Ch.6 Learning

Reflex

motor/neural reaction to specific stimulus in environment

• EX: blinking when a light is flashed in your eyes

Instinct

innate behavior triggered by broader range of events, such as changing of seasons

• EX: birds flying south for the winter

Learning

relatively permanent change in behavior (or beh-potential) caused by experience

• Simplest form: Conditioning

Associative learning (conditiong)

learning that 2 events occur together

Classical conditioning

learning to associate 2 stimuli and anticipate events

Stimulus

Any event in the environment that produces a response, even if the response is as simple as noticing the stimulus occurred

• EX: fear of water after hearing Jaws sound

Operant Conditioning

learning to associate a behavior with a consequence (outcome)

• EX: If I study hard for an exam, I am likely to do well. If I hurt one of my friends, I am likely to feel guilty.

Classical Conditioning (CC)

Ivan Pavlov

learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus

Respondent behavior

occurs as an automatic response to a stimulus

• EX: dogs salivate while being fed

Neutral stimulus

does not lead to any behavior before conditioning

• EX: drool in response to foot steps

Unconditioned Stimulus (UCS)

automatically triggers response

• EX: a puff of air in your eye; food

Unconditioned Response (UCR)

unlearned response to US

• EX: blinking because you got a puff of air in your eye; drooling

Conditioned Stimulus (CS)

previously neutral stimulus that becomes associated w/US; triggering CR

• EX: the plastic frame you put your face in for a glaucoma test at the eye doctor (when they puff air into your eye); bell

Conditioned Response (CR)

learned response to previously neutral stimulus

• EX: blinking when you see the plastic frame; drooling

Aquisition

linking neutral stimulus w/US; eventually becomes CS

Forward Conditioning

fastest learning- CS presented before US

• CS acts as signal US is coming

  • EX: Bell presented before food

  • EX: Can opening tells pets they are about to be fed

Backward Conditioning

slower learning- US presented before CS

• Too involved w/US to notice CS

  • EX: once my cat starts eating their wet food, that’s where all their attention is. They wouldn’t notice a conditioned stimulus if it occurred after they started eating.

Taste aversion

eating something and becoming sick; do not want to eat it later

• Example of single trial learning (only takes 1 pairing)

Extinction

CR decreases/disappears when CS no longer paired with US

• EX: If Pavlov rang the bell, but no longer gave the dogs food after, they would eventually stop drooling to the sound of the tone alone.

Spontaneous Recovery

reappearance of CR after a pause following extinction

• EX: Pavlov has extinguished the CR in the dogs by repeatedly sounding the tone, but not giving them food. He then waited a few days, during which he didn’t ring the bell

• CR not totally gone; just dormant

Stimulus Discrimination

differentiate b/w CS + other stimuli not paired w/US

• EX: Horrified of roaches but I’m not scared of other, similar looking insects, like beetles.

Stimulus Generalization

stimuli similar to CS can provoke CR

• EX: even though Pavlov might ring bell higher the dogs will still drool

• EX: shape of chocolate is important

Habituation

decrease in responsiveness after repeated presentation of stimulus

• EX: something smells strange but over time get used to smell

Little Albert

John B. Watson and Rosalie Rayner

The rat was allowed to crawl towards it. Sudden loud noise - hit a metal pipe w/hammer. Albert startled/cried. Repeated pairing of rat + noise = fear of rat

Higher-Order (Second-order conditioning)

Pairing a new neutral stimulus with conditioned stimulus

• Using CS to condition another stimulus

• EX: Cat associates can opener w/food; drools to can opener

Operant

any active behavior that operates on environment to generate consequences

Thorndike’s law of effect

behaviors followed by consequences we want likely to be repeated

• Behaviors followed by consequences we don't want are not likely to be repeated

Reinforcement

any consequence that inc likelihood behavior will be repeated

Positive Reinforcement (+)

adding something they want after behavior

• EX: giving child treat for cleaning

Negative Reinforcement (-)

removing something they don't want after behavior

• EX: annoying ding sound in car (put on seatbelt to make it go away)

Punishment

any consequence that dec frequency of behavior

Positive Punishment (+)

adding something they don’t want to dec behavior

• EX: Lecturing child

Negative Punishment (-)

taking away something they like to dec behavior

• EX: take away video games

Drawbacks of physical punishment (4)

1. Changes are temporary

   1. EX: washing mouth out with soap

2. Does not give info on what is desired

   1. EX: punishing child for hitting

3. May produce fear, not learning

   1. EX: kid just doesn't want to get hit in the future

4. Teaching child that hitting other will get you what you want

   1. EX: violence outside home

Shaping

guiding behaviors to closer and closer approximation of behavior you want to see

Primary Reinforces

unlearned; are naturally reinforcing

• EX: Basic survival needs- food, water

Secondary (Conditioned) Reinforces

have to learn to like them

• EX: Money