LEarning + Inteligance

NEw version

Learning

We learn by association and events that occur in a certian order (Perminant change of behavior from experiance)

Classical Conditioning (Pavlov)

A natural, uncontraolible response to a learned stimuli.

Neutral Stimulus

a stimulus that does not initially elicit a response (Becomes conditioned stim) (chime)

Unconditioned stimulus (US)

a stimulus that elicits a response, such as a reflex, without any prior learning (food)

Unconditioned Response (UR)

Unlearned response, biological (Salivation in response to food)

Conditioned Stimulus (CS)

Previously neutral stim

Conditioned Response (CR)

A learned response to the conditioned stimulus (Salivation in response to the chime)

Aquisition

The learning stage of stim-response relationship

Order of Conditioning

Matters when trying to get a CR

Higher order conditioning

Adding a second stimulus (A light before the chime so the dog knows its comming)

Extincion

The US stops following the CS so the CR is weakened

Spontaneous Recovery

After extinction the CR returns after a rest period.

Generalization

Once conditioned a similar stimulus can cause a similar response (Little Albert being scared of all fuzzy animals)

Discrimination

The ability to distinguish between CS and other irrelivant similar stimuli (Mom only feels ill at Red Lobster)

Learned Helplessness

The hopelessnesss a passive resignment an animal learns when unable to avoid repeated aversive events
(The dog get schocked and when the cage opens he desides not to leave because the dog believes it has no power(same with elephant example))

Biological effects

Animals are biologically predisposed to learn assosiations between stimuli (Phisiological response)

taste aversion

a learned avoidance of a particular food

Operant conditioning

occurs when organism associate their own actions with consequences

Thordike's law of effect

Rewarded behavior is likely to occur

Skinner box/Opperant chamber

A box with a key to relese a reward

Shaping

Teaching a learned behavior

Reinforcement Discrimination

Organisms that learn certin responses but not others

Reinforcement generalization

The tendency to respond similarly to different stimuli that are associated with the same reinforcement.

Positive Reinforcement (PR)

Strengthens a behavior by adding a stimuli
(Answer correctly so teacher gives you candy)

Negative Reinforcement (NR)

Strengthins behavior by removing a stimuli
(Postponing the quiz becaused all the students do their homework)

Positive Punishment (PP)

Weakens a behavior by adding a stimuli
(Yelling at a child for misbehaving)

Negative Punishment (NP)

Weakens a behavior by removing a stimuli
(Your lisense is revoked if you get a DUI)

Primary Reinforcers

Unlearned rewards that satisfies a biological need (food, shelter, water)

-first lvl of Masloves higherarchy of needs

Conditioned/Secondary Reinforcers

Learned associations with primary reinforcers (you need money for food)

Delayed vs. INstant Gratification

Rats will not learn if reward is delayed (work harder now for better life later)

continuous reinforcement

reinforcing the desired response EVERY TIME it occurs

Partial Reinforcement

reinforcing a response only PART of the time

Fixed Ratio

reinforces a response only after a specified number of responses
-Predictable response
-Every time
-Countable
Ex. Buy 3 get 1 free

Variable Ratio

reinforces a response after an unpredictable number of responses
-UNpredictable response
Ex. 10 assignments but only 1 will be collected

Fixed Interval

reinforces a response only after a specified TIME has elapsed
-choppy start, stop pattern rather then consistant time period
-Same duration of time every time
Ex. Every Tuesday teacher collects homework

Variable Inverval

Reinforces a response after varying time period
-produces slow, stedyresponding
-unknown when but will happen at some point
Ex. Homework will be collected 1 time a week but you don't know when

Latent Learning

learning that occurs but is not apparent until there is an incentive to demonstrate it (unconcious lerning)

Cognitive Map

Mental repersatation of mazes ( mental map)

Insight learning

No systematic interaction with our enviornment and the solution is sudden ( A-HA moment)

Intrinsic vs. Extrinsic Modivation

Intrinsic:Desire to perform a behavior for its own sake (love of the game)
-Passion
Extrinsic:Performing a behavior for a reward or avoid punishment
-Approval
-Money

Biological Predisposition

Biological constraints predispose organisms to learn associastions that are naturally adaptive

Instinctive Drift

Unnatural behaviors instinctivly drift back toward natural ones
Ex. You can train a dog not to bark but they will drift towards their natural instinct and bark again

Superstitious Behavior

When a behavior is accsidently reinforced because of the promis of a coincidental reinforcement, and is therefore repeated (lucky socks = win game)

overjustification effect

intrinsic modivation turns extrinsic because you recieve a reward
Ex. Used to love something but you need good grades for that same thing so now you HAVE to do it and you lose the love for it

Social Learning theory

higher animals only learn through observational learning, having the ability to obsesrve and imitate others (modeling)

vicarious conditioning

Occurs whithout direct personal experiance by observing others' responses to enviornmental stimuli

Mirroring emotion

Animals that are capible of observationable learning have mirror neurons in the frountal lobe, which fire when performing certian actions or when observing another doing so, enabaling imitation and even empathy through mental stimulis

Theory of mind

Allowing the feeling of anothers pain

Bandura's Bobo doll experiment

adult kicked bobo doll = kids mirroring violence

Prosocial modeling

-helpful
-encouraging
-modeling for social change
-observation of morality to create internal conciousness

antisocial modeling

-Helps us understand aggresion in children through learning from parents
-observing violence on TV and "reality"
o Learn violence through imitation and demonstration of empathy

Mental age

the cronological age that corrisponds to a given performance
( a child who tests like a 10 yr onld is said to have a mental age of 10)

Stanford-Binet test (IQ)

mental age
--------------------- x 100
Chrolonogical age

Intelligance

socally created concept
-not onjective
-made by people to study success

Factor analysis

statistical measure to clump info (used to mesure common ability)

General Intelligence (g)

A general intelligence that underlines all specific abilities
ex. Athletes that do basketball are generally good at all sports

Eight Intelligences

Word, Number, Music, Space, Body, Self, People, Nature

Triarchic theory of INtelligence: Analytical intelligance

Analize
Critique
Judge
Compare/contrast
Evaluate
Assess

Triarchic theory of INtelligence: Creative intelligance

Create
Invent
Discover
Imagine if…
Suppose that…
Predict

Triarchic theory of INtelligence: Practical intelligance

Apply
Use
Put into practice
Implement
Employ
Render Practiced

4 components of Emotional Intelligance (EI)

Perceiving Emotions
Understanding Emotions
Regulating Emotions
Using Emotions

4 Factors of Nurology and Intelligance research

Brain size
Sensory Ability
Speed & efficiency of neural and ressinance
Working memory capacity

What parts of the brain have a possitive corrilation with intelligance

Frontal Lobe
Pariettal Lobe

Aptitude Tests

Used to predict a persons future performance (SAT)

Achievement test

Test used to reflect what a person has learned (MAP)

Wechsler Adult intelligance scale (WAIS)

-11 subtests
-Has intelligance score and seperate verbal and performance scale

Standardization

-Reserchers give test to representitive sample first
-Scores are compares to the standards defined
-Defines meaningful scores
-Result in bell curve
ex. MAP

Reliability

-The extent to which the results are consistant
-Reliability is assessed by comparing alternate forms of the test, retesting with the same test or comparing 2 halves

Validity

-The extent to which the test predicts or mesures what it is supposed to construct -> measure < - Predictive -> Anticipates I

How much does intelligence stay stable and change in a lifetime

-Intelligance at birth is hard to measure
-Ado with high test scores were reading at an ealier age (4-5)
-Scores stabalize by 7
_Consistancy of scores increase w/ age

Ian Deary's Longitudinal Test

gave test to 11 yr and then later when they were 77 and found that higher scoring 11yr were more likely to be living independently and less likely to have suffered Alzimers

Flynn Effect

Worldwide phonominon where intelligance will increase over generations

Nature vs Nurture in Intelligance

-Twins scored similar to eachother
(high percent of intelligance is due to genes)
-Mental similarities between adopted children and their adoptive families wane with age, until the corrolation is zero by adulthood

Gender and Race

Corrolation DOES NOT = causation
Patterns emerge among differences in gender, race, and socieconomic standing

Stereotype threat

Self-conferming concern that one will be evaluated based on a negative sterotype.
ex. One girl in a math class of all boys, she thinks 'I'm not going to do well because im a girl' and that doubt makes her get a low score on a test.

Sterotype Life

Non-sterotyped group performes better on tests compared to the sterotype group (opposite Sterotype threat)
ex. A class of all boys and one girl , a boy thinks 'I'm going to do well because I am a guy' and that get him a high score on the test.

Western vs Eastern views of intelligance

Western - Means for individuals to devise catagories and engage rational debate
Eastern - Tecognize contradiction and complexity and play into social roles