Exam 4 shortened

Generalizations

Tendency for effects to spread across situations

Types of Generalization

• Vicarious

• Response

• Maintenance

• Stimulus

Vicarious Generalization

Generalizations across people

• Mirroring

Response Generalization

Generalizations across behavior

• Cheering at a game

Maintenance Generalization

Generalizations across time

• Repeated behaviors make you able to access old skills

Stimuli Generalization

Generalizations across situations

• Being able to dial a number on different kinds of phones

Generalization Gradient

Learned behavior can be similar or different depending on how close it is to initial behavior

Flat generalization

No generalization, high discrimination

Broad generalization

some generalization, some discrimination

Narrow generalization

High generalization, no discrimination

Discrimination Training Types

• Operant approach

• Classical approach

• Mismatching/oddity

• Matching

• Simultaneous

• Successive

• Errorless

• Differential Outcomes Effect

Operant Approach (Discrimination Training)

SD (discriminative stimuli) gets reinforcement, S^ (consequence) does not

Classical Approach (Discrimination Training)

CS+ and US shown at the same time, CS- stands alone

Mismatching/Oddity Discrimination Training

Finding something that does not match out of a list of other things

• find which flower is different out of a group of flowers

Matching Discriminative Training

Finding something that does match out of a list of other things

• find which flower is the same out of a group of flowers

Simultaneous Discrimination Training

SD and S^ shown at the same time, but only SD gets reinforcement, while S^ doesn’t to indicate its wrong

Successive Discrimination Training

SD and S^ are presented randomly

Errorless Discrimination Training

Guiding the learner to ensure no incorrect answers

Differential Outcomes Effect

Teach multiple behaviors at the same time, reward one behavior right away and delay reward for another

Stimulus control

Training helps behavior respond to specific cues

• Associative Learning

Concept

things that share one or more features in common

Forgetting

Deterioration of skill over a long time of no practice

Forgetting and Stimulus Control

• All behavior is influenced by stimulus control, despite the environmental stimuli

• Forgetting may occur when change of environment where initial learning took place

How to measure forgetting

• Free recall

  • Partial Retention

• Prompted Recall

• Relearning and Shaping Method

• Recognition

• Extinction

Free Recall

Recalling information when prompted, does not account for missing or partial information

Partial Retention

Having some details, but not all.

• Disrupts free recall activities.

Prompted Recall

Hint given to recall information

Relearning and Saving Method

Assessment of how much training is needed to get back to previous skill level

Recognition

Recall information without hints, only incorrect/correct answers

Extinction Method

Put a behavior on extinction after retention interval

Gradient Degradation

Increased generalization and decreased discrimination yield higher rates of forgetting

Sources of Forgetting

• Degree of learning

• Prior Learning

• Subsequent Learning

  • Retroactive Interference

• Changes in Context

  • Cue dependent learning

Degree of Learning

the better you are, the longer it takes to forget

Prior Learning

more meaningful content is easier to remember

Subsequent Learning

forgetting content after falling asleep instead of an activity

Retroactive Interference

learning new material increases likelihood of forgetting old material

Changes in context

Changing the environment you initially learned in makes it easier to forget

Cue dependent Learning

Remembering and learning content based on environmental cues

• Decrease in performance when environmental stimuli is not present

How to Reduce Forgetting

• Overlearning

• Feedback Training

• Distribute Practice

• Testing yourself

• Mnemonics

• Context clues

Overlearning

Training beyond mastery of a skill

Feedback Training

Getting positive and negative feedback, with positive reinforcing and continuing the behavior, and negative punishing and diminishing the behavior

Distribute Practice

Practicing/Training over a long period of time

Test yourself

period testing yields better results than studying

Mnemonics

Device used for Active Recall (ROY G DIV)

Context Clues

learning in different environments yield greater retention

Learning is not inherited

• Reflexes are not learned, they are passed generationally

• Individual Learning helps us navigate our environment and be creative

Learning and Genetics

Genetics is important, but environmental stimuli is also key

Critical Period

Time in which someone learns/retains the most amount of knowledge

Harlows Monkey Experiment

Monkeys prefer comfort and warmth from mothers, but do not retain social and mating skills because they cannot/were not taught it

Preparedness and Learning

Learning is different in different situations

Autoshaping

We will engage in situations that involve food with no other reinforcement needed

Learning occurs on a continuum of preparedness

some things are easier to learn than others