Psychology Major Concepts Test 2 10 10 2013 1 Definition of Learning a A Relatively permanent change in behavior Intentional or Unintentional that occurs as a result of experience b Memory cognition decision making c Changes due to fatigue is not learning d Maturing is not learning i All changes are not necessarily learning e Comes from behaviorism f Cannot be directly observed i Must be inferred from changes in performance g Associative learning i Classical conditioning Pavlov ii Operant conditioning Skinner 2 Components of the Classical Respondent Conditioning Paradigm UCS UCR CS CR a There were some natural stimulus with no conditioning unconditioned i UCS Unconditioned Stimulus ii UCR Unconditioned Response b When a neutral stimulus is repeatedly paired with the stimulus it would elicit a response the neutral stimulus becomes a conditioned stimulus if it starts eliciting the conditioned response i CS Conditioned Stimulus ii CR Conditioned Response 3 CS UCS relationship CR UCR relationship a CS UCS relationship i Delayed ii Forward iii Simultaneous iv Backward b CR UCR relationship i What stimulus Elicited the response ii What s the Magnitude of the response iii Latency the delay between the presentation of the stimulus and observing the response 4 Types of Classical Conditioning Schedules Simultaneous Forward Backward Delayed a Types of Classical Conditioning i Delayed Conditioning most efficient 1 Present the CS first then present the UCS while the CS is still present ii Forward Conditioning Good 1 Present the CS but turn it off before you present the UCS a Informational role b Predictive Cue Rescorla iii Simultaneous Conditioning not very good 1 Present the CS at the same time as the UCS a Blocking you might not even notice the CS iv Backward Conditioning Worst 1 Present the CS after the UCS is presented and turned off a Not at all efficient 5 Biological constraints on conditioning Instinctual drift Conditioned taste aversion Garcia s work a Instinctual Drift occurs when an animal s innate response tendencies interfere with conditioning process i Ex Raccoons rubbing coins together to clean them before putting them into a piggy bank b Conditioned taste aversion taste aversion has survival value i We are predisposed to some stimuli to be particularly inclined to form the relationships ii Susceptible regarding taste 1 We pair taste and sickness we can have lasting effect on conditioning bc of its survival value iii Same as phobias snakes heights etc iv Garcia s Work survival value 1 Did research and discovered that animals have a very strong sense that nausea having been caused by food leads to a strong aversion to that food The eating could have taken place hours before the sickness but that doesn t make a difference in tis ability to lead to taste 2 It is conditional because the bad food caused the 3 Nausea taste are almost impossible to prevent 4 Did research on rats and made them sick with radiation aversion nausea poisoning 6 Baseline Acquisition training Extinction Spontaneous recovery for both classical and operant conditioning a Classical Conditioning Extinction the gradual weakening and disappearance of a conditioned response tendency i Cause constant presentation of the conditioned stimulus alone without the unconditioned stimulus b Classical Conditioning Spontaneous Recovery the reappearance of an extinguished response after a period of non exposure to the conditioned stimulus c Operant Conditioning extinction occurs just the same was as the classical conditioning extinction d Operant conditioning spontaneous recovery occurs because the organism wants to test the waters to see if the consequence will still occur 7 Stimulus Discrimination Generalization a Stimulus Discrimination i We eventually get used to stimulus and learn to ignore them ii This is stimulus discrimination when we become used to the construction and motorcycle sounds outside iii They are no longer startling or noticed and have little effect on iv Once a stimulus has been discriminated against it is useless as the organism far as conditioning and such b Generalization occurs when other similar stimuli elicit the same arousal i Kid gets stung by bee now also fears wasps and yellow jackets 8 Operant Instrumental Conditioning a B F Skinner b Thorndike s Law of Effect the probability of a behavior is based on the effect of what happened before was it good or bad c Response followed by some effect i R S or d Responses are Emitted behaviors i Ex Bear rolling over trees and finding honey e Every time a response leads to a desirable outcome the chances of repeating the behavior increases and vice versa f Behavioral Consequences g Discriminative Stimulus 9 Thorndike s Law of Effect a Says that the probability of a behavior is based on the effect or what happened before was it good or bad 10 Positive and Negative Reinforcement Positive and Negative Punishment a Reinforcement all reinforcements increases the probability of a response i 2 types 1 Positive present a desired stimulus a Reward training 2 Negative the removal of an undesired stimulus a Still increases the probability of a response b Punishment decrease the probability of a response i 2 types 1 Positive Presentation of an undesirable stimulus a Ex Officers give you ticket no more speeding 2 Negative removal of a desired stimulus 11 Reinforcers Primary and Secondary a Primary stimulus that is innately satisfying and requiring no b Secondary stimulus that has acquired its reinforcing power through learning to become pleasurable i Ex Food water sex experience i Ex Coupons money grades 12 Discriminative Stimulus a sets the stage for behavior discriminates behavior i NOT the same a CS ii Does not elicit b Tells organisms what behavior will be reinforced or punished 13 Shaping Successive approximation Premack principle a Shaping Successive approximation method for increasing the frequency of behaviors b Premack principle states that the opportunity to engage in preferred behavior will be a reinforce for any less preferred behavior 14 Reinforcement contingencies Schedules of Reinforcement Continuous FR FI VR VI Effects on patterns of behavior a Reinforcement contingencies i the requirements that must be met in order to obtain the reinforcement b Schedules of Reinforcement where every instance is reinforced i The best way to teach it s easiest for organisms to recognize the contingency ii Leads to most rapid acquisition iii Quickly attains extinction iv