Ap Psych Unit 3B: Conditioning and Learning

#pavlov

behavioral psychology

View that psychology should be an objective science that studies observable behavior without reference to mental processes. (John B. Watson)

classical conditioning

a type of learning in which we link two or more stimuli; as a result, to illustrate with Pavlov’s class experiment, the first stimulus (a tone) comes to elicit respondent behavior (drooling) in anticipation of the second stimulus (food)

association

learning that certain events occur together. the two events may be two stimuli (classical conditioning) or a response and its consequence (operant conditioning)

unconditioned stimulus (US)

in classical conditioning: a stimulus that unconditionally— naturally and automatically— triggers an unconditioned response. (Eg Pavlov: food)

unconditioned response (UR)

in classical conditioning: an unlearned, naturally occuring response (such as salivation) to an unconditioned stimulus (such as food in the mouth)

conditioned stimulus (CS)

in classical conditioning, an originally neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response. (Pavlov eg: bell tone)

conditioned response (CR)

in classical conditioning: a learned response to a previously neutral (but now conditioned) stimulus (Pavlov eg: salivating)

neutral stimulus

in classical conditioning: a stimulus that elicits no response before conditioning (Pavlov eg: bell tone)

acquisition

in classical conditioning: the initial stage— when one links a neutral stimulus with an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response.

in operant conditioning: strengthening of a reinforced response

extinction

in classical conditioning: the diminishing of a conditioned response when an unconditioned stimulus does not follow a conditioned stimulus

in operant conditioning: when a response is no longer reinforced

spontaneous recovery

the reappearance, after a pause, of a weakened conditioned response following a period of extinction

discrimination

in classical conditioning: the learned ability to distinguish between a conditioned stimulus and other unassociated stimuli

operant conditioning: the ability to distinguish responses that are reinforced from similar responses that are not reinforced

generalization

in classical conditioning, the tendency, once a response has been conditioned, for similar stimuli to the CS to elicit similar responses

operant conditioning: when responses learned in one situation occur in other similar situations

high-order conditioning

when a neutral stimulus becomes associated with a previously conditioned stimulus, often creating a second and often weaker conditioned stimulus

counterconditioning

behavioral technique to treat psychological disorders and promote personal growth, focusing on biological predispositions to learn associations that increase a species’ survival

Eg: facing fears, conditioning unwanted response to a certain stimulus into a wanted response

taste aversions

when an animal or person acquires an aversion to a taste paired with an aversive stimulus

one-trial conditioning

just one experience with a stimulus and bad response will be enough to create an association which will not strengthen with further pairings

biological preparedness

a bio predisposition to learn associations such as between taste and nausea, that have survival value

habituation

decreasing responsiveness with repeated stimulation

operant conditioning

a type of learning in which a behavior becomes likely to recur if followed by a reinforcer or less likely to recur if followed by a punisher

aversive consequence

an unpleasant effect as a result of a specific behavior

reinforcement

any event that strengthens the behavior it follows (increased frequency)

punishment

an event that decreases the behavior it follows

law of effect

Thorndike’s principle that behaviors followed by favorable consequences become more likely and behaviors followed by unfavorable consequences become less likely

positive reinforcement

increasing behaviors by presenting a pleasurable stimulus, strengthening a response

negative reinforcement

increasing behaviors by stopping or reducing an aversive stimulus. When removed after a response, it strengthens it

positive punishment

administer aversive stimulus that decreases the behavior it follows

negative punishment

to withdraw a rewarding stimulus, decreasing the behavior it follows

primary reinforcer

an innately rewarding stimulus, such as one that satisfies a biological need like getting food when hungry

secondary reinforcers

gain reinforcing power through its association with a primary reinforcer, eg: money

shaping

operant conditioning procedure where reinforcers guide behavior closer and closer to approximations of the desired behavior

successive approximations

in shaping, the reinforced steps that get closer and closer to the target behavior

instinctive drift

tendency of learned behavior to gradually reject/turn back to biological predispositions

superstitious behavior

behaviors produced by the accidental timing of rewards that causes partial reinforcement

eg: a lucky sock

learned helplessness

feeling of no control when one is subjected to an aversive stimulus they cannot stop

eg: abuse situations

schedules of reinforcement

B.F Skinner’s four partial schedules

• fixed ratio, variable ratio, fixed interval, variable interval

• ratio garners higher response rates and variable garners more consistent responses

other: continuous reinforcement (everytime it happens)

fixed-ratio schedule

reinforces a response only after a specified number of responses

eg: one free coffee for every ten bought

variable-ratio schedule

reinforces a response only after an unpredictable # of responses (eg: gambling)

fixed-interval schedule

reinforces a response only after a specific time has elapsed

• responses increase as anticipated time for reward draws near

variable-interval schedule

reinforces a response at unpredictable time intervals

• slowed steady responsing

social learning theory

observational learning, we learn social behavior by observing and imitating others. we can learn without experiencing consequences.

vicarious conditioning

by watching models, we experience vicarious reinforcement or vicarious punishment

modeling

process of observing or imitating a specific behavior

eg: how we learn our native langugae

insight learning

solving problems through sudden insight; contrasts with strategy solutions

latent learning

learning that occurs but isn’t apparent until there is an incentive to demonstrate it

cognitive maps

a mental representation of the layout of one’s environment

mirror neurons

neurons that some scientists believe fire when we perform certain actions or observe another’s that enable imitation and empathy

albert bandura

pioneering researcher of observational learning, bobo doll experiment

john garcia

experiments with rats and radiation water revealed taste aversion, and that we have biological predispositions to learn some associates more readily than others

ivan pavlov

explored classical conditioning, using his classic experiment of conditioning dogs to salivate when a bell ringed (that was associated with food)

• foundation for behavorism

robert rescorla

disagreed with behaviorism, argued that an animal can learn an event’s predictability. the more predictable the association, the stronger the conditioned response

b.f skinner

argued that all learning is observable, studied operant conditioning and taught pigeons to play table tennis

edward thorndike

law of effect, basis for Skinner’s behavioral techniques

edward tolman

did experiment with cognitive map and rats in mazes: rats ran just as fast as other rats after being given a food incentive, even though they were left to explore the maze without food initially

john b. watson

behavorism