Learning and motivation slides practice

classical conditioning

learn association between stimuli, a stimulus elicits a response

operant conditioning

behavior changes as a function of its consequence

behaviorism

behavior is studies through observable, measurable evidence, environmental conditions and learning histories help explain behavior. (replacing lazy with did before 2 hours due date)

watson

methodological behaviorism, observable stimulus respose relations

skinner

radical behaviorism, consequences and operant behavior

tolman

cognitive behaviorism, cognitive maps and latent learning

bandura

social learning, observation and modeling

observational learning

we can acquire a new behavior by watching a model, direct reinforcement is not required for acquisition, consequences experienced by a model can influence performance

independent variable (IV)

systematically manipulated

dependent variable (DV)

measured response or outcome

functional relationship

systematic (IV) changes correspond to DV changes

operational

defining exactly what counts as the target behavior, a good definition

reliability

consistency of measurement or observations

interobserver reliability

degree of agreement between independent observers

validity

weather a measure captures what is intended to asses

reliable*

does not always mean valid

frequency

how many times a behavior occurs (checks phone 6 times)

duration

how long a behavior lasts (studies 20 mins)

latency

delay from a cue to start of behaviorism (waits 8 mins to start)

descriptive research

observes and records behavior, does not establish causation

experimental research

manipulates and IV and measures DV

A

baseline

B

intervention

ABA

treatment is withdrawn after initial intervention

ABAB

follows all baselines but treatment reintroduced, stronger replication of effect

elicited/respondent behavior

drawn out by an antecedent stimulus

reflex

relatively simple automatic stimulus response relation (startle at sudden noise; blink at an air puff)

habituation

elicited response decrease after repeated stimulation (weak/repeated stimuli; living by a train you don’t notice the sound anymore after a long time)

dishabituation

a novel stimulus temporarily restores a habitual response (after getting used to the constant ticking of a clock and no longer noticing it, a student suddenly hears a loud door slam and immediately becomes aware of the ticking clock again)

a process

initial emotional/physiological response

b process

slower opposing response that counteracts the initial reaction (with repetition b process can become stronger and longer lasting)

neutral stimulus (NS)

neutral stimulus before learning (metronome/bell before conditioning)

unconditioned stimulus (US)

naturally elicits a response (food/meat powder)

unconditioned response (UR)

unlearned response to the US (salivation to food)

conditioned stimulus (CS)

formerly neutral cue after association (metronome/bell after trials)

conditioned response (CR)

learned responses to the CS (salivation to sound)

appetitive conditioning

US is desirable or sought

aversive conditioning

US us unpleasant or avoided

contiguity

stimuli occurs close together in time

contingency/predictiveness

CS provides information about whether US will occur, usually CS occurs shortly before the US

acquisition

CS-US pairings strengthen the us, jingle repeatedly predicts delicious tacos, anticipation grows

extinction

repeated CS without US weakens the CR, jingle repeatedly plays without tacos, response fades

spontaneous recovery

extinguished CR return after a rest period, after a long break, a jingle again triggers anticipation

generalization

similar cues elicit a conditioned response (similar ice-cream truck jingle causes taco anticipation)

discrimination

respond selectively to the cue predicting the US (recognizing only the taco jingle predicts tacos)

higher order conditioning

an established CS can condition a second initially neutral cue (tacos, food response; jingle, response; purple flag paired with jingle, response) the new cue needs not be paired directly with original US

overshadowing

two new cues compete; more salient cue acquires stronger control

blocking

a previously conditioned cue already predicts the US and prevents much learning about a new cue

latent inhibition

repeated exposure to an inconsequential stimulus slows later conditioning (hearing a campus jingle for weeks with no tacos makes it harder to learn the jingle predicts tacos later) familiar and irrelevant cues can receive less attention in subsequent learning

rescorla-wagner:prediction error

learning is greatest when the US differs from what the available cues predict, when an outcome is fully expected, relatively little new learning occurs, a US can support limited associative strength across cues

conditioned fears and phobias

formerly neutral cue becomes associated with an aversive event, the cue can elicit conditioned fear when even without the original event, generalization can spread fear to similar cues, observation, temperament and preparedness also influence phobias

little albert

watson and rayner paired a white rat with a starling noise. US noise, UR fear/startle, NS rat before, CS after pairing, CR fear of rat after, fear generalized to other furry stimuli, ethical problems induced distress, limited consent protections, lack of adequate fear reversal

approaches to treatment

counterconditioning, systematic desensitization, flooding

counterconditioning

feared CS is paired with an incompatible response

systematic desensitization

relaxation + gradual fear hierarchy

flooding

prolonged, intense exposure without expected aversive outcome

conditioned drug responses

drug related environmental cues may become conditioned stimuli, cues can elicit compensatory physiological reaction opposing drug effects, familiar cues can contribute to tolerance; novel settings may reduce this compensation and increase overdose

John B Watson

considered the founder of behaviorism and emphasized observable behavior

Albert Bandura

proposed that people learn new behaviors, attitudes, and emotional reactions by observing and imitating others

B.F Skinner

emphasized how consequences strengthen or weaken behavior

Edward Tolman

demonstrated latent learning and proposed cognitive maps

interobserver reliability

two researchers independently observe the same behavior and compare their recordings, they are evaluating this type of reliability

conditioned compensatory responses

familiar frug related environmental cues can elicit physiological reactions that oppose the drugs effects