Chapter 5: Learning

Learning

Learning is a relatively permanent change in behavior or knowledge due to experience

Four basic learning processes

non-associative conditioning
classical conditioning
operant conditioning
cognitive and observational learning

behaviorism

assumes there are laws of learning that apply to virtually all organisms
learning is explained in directly observable events, and avoids speculating about an organisms unobservable mental states

Habituation

a decrease in the strength of response to repeated or unchanging stimulus

Sensitization

increase in responsiveness to a stimulus due to experience

Classical Conditioning

a neutral stimulus is repeatedly paired with a stimulus (UCS) that triggers an instinctive response until the neutral stimulus alone becomes (CS)

Ivan Pavlov

studied digestive secretions in dogs, the dogs salivated at the ring of a bell because they were conditioned

extinction

a process in which the CS is presented repeatedly in the absence of UCS, causing CR to weaken and disappear

Biological preparedness

biological predisposition to learn associations between stimuli, response, and reinforcers

Contra preparedness

some stimuli, despite repeated pairings, cannot become associated with a specific unconditioned stimulus

Stimulus Generalization

behavior becomes more probable in the presence of one stimulus or situation as a result of being reinforced in the presence of another stimulus or situation

Stimulus generalization example

Little Albert

Stimulus discrimination

distinguish between one stimulus and similar stimuli

Forward Conditioning

conditioned stimulus is before unconditioned stimulus

Backward Conditioning

unconditioned stimulus is before conditioned stimulus

Timing

the idea that forward conditioning is better than backward conditioning and that

predictability

it is not enough for Conditioned stimulus to come before UCS, conditioning proceeds most rapidly when Conditioned stimulus always signals UCS

Intensity

a conditioned response will be learned more rapidly if the unconditioned stimulus is strong

Attention

intensity of attention paid to the unconditioned stimulus will create a more intense conditioned response

operant conditioning

learning process where behavior becomes controlled by its consequences

Edward L. Thorndike

Law of Effect-if the response is followed by a satisfying effect the response will be repeated under similar circumstances and vis versa

b.F skinner

elaborated on thorndike's law and proposed that the consequences of behavior are critical for learning and additionally developed the principles of reinforcement

operant conditioning

the process whereby behavior becomes controlled by its consequences

operant behavior

behavior that has some effect on the world

operant conditioning

utilization of reinforcers and punishments to condition certain response

reinforcer

a consequence that has the effect of increasing likelihood behavior will happen again

punishment

a consequence of decreasing the likelihood that a target behavior will occur again

Principles of operant conditioning

when an element is added, a positive effect has occurred
when an item is removed a negative effect has occurred

Positive reinforcement

a desirable stimulus is added as a consequence of a behavior and the chance the behavior will reoccur increases

negative reinforcement

occurs when an aversive event or stimulus is removed as a consequence of behavior and the chance that the behavior will reoccur increases

Positive Punishment

aversive event or stimulus is added as a consequence of a behavior and the chance of it reoccurring decreases

Negative Punishment

a desirable event or stimulus is removed as a consequence of a behavior and the chance that this behavior will reoccur decreases

Chart Operant conditioning

Reinforcement

increases the chance of a target behavior

punishment

decreases chance of a target behavior

positive

adding stimulus

negative

remove a stimulus

escape learning

perform a response to decrease or stop an occurring aversive stimulus

shaping

operant conditioning where reinforcers guide behavior towards desired goal

differential reinforcement

some behaviors are reinforced but others are not

Successive approximations

progression of reinforcement for behaviors that gradually and incrementally approximate the target behavior

partial reinforcement

reinforcing a response only part of the time
results in slower acquisition
greater resistance to extinction

ratio schedule

a certain percentage of responses are reinforced based on number of responses

interval schedule

a certain amount of time must elapse between reinforcements, regardless of how many responses occur

random schedule

no systematic pattern

fixed ratio

reinforcements only after a specific number of responses

variable ratio

reinforcement after an unpredictable number of responses

fixed interval

reinforcement of the first response after a specified time has elapsed

variable interval

reinforcement of the first response after an unpredictable time interval

Punishment side effects

freezing/behavior suppression
trigger strong emotional response that disrupt normal functioning
may lead to aggression
fear of person who controls punishment

Latent learning

learning that occurs but is not apparent until there is an incentive to demonstrate it

cognitive maps

mental representation of the layout of one's enviornment

Edward Tolman

studies about rat cognitive maps

WolfGang Kohler

insight learning

insight learning

suddenly grasping and incorporating new knowledge

Bandura

social cognitive learning theory
we can learn by observing others and without direct reward or punishment

Social cognitive learning theory

learning by observing behavior of models: bobo doll

Necessary mechanisms for observational learning

attention
retention
procedure
motivation

Self Efficacy

belief they have the capability to perform behaviors that will produce the desired outcome.