Psych 10 - Perception Learning

classical conditioning

type of learning where a nuetral stim produces a response after being paired with a non-nuetral stil

Pavlov variables

US: food

UR: salivating for food

NS: bell before condition

CS: bell

CR: salvation for food (triggered by bell)

second order conditioning

when a CS is paired with a new US and eventually the new US becomes a CS on its own without reintroduction of the original CS

3 phases of classical conditioning

1 - aquisition - paring of US and NS

2 - extinction - happens when the CS is used alone too much without the US the response will be eliminated

3 - spontaneous recovery - sudden reappearance of the CS behavior without further training

young albert experiment

showed classical conditioning in human babies

baby + loud noise = cry

baby + loud noise + rat = cry

baby + rat = cry

baby = traumatized (-jesson)

rescorla-wagner model of classical conditioning

says that classical conditioning has occured when an animal (wag) has set up an expectation

evolutionary advantage of classical conditioning

propensity to learn particular kinds of associations over others which can be helpful if things used to be deadly to ancestors

operant conditioning

type of learning where behavior is modified by consequences, not association

operant vs. classical

operant goes based on voluntary behaviors and how those change based on consequences

classical goes based on natural uncontrololed behaviors and manipulating them to associate with other things

thorndike cat experiment

cats learned to trip a lever to be released from a cage

law of effect: when the lever does something good, its pushed a lot; when it does something bad, it isn’t pushed a lot

BF skinner

father of operant conditioning

reinforce vs punish

reinforcing encourages continuation of a behavior (increase a behavior)

punishment discourages continuation of a behavior (decrease abehavior)

positive vs negative in operant conditioning

positive - adding something

negative - taking something away

pos/neg with reinf/punish

positive reinforcement - giving something to reward good behavior

positive punishment - giving something bad to disourage behaivior (like giving a speeding ticket)

negative reinforcement - taking away something so someone keeps doing something (like lowering cost of insurance for good driving)

negative punishment - taking away something to discourage behavior (like taking away phone for saying bad words)

is punishment or reinforcement better?

reinforcement is more effective because it shows what is good while punishment doesn’t show whats good

immediate vs delayed punishment and reaction

as more time elapses, the reward or punishment becoems less effective

explains why long term goals are hard to follow

interval vs ratio reinforcement

interval is based on time

ratio is based on number of actions or things or events

fixed vs variable schedules of reinforcement

fixed is constant amount of time or responses

variable is a differing amount of time or responses

intermittent reinforcement effect

operant conditions resist exctinction more when they are enforced intermittently rather than continuously

continuous reinfrocement

type of fixed ratio reinfocement schedule where a reward is given after every behavior

rank types of reinforcement schedules

ratio > interval and variable > fixed

1 - variable ratio

2 - fixed ratio

3 - variable interval

4 - fixed interval

variable ratio is the best because it is most resistent to extinction; it is unpredictable so it causes people to do it more

pleasure/reward centers of the brain

nucleus accumbens is activated during a reward, and dopamine is released during a reward

genetic variation in these things may explain individuals differences in responses

superstitious behavior

type of operant learning where behavior was accidentally reinforced

shaping

learning that results from being rewarded at prior steps that were closer and closer to the final result (ex. the dog standing up on the wall)

latent learning

something is learned but not manifested as behavioral changes until the future

tolman rat maze experiment

rats wandered in the maze aimlessley until they learned food was at the end and then they started going through it much faster; demonstrates latenet learning