psych learning (chp 6)

U.S

• unconditioned stimulus

• cause automatic response

  • ie: seeing food makes us salivate

    • food is the US

U.R

• unconditioned response

• the response that is caused by a U.S

  • ie: seeing food makes us salivate

NS

• neutral stimulus

• produces no response

  • unless conditioned

CS

• conditioned stimulus

• starts to produce the conditioned response

  • through conditioning

  • neutral stimulus becomes the CS

  • ie: the bell in pavlov’s experiment

CR

• conditioned response

• response when US isn’t present

  • ie: dogs salivating after hearing the bell (even when no food is present yet)

what does classical condtioning do?

when a neutral stimulus is paired with an unconditioned stimulus → unconditioned response

• if repeated then the US is no longer needed to produce the UR (for a limited amount of time)

principles of contiguity

the US must be present QUICKLY after the NS for condition to occur

principle of contingency

the NS and US must be slightly SEPERATED so it seems like the NS caused the US

• gap between the bell and the food

extinction

process of learned association being weekend

• classical conditioning

spontaneous recovery

rapid reappearance of an extinguished learned behavior

operant conditioning

• learned behaviors (thru reward and punishment)

• skinner

• not conditioned

“shape” behaviors

• gradual process

  • operant conditioning (skinner)

• reinforcement → increases behaviors

• started field of behaviorism psychology

  • modifying and building thru environment and learning

positive reinforcement

• adding something to increase behavior

  • ie: rewarding a kid for potty training

negative reinforcement

removing something (or adding a negative thing?) to increase (a positive) behavior

• ex: the sound that’s made if you don’t buckle your seatbelt

positive punishment

adding something to decrease behavior

• ex: getting hit as a kid to decrease a behavior

negative punishment

taking something away to decrease behavior

• ex: getting grounded

most effective type of reinforcement schedules

• reinforcement instead of punishment

• continuous reinforcement

continous reinforcement

behavior rewarded every time

• ex: giving a dog a treat everytime it sits

partial reinforcement

behavior rewarded only sometimes

• fixed and variable reinforcement

fixed reinforcement

• type of partial reinforcement

• scheduled - rewarded after a set amount of time (fixed-interval) or set number of responses (fixed- ratio)

• ex": getting a free coffee after buying 5 cups

variable reinforcement

• type of partial reinforcement

• scheduled behavior rewarded randomly around some variable amount of time (variable-interval) or randomly around some variable number of responses (variable ratio)

• ex: slot machine

intrinsic motivation

• internal motivation

  • ex: desire to learn to actually learn

• BEST for long term

extrinsic motivation

• external motivation

  • ex: grades, prizes or praise for doing well

• not as beneficial in the long run (can face burn out/ disappointment)

habituation

• type of nonassociative learning

• when someone’s response to a stimulus becomes weaker after stimulus is repeated

• opposite of sensitization

  • ex: a loud clock fades into background after a while

dishabituation

• recovery of a response after the process of habituation

• ex: watching a scary moving and being extra paranoid

sensitization

• type of nonassociative learning

• opposite of habituation

• reflexive response becomes stronger to a repeated stimulus

• ex: PTSD, allergic responses, addiction (stronger craving/psychological urge)

generalization

• response to a related stimuli that are similar to the CS (conditioned stimuli)

• learning is not tied too narrowly to specific stimulus

• ex: pavlov’s dogs salivating to a different/louder/longer sounding bell (CS)

• counterbalance to discrimination

Discrimination

• counterbalance to generalization

• respond to a particular stimulus but not to others

  • ex: knowing to stop when we hear a car horn but not a trombone

blocking

• classical conditioning

• brain selectively learns event associations that are more valuable for predicting the future

• brain won’t add another CS if it doesnt add anything more than the first one

• ex: loving pizza → one night have a side of garlic bread with pizza → getting really sick → having aversion for garlic bread but not pizza cause you already loved it

primary reinforcers

process that is innately pleasurable/ satisfies some need

• ex: drink when thirsty, warmth when cold, peeing on full bladder, sex

secondary reinforcers

• learned through experience bc of association with primary reinforcers

• can be more powerful than primary (a lot more endless - we have a limited desire for food but not for amount of money we want to make)

vicarious reinforcement/ punishment

second hand reinforcement or punishment learned from observation

• disagree with Pavlov and skinner and behaviorists