PSYC 1F90 Learning/conditioning

Learning

Any relatively permanent change in knowledge, skills, and/or behavior that result from experience

Associative learning

The formation of simple associations between a stimulus and a response

Classical Conditioning

A form of learning in which reflexive responses are associated with a new stimuli

Unconditioned stimulus (US)

A stimuli that elicits a response without any prior experience" (For example, withdrawing from pain)

Unconditioned response (UR)

Reaction to a stimulus that requires no previous experience, often reflexive

Neutral stimulus (NS)

A stimulus that does not evoke a response

Conditioned stimulus (CS)

Something that, when repeatedly paired with an unconditioned stimulus, comes to elicit a learned/conditioned response

Conditioned response (CR)

Learned response to the conditioned stimulus

Stimulus generalization

Tendency to show the conditioned response towards stimuli that are similar to the conditioned stimuli

Stimulus discrimination

The learned ability to respond differently to similar stimuli

Extinction (learning)

Weakening of a conditioned response by repeatedly presenting the conditioned stimulus without the unconditioned stimulus

Spontaneous recovery

Reappearance of a conditioned response after its apparent extinction

Conditioned emotional response

A learned emotional response to a previously non-emotional stimulus that develops through classical conditioning

Operant conditioning

Learning based on the positive or negative consequences that follow a behavior

Law of effect

Theory that claims that responses which lead to desirable effects are repeated, and those which lead to undesirable effects are not

Operant conditioning chamber/Skinner box

An apparatus designed to study operant conditioning in animals

Reinforcer

An event that follows a response and increases its probability of it occurring again

Positive reinforcement

Outcome that occurs when a response is followed by a reward or other positive event

Negative reinforcement

Outcome that occurs when a response is followed by and end to discomfort or a removal of something unpleasant

Punisher

Any event that follows a response and decreases its probability of occurring again

Positive punishment/punishment

Outcome that occurs when a response is followed by discomfort or other negative consequences

Negative punishment/response cost

Outcome that occurs when a response is followed by and end to positive circumstances or the removal of a reinforcer

Extinction (operant conditioning)

The weakening or disappearance of a nonreinforced operant response

Operant stimulus generalization

The tendency to produce a previously reinforced behavior in situations similar to those which preceded reinforcement

Operant stimulus discrimination

The tendency to produce a previously reinforced behavior only in situations that are the same as those which preceded the reinforcement

Shaping

Reinforcement of behaviors that are increasingly close approximations of the desired response (Based on intensity, timing, and contingency)

Continuous reinforcement

A pattern in which a reinforcer follows every correct response

Partial reinforcement

A pattern in which only a portion of all responses are reinforced

Partial reinforcement effect

The tendency of responses subject to partial reinforcement to be more resistant to extinction than those who are exposed to continuous reinforcement

Schedules of reinforcement

Rules or plans for determining which responses will be reinforced

Fixed ratio schedule (FRS)

Reinforcement is delivered after a specific, unchanging number of responses has been made. For example, every four correct responses/FR-4

Variable ratio schedule (VRS)

Reinforcement is delivered after a varying, unpredictable number of responses that average out, over time, to a specific number. For example, on average, every four correct responses/VR-4

Fixed interval schedule (FIS)

Reinforcement is delivered after a set, unchanging period of time since the last reinforcement; responses made during this interval are not reinforced. For example, FI-30 second

Variable interval schedule (VIS)

Reinforcement is delivered after a varying, unpredictable amount of time after the last reinforcement that averages out, over time, to a specific number. For example, VI-30 second

Primary reinforcer

A non learned reinforcer, usually one that satisfies physiological needs, such as, food, drink, sex.

Secondary reinforcer

A learned reinforcer, often one that gains reinforcing properties by association with a primary reinforcer

Token reinforcer

A tangible secondary reinforcer such as money, gold stars, poker chips, etc.

Observational learning

Learning achieved by watching and imitating the actions of another (the “model”), or noting the consequences of those actions

What are the three steps of observational learning?

1. Paying attention

2. Remembering

3. Imitating

Disinhibition

The removal of inhibition, which results in behavior that would normally be restrained

Desensitization

A reduction in emotional sensitivity to a stimulus

Cognitive learning

Learning involving memory, thinking, and problem solving (Gestalt psychologists)

Educational psychologists

Psychologists who carry out research to better understand how people best learn and how teachers can improve instruction

What are the four main types of knowledge?

(According to Blooms taxonomy)

1. Factual (basic facts)

2. Conceptual (abstract ideas)

3. Procedural (procedures from scratch)

4. Metacognitive (limits of your knowledge)

What are the six ways to work on the four types of knowledges?

1. remembering

2. understanding

3. applying

4. analyzing

5. evaluating

6. creating

What are the four factors that influence cognitive learning?

1. Learner characteristics

2. Learning strategies

3. Type of instruction

4. Learning environment

Direct learning

A method of instruction in which information is presented by lecture or demonstration and students often learnt through rote practice (passive)

Discovery learning

Learning in which teachers create conditions that encourage students to discover or construct knowledge for themselves (active)

What are the three cognitive limitations young children have?

1. No object permeance

2. No conservation

3. Egocentric

What does Piagent’s 3 mountain problem test?

Egocentricsm in children