| Question | Answer |
| Learning | is to permanently change in how we do things due to experience |
| Associative learning | is linking two events that occur close together in time |
| Conditioning | the process of learning associations between event and behavioral responses
- - -> 2stimulie |
| Classical conditioning | type of learning where we associate 2 stimuli and anticipate events after repetion |
| Operant conditioning
P1 | to associate a response (behavior) and it consequences
learn to repeat behavior followed by desirable results (aka rewards)
learn to avoid behaviors by undesirable results( punishment) |
| Ivan Pavlov | Russian Physiologist – studied digestion
Famous for coining term Classical Conditioning
Conditioned dogs to salivate at a ringing bell |
| Unconditioned stimulus {US}
(not learned, natural response) | a stimulus that triggers a response |
| Unconditioned response {UR}
(not learned, natural response) | naturally occurring response to the US |
| Neutral stimulus {NS}
(Learned ) | a stimulus that has been paired with the {US} and has no response or causes |
| Conditioned Stimulus (CS)
(learned ) | A previously (NS) that is paired with {US} and result,triggers a conditioned response. |
| Conditioned Response (CR)
(learned) | a learned response to a previously neutral stimulus (NS) but now a conditioned stimulus |
| Operant Conditioning
(voluntary aka your choice ) | - organisms connect their own behavior with consequences
-Stimulus follows the response and strengthens it
- actions followed by reinforcers increase
-actions followed by punishers decrease |
| John B. Watson | Classical Conditioning with Humans
“Give me a dozen healthy infants allow me to control their environment and I can turn them into whatever I want” –John Watson |
| Edward Thorndike | - placed a cat in a puzzle box with food reward outside the box
-concluded that rewarded behavior is likely to reoccur and he called it law of effect
- reapted experment many times and observed that cats escaped from the box more quickly over succsesi |
| Stimulus Generalization | Generalize everything
Ex: Respond to all ringing sounds |
| Stimulus Discrimination | Response to a specific thing
EX: dinner bell |
| Extinction | Dog stops responding to bell because food (US) is never paired with the bell (CS) after the initial learning |
| Spontaneous Recovery | Can only occur after extinction
EX:Response to bell appears at a random time after extinction |
| Higher Order Pairing
Also called second-order conditioning | Higher Order Pairing
Also called second-order conditioning
EX: Bell (CS) paired with black square (N)
Dog salivates at the black square (CS) alone |
| Mary Cover Jones | First Behavioral Therapist
Developed Counterconditioning
Method to unlearn fears
Works best for children
Gave candy while brining the white rat closer to the child |
| Desensitization Therapy | Developed by Joseph Wolpe
Treatment for anxiety and fear
Cannot be fearful and relaxed at the same time
Teaches individuals to relax in fearful or anxious situations |
| B.F.Skinner | Coined Operant Conditioning
Focus on Reinforcements
Skinner Box
Explained Superstitious Behaviors |
| Shaping | Reinforce steps to behavior
Ex: Brushing Teeth |
| Chaining | Links separate behaviors
Ex: Obstacle course |
| Instinctive Drift | the tendency of learned behavior to gradually revert to biologically predisposed patterns |
| Reinforcements | Reinforcements = encourages behaviors to be repeated
Not one size fits all – what is reinforcing for one person/animal many not be to another
Ability to Use
Primary Reinforcement = ex: food, clothing
Secondary Reinforcement = ex: money, token econ |
| Positive Reinforcement | Add pleasant stimulus
Examples
Complete chores for money
Arriving at work on time to receive praise and a pay raise from your boss |
| Negative Reinforcement | Avoid/Stop unpleasant stimulus
Escape and Avoidance Learning
Examples
Driving speed limit to avoid ticket
Hitting the snooze button to shut off an annoying alarm |
| Instinctive Drift | the tendency of learned behavior to gradually revert to biologically predisposed patterns |
| Punishment | Punishment = Discourages a behavior |
| Positive Punishment | Add something unpleasant to the situation
Ex: Spray water on a barking dog |
| Negative Punishment | Take away something pleasant
Omission training
Ex: Take away driving privileges |
| Fixed Ratio | Reinforcement after a set amounts of responses
Ex: Buy 3 shirts gets 1 free |
| Variable Ratio | Reinforcement after an unknown number of responses
Ex: Slot Machines |
| Fixed Interval | Reinforcement after a set period of time
Ex: Weekly Exam |
| Variable Interval | Reinforcement after an unpredictable length of time
Ex: Pop Quiz |
| Learned Helplessness | the passive resignation a person/animal acquires when unable to avoid repeated aversive events |
| Albert Bandura | - 2016 U.S. National Medal of Science
- Pioneering researcher of observational learning
- Process of Modeling – learn by watching others
- Vicarious Reinforcements / Punishments
- Social Learning Theory
- The Bobo Doll Study |
| External Locus of Control | The perception that chance or outside forces beyond our personal direction determine our fate |
| Internal Locus of Control | The perception that we direct and create our own fate |
| What is Personal Control? | Our sense of impaction and direction on our environment rather than feeling helpless
Our belief in our level of control can determine our choice in coping responses |
| Problem-Focused Coping | Attempt to alleviate stress directly – by changing the stressor or the way we interact with that stressor |
| Emotion-Focused Coping | Attempt to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to our stress reactions |
| Extrinsic Motivation | -A desire to perform a behavior to receive promised rewards or avoid threatened punishment
- Excessive reward can destroy intrinsic motivation with the overjustification effect |
| Intrinsic Motivation | - A desire to perform a behavior effectively for its own sake
-Interest in subject – if there were not grade at stake, would you still be curious to learn the material |
| Insight Learning | A sudden realization of a problem’s solution |
| Latent Learning | Learning that occurs but is not apparent until there is an incentive to demonstrate it
6 |
| Continuous Reinforcement | Reinforcing the desired response every time it occurs
Pro: Learning occurs rapidly
Con: Extinction also occurs rapidly |
| Partial
Reinforcement | Reinforcing a response only part of the time
Occurs more often in real life
Pro: resistance to extinction is greater
Con: Learning is slower to appear |
| Effective If | Swift – occur soon after behavior
Must be sufficient without cruelty
Must be consistent |
| Drawbacks | Does not teach correct behavior
Resulting unpleasant emotion can deter learning
May suggest inflicting pain is justified |
