from happening So what reinforces it? Answer: the warning signal (CS) becomes aversive through conditioning and removing it reduces fear |
| Theories of Avoidance Learning | Two factor theory (Mowrer) One factor theory Cognitive theory of avoidance |
| Two Factor theory (Mowrer) | Process 1: Classical Conditioning CS(tone) -> US(shock) -> UR(fear) CS->CR (fear) Process 2: OC Response (jump) removes CS -> Escape fear -> Behaviour is reinforced Summary: Organism learns to escape fear (not shock) |
| Experiment Support Karmin 1957 | Avoidance strongest when: Response terminates CS and avoids shock Weak if CS remains after response |
| Delay studies | Delayed CS termination = Weaker avoidance learning |
| Problems with two factor theory | 1. Fear disappears, but avoidance continues 2. Avoidance persists even after shock removed 3. Sidman's free operant avoidance |
| No CS, but rats still learn to avoid shock via timed responses | Can't be explained by Classical Conditioning |
| One Factor Theory | Avoidance = Pure Operant Conditioning Behaviour is negatively reinforced by a reduced rate of aversive events (eg fewer shocks) No CS required |
| Cognitive Theory of Avoidance | Avoidance is based on expectations, not fear "If I respond -> no shock" "If I don't -> shock" |
| Cognitive Theory of Avoidance explains | Continued avoidance without fear Difficulty in extinguishing avoidance behaviour |
| Response Prevention Studies | Preventing avoidance = Better Extinction |
| Species Specific Defence Reactions (SSDRs) | Innate responses to danger fleeing, freezing, fighting Some responses (eg bar pressing) don't align with SSDRs -> harder to train for avoidance |
| Punishment | Positive Punishment - Scolding, Shocks Negative punishment - Taking toys, Fines |
| Differences: extinction vs negative punishment | Extinction - Behaviour weakens because reinforcer no longer follows, example - ignoring tantrum Negative Punishment - Behaviour weakens because desirable item is removes, example - taking away tablet |
| Intrinsic vs Extrinsic punishment | Intrinsic: Behaviour is inherently punishing (pain) Extrinsic: Punishment follows the behaviour (reprimand) |
| Primary vs Secondary punishers | Primary - Innately unpleasant, Pain and Loud noise Secondary - Learned via association, Fines and Icy stares |
| Limitations of Punishment PART ONE | 1. No reinforcement of appropriate behaviours 2. SD effect: Only works in punisher's presence 3. Avoidance of Punisher 4. Emotional and aggressive reactions |
| Limitations of Punishment PART TWO | 5. Models aggression 6. Pnishing can be reinforcing to punisher 7. Can lead to escelation if innefective |
| Effective use of Punishment PART ONE | 1. Immediate application 2. Sufficient intensity 3. Consistent delivery |
| Effective use of Punishment PART TWO | 4. Negative Punishment -> Positive Punishment 5. Accompanied by explanation 6. Combine with positive reinforcement for good behaviour |
| Real World Case Study: Lang and Melarned | 9 month old with chronic vomiting Mild shock uses to suppress behaviour Behaviour eliminated within days Example of Positive Punishment used in clinical setting |
| Escape | Ends ongoing aversive event Negative Reinforcement |
| Avoidance | Prevents aversive event Negative Reinforcement |
| Positive Punishment | Adds aversive stimulus Decreases Behaviour |
| Negative Punishment | Removes pleasant stimulus Decreases Behaviour |
Created by:
brendonpizarro1