classical conditioning def

pairing/associate 2 stim (learning)

neutral stim

stim that causes no relevant response

unconditioned stim

stim that causes unlearned auto response

unconditioned response

auto unlearned response to stim

conditioned stim

OG neutral but became associated w/ unconditioned stim & now produces same response

conditioned response

learned auto response that became associated w/ OG neutral (but now conditioned) stim

stimulus generalisation

respond to any similar stim

stimulus discrimination

doesnt respond to any similar stim

extinction

CS repeatedly presented w/o unconditioned stim. weakened until gone.

spontaneous recovery

after pause (hours), stim causes minor response

amygdala role in classical conditioning

evaluates stim & rercognises as threat; fear causes unconditioned response to unconditioned stimulus

operant conditioning def

behaviour is controlled by its consequences (learning)

3 phase model for operant ABC

assumes that Antecedent (environment) makes conditions right for Behaviour to follow or be reinforced by its Consequences

intrinsic motivation

desire to perform for own

extrinsic motivation

desire to perform for rewards/threats. learner decides if its reinforcing/punishing

reinforcement def

stim encourages likelihood of response. must be consistent

positive reinforcement

reward w/ nice consequence

negative reinforcement

remove/reduce/prevent bad consequence

punishment def

event that reduces likelihood of response over time. brief/immediate

positive punishment

response followed by negative experience

negative punishment (response cost)

desirable is removed

schedules of reinforcement

• continuous reinforcement

• shaping

• intermittent reinforcement = fixed interval, variable interval, fixed ratio, variable ratio

schedule: continuous reinforcement

all correct responses are reinforced

schedule: shaping

new behaviour is produced by reinforced responses similar to desired response

schedule: intermittent reinforcement

some correct responses are reinforced; most effective

IR: fixed interval

rewards learner for only 1st response after a while

IR: variable interval

rewards correct response after unknown amount of time

IR: fixed ratio

rewards response only after defined number of correct answers

IR: variable ratio

rewards undefined number of correct responses

factors affecting reinforcement/punishment

• immediacy (most effective)

• principle of deprivation (nothing) or satiation (too much) = reward lessens coz less desire

• contingency - reinforcement consistent

• principle of size = bigger consequences → worth it; more effective

SCIP

observational learning def

learn by watching behaviour of another. can occur w/o immediate chage. cognitions (expectations of reinforcement/punishment). link btwn classical/operant

process of observational learning

1. attention = watch behaviour/consequence

2. retention = stored in memory for later

3. motor reproduction = requires the ability to convert memory to actions

4. motivation = must WANT to imitate (intrinsic/extrinsic)

5. reinforcement = reward (likely to behave more that way), punishment (less likely to)

atremo more

OC: modelling

reinforcement for imitating models

vicarious reinforcement

more likely to imitate if sees another being rewarded for same behaviour

behaviour modification

deliberate use of reinforcement/punishment to modify unwanted behaviours. mix of classical/operant. alters environment and environment interaction. reasons for behaviour arent considered

systematic desensitisation for phobias

relationship between CS & CR. classical. replace fear w/ unrelated relaxation to scary stim. effective. graded exposion (least to most hierarchy)

token economy

operant. desired response reinforced w/ things that can be exchanged later for more. better than simple reinforcement

Bandurra “social learning theory” characteristics/features

• observational learning by watching role models

• develop attitudes by others expressing/consequences

• modelling = behaviour/attitude copied

DOM

strengths of social learning theory

• explains learning by recognising the role of thought processes

• explains comoplex social behaviours (gender roles, moral behaviour) than reinforcement learning model does

limitations of social learning theory

• believed environ majorly influenced behaviour (underestimated complexity). actually due to interaction btwn nature VS nurture

• doesnt explain all behaviour

• overstates observational learning & undervalues other forms of learning