AP Psych Unit 4 Learning Pt. 2

To improve learning in school skinner says to tell students

what they did right and how to further learning

to improve in sports skinner says use reinforcement in

small successes resulting in gradual improvement and try not to create superstitions producing partial reinforcement

TO improve performance at work skinner says reinforce

Achievable behaviors some immediate some delayed

to prevent destructive parent-child relationship skinner says

notice/reward good behavior and calmly explain bad behavior

to increase self-control/own desired behaviors skinner says

set realistic goals with a concrete plan and log time spending on/off goals starting with many reinforcement then gradually weaning off until it is a habit

skinner says we can learn from bodily response to manage stress thru

pleasurable thoughts/mindfulness activities

bio feedback

a system for electronically recording, amplifying and feeding back info regarding a subtle physiological state like blood pressure

Classical Conditioning summary

basic idea = learning associations between events we don't control
response = involuntary/automatic, respondent behaviors
acquisition = associating events NS is paired with US becoming CS
extinction = CR decreases when it is repeated alone
generalization = respond to stimuli similar to CS
discrimination = not respond to similar stimuli as CS

Operant Conditioning summary

basic idea = learning association between behavior and consequences
response = voluntary/operates on environment, operant behaviors
acquisition = associate response w/ consequence a reinforcer or punisher
extinction = responding decrease when reinforcement stops
spontaneous recovery = reappearance of extinguish response
generalization = responses learned 1 situation occurs in similar situations
discrimination = learn that some response bot not other will be reinforced

Gregory Kimble's belief

anything an organism can do can be conditioned (is WRONG)

preparedness

biological predisposition to learn associations that have survival value

what influences learning?

biological = genetic predisposition, UR, adaptive responses, neural mirroring
psychological = experiences, generalization, predictability of associations, discrimination, expectations
social-cultural = culturally learned preferences, motivation by others, modeling

John Garcia's ideas on the limits of conditioning

challenged the belief that all associations can be learned equally well
1) even if the rats became sick hours later they avoided that flavor of water
2) developed aversions to tastes, but not to sights or sounds make adaptable sense

biological constraints predispose organisms to learn associations that are

naturally adaptive
ex: give hamster food as reinforcer w/ digging vs washing face

instinctive drift

tendency of learned behaviors to revert to biological predisposition patterns

Robert Rescorla and Allan Wagner

showed that an animal can learn the predictability of an event thru light -> tone -> shock animal fear tone not light since tone is better predictor

more predictable association

stronger CR

expectancy

awareness how likely it is US will occur

cognitive map

a mental representation of the layout of one's environment

latent learning

learning that occurs but is not apparent until there is an incentive to demonstrate it

insight

a sudden realization of a problem's solution no strategy-based solutions with little to no systematic interaction with environment

intrinsic motivation

a desire to perform a behavior effectively for its own sake, diminishes if rewards are constantly given out

extrinsic motivation

a desire to perform a behavior due to promised rewards or threats of punishment

problem-focused coping

attempting to alleviate stress directly by changing the stressor or the way we interact with that stressor

emotion-focused coping

attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to one's stress reaction

personal control

sense of controlling our environment rather than feeling helpless

when we feel out of control

provokes outpouring of stress hormones and more likely to be ill

learned helplessness

the hopelessness and passive resignation one learns when unable to avoid repeated aversive events

freedom/control foster human flourishing but excess freedom causes

tyranny of choice increase regret, info overload and depression

external locus of control

perception that chance/outside forces control our fate causes stress

internal locus of control

perception we control our fate cause less stress/healthier

self-control

the ability to control impulses and delay short term gratification for greater long term rewards
better predictor of future success than intelligent test scores

observation learning

learning by observing others

modeling

the process of observing and imitating a specific behavior

Albert Bandura bobo doll experiment influence

restrictions of tv violence and socials models

microneurons

frontal lobe neurons that some scientists believe fire when we perform action or observe others actions
may enable imitations of empathy

prosocial behaviors

positive, constructive, helpful behavior
ex - exposed to someone who helps may entice you to help more

antisocial behaviors

negative, destructive, unhelpful behavior
ex - exposed to aggression entice aggressive behavior