Chapter 6

Learning

The process by which an organism's experience produces enduring changes in the brain and behavior, such as improved skill or understanding.

Associative Learning

Making connections between stimuli and our behavioral responses to them

Nonassociative Learning

Involves changes in how much or how little we respond to a single stimulus with experience.

Habituation

A decrease in reflexive response to a stimulus after repeated exposure

Dishabituation

The process by which an organism recovers a behavioral response to a stimulus after a period of habituation

Sensitization

An organism’s reflexive response becomes stronger as a result of repeated stimuli

Dual-Process Theory

Suggests that habituation and sensitization are distinct opposing processes.

Classical Conditioning

A passive form of associative learning where an involuntary response becomes associated with a new stimulus.

Unconditioned Stimulus (US)

A reflexive response before learning

Unconditioned Response (UR)

Automatically generated by an unconditioned stimulus.

Conditioned Stimulus (CS)

A neutral stimulus that is linked with a unconditioned stimulus to make a response

Conditioned Response (CR)

Generated by the conditioned stimulus after an association with the unconditioned stimulus is made.

Neutral Stimulus

A stimulus that does not produce a specific response.

Acquisition

The neutral stimulus is paired with the unconditioned stimuli and after many pairing, it leads to conditioned stimuli and then evokes a conditioned response

Generalization

Response to a stimuli that is similar to the conditioned stimulus.

Discrimination

Learning to respond to a particular stimulus but not to others, preventing overgeneralization.

Extinction

Where a conditioned response weakens overtime as the conditioned stimulus is not paired with the unconditioned stimulus

Spontaneous Recovery

Conditioned response reappears after being extinguished

Contiguity

The closeness in time of the conditioned stimulus and unconditioned stimulus critical for classical conditioning.

Contingency

The predictiveness of the conditioned stimulus regarding the unconditioned stimulus in classical conditioning.

Preparedness

A species biological predisposition that allows them to learn new associations quicker than others

Conditioned Taste Aversion

The human tendency to associate nausea with food rather than with other environmental factors.

Operant Conditioning

A form of associative learning where a learner makes associations between voluntary behavior and its consequences.

Law of Effect

Behavior is a function of its consequences; actions followed by good outcomes are strengthened.

Reinforcement

Refers to an increased likelihood of a behavior being repeated.

Primary Reinforcers

Consequences that satisfy biological needs and are effective regardless of a person’s prior experience.

Secondary Reinforcers

Learned reinforcers that gain value through their association with primary reinforcers.

Positive Reinforcement

Adding a stimulus to increase behavior

Negative Reinforcement

Removing a stimulus to increase behavior

Positive Punishment

Adding a stimulus to decrease behavior

Negative Punishment

Removing a stimulus to decrease behavior

Shaping

Gradually guiding behavior toward a desired target behavior by reinforcing closer approximations.

Insight Learning

A form of learning that occurs without trial and error and without clear reinforcement.

Conditioning

Changes in bevahior that are dependent on specific associations being made

Residual Plasticity Hypothesis

Neural networks of learning persist even after extinction

Blocking

When a prior association with one conditioned stimulus prevents learning of a new association with a second stimulus, as the second adds no extra value

Counter conditioning

used to counteract undesired associations by conditioning new responses

Vicarious Classical Conditioning

Learning a conditioned response by observing other organisms

Operant Conditioning ABC’s

Antecdent: stimuli that triggers a behavior and leads to a consequence

Behavior: Learning does not influence behavior unless behavior occurs

Consequences: The aftermath of a behavior that either increases or decreases it

Punishment

Decreased likelihood of a behavior being repeated

Preferred Behavior

Behavioe that is naturally more reinforcing to the individual is engaged into more often

Delay Discontinuing

Future consequences have less power

Instinctive Drift

When an animal’s natural instinct interferes with learned behavior

Continuous Reinforcement Schedule

A behavior is rewarded every time it is performed

Partial Reinforcement Scheudle

A behavior is partially rewarded every time it is performed

Ratio Schedules

Amount of behavior

Interval Schedule

Amount of time

Why are variable schedules more effective?

Variable schedule are unpredictable and more resistant to extinction

Fixed Ratio Schedule

Reinforcement occurs after a fixed number of behavior

Variable Ratior interval

Reinforcement occurs after a varying number of behavior

Fixed Interval Schedule

Reinforcement occurs after a fixed number of time has passes between each behavior

Variable Interval Schedule

Reinforcement occurs after a varying number of time passes between each behavior

Operant Learning

Occurs when a response is reinforced because it results in a desired change to an environment

Superstitious Conditioning

When a behavior is learned after it coincidentally reinforced

Latent Learning

Occurs when no behavior is reinforced and it without any clear motivation

Imprinting

Rapid learning that occurs in a specific period in development