Unit 4 - Reinforcement Schedules and Cognitive Learning

Continuous reinforcement

Reinforcement after every correct response

great for speed, but extinguishes one behaviour-reward association is broken

(dog gets treat every single trick)

Fixed-ratio schedule

Reinforcement after a brief pause between each set of responses. High response rate 

(dog gets treat after specific number of behaviours)

Fixed-interval schedule

Reinforcement after a period of time. response rate increases as time for reinforcement approaches

(dog gets treat after specific time has passed)

Variable-ratio schedule

Reinforcement after varying number of responses. Resistant to extinction because the subject doesn’t know when the reward is coming. Patterns are unpredictable.

(dog gets treat after random number of behaviours)

Variable-interval schedule

Reinforcement after varying lengths of time

(dog will get after random amount of time has passed)

Cognitive Learning

Conditioned behaviour is not just reward and punishments; cognitive processes are at work even without obvious rewards
The mind is constantly learning even when appears to be passive
Based on mentally processing internal and external info that is acquired, interpreted, stored, and later retrieved

Shaping

A method of reinforcing behaviour until the learner attains desired behaviour. Learning gradually gets closer to the target.

Learning Curve

rate of a person's progress in gaining new behaviour or skills

Latent Learning

Learning when the right motivation or incentive is present
With the right motivation, reinforcement isn’t necessary for learning

Insight Learning

Cognitive learning that is immediate and clear as a result of fully understanding the context and solution of a problem

Not trial and error, sudden realization of a solution from prior knowledge 

4 stages are

Preparation (gather info)

Incubation (unconsciously sort out)

Insight (sudden solution)

Verification (confirming insight)

sometimes called “aha moment”

Learned Helplessness

Passive resignation prevents an individual from motivation to learn.

Often caused by unavoidable, uncontrollable situations that mess up individuals reward/punishment systems and understanding

Social Learning

Cognitive process referring to people learning new behaviours by observing modeled behaviour and imitating/rehearsing

Observational learning

When people learn by making mental notes on others behaviour about good or bad consequences

4 conditions must be present for modeling behaviour

Attention (paying attention to model) —>

Retention (Remembering what model did) —>

Reproduction (Must have capacity to reproduce behaviour) —>

Motivation (must have reason to imitate, e.g. importance of model or reward)