Chapter 6 Learning Reflexes Learning involuntary responses to a stimulus These are biologically ingrained a relatively permanent change in thought or behavior that results from experience responses that occur without influence from the environment not learned Examples coughing sneezing Includes two types 1 Habituation the process of responding less strongly over time to a repeated response to a single stimulus due to repeated exposure Non Associative Learning stimulus Attention decreases as novelty wears off doesn t require conscious motivation awareness Occurs during perception not sensation can lead to dishabituation Dishabituation recovers of response to the stimulus 2 Sensitization the process of responding more strongly over time to a repeated stimulus Both entail decreased responsiveness of the nervous system to repeated stimuli Associative Learning process by which one stimulus comes to be associated with another stimulus or behavior Two types 1 Classical Conditioning Pavlovian Conditioning Ivan Pavlov won the 1904 Nobel Prize for research on digestion Pavlov used dogs to study salivation He noticed dogs showed a physiological response to stimuli associated with food Response autonomic Behavior product of stimuli Food UCS Salivation UCR Bell US Food UCS Salivation UCR Bell CS Salivation CR 2 Operant Conditioning Edward Thorndike laid foundation for operant conditioning with his principle Law of Effect learning controlled by the consequences of the organism s actions B F Skinner Respose voluntary Behavior instrument to influence stimuli differs from most classical conditioning in three ways Conditioned Taste Aversion 1 Only requires one trial 2 Delay between the CS and UCS can be up to 6 8 hours 3 Little evidence of stimulus generalization Equipotentiality Higher Order Conditioning all CSs can be conditioned equally well with all UCSs developing a CR to a CS by its association to another tendency to respond to stimuli that are similar to the CS Stimulus Generalization Stimulus Discrimination ability to distinguish between the CS and other stimuli Stimuli outcome or consequence of behavior that affects likelihood of behavior occurring in the future Two type 1 Reinforcement increases target behavior Positive Rienforcement is when a pleasant stimulus presented when target behavior occurs Negative Reinforcement is when an unpleasant stimulus removed when target behavior occurs CS 2 Punishment decreases target behavior Positive Punishment is when an unpleasant stimulus is presented when target behavior occurs Negative Punishment is when a pleasant stimulus removed when target behavior occurs Continuous Reinforcement naturally increases target behavior learning that isn t directly observable reinforce a behavior every time it occurs faster stimulus that signals the presence of reinforcement neutral item outcome that becomes associated with occasionally reinforce a behavior slower extinction Discriminative Stimulus Primary Reinforcers Secondary Reinforcers Partial Reinforcement Latent Learning Tolman Honzik 1930 s Rat Maze Experiment primary reinforcer learning operant conditioning is more impactful on performance than acquisition reinforcement isn t necessary for learning observing the consequences representations of stimuli behavioral responses consequences reinforcements punishments without having direct experience with them his apes chimpanzee Sultan reaching bananas Cognitive Map Observational Social Learning abrupt realization of a problem s solution Wolfgang K mental representation of how a space is organized Albert Bandura s BoBo Doll Experiment learning by watching others behavior and suggests that people form mental Insight Learning Performance Competence hler and Chapter 7 Memory Memory Three Stage Memory Processing Model retention of information over time persistence of learning Limitations of early model include 1 Not all information follows this conscious route 2 Short term memory is not just about filling up a box with a fixed number of information units 3 Fixed amount of time this is a far too rigid view of memory Two truths now affirmed by researchers 1 Even sensory events that are not consciously attended to may affect long term memory 2 Short term memory is active and dynamic let s call it working memory to better extremely brief sensory activation Most sensory input never Sensory Memory reflect its processes enters conscious processing Two types 1 Iconic Memory visual 1 second 2 Echoic Memory auditory 5 10 seconds Short Term Memory digit span 4 5 6 7 10 recall the numbers Working Memory Attention is central to working memory Complex span tasks 4 5 6 7 10 recall the number that occurred two places before 7 Working memory is more interesting than short term memory Three Functions 1 Holding Information 2 Processing Information 3 Manipulating Information Decay Interference Retroactive Interference Proactive Interference Chunking Rehearsal grouping small units of information into larger units unitizing Increases fading of information from memory over time loss of information from memory due to competition from additional interference with retention of old information due to interference with acquisition of new knowledge due to incoming information acquisition of new information previous learning of information the amount of information span that can fit in working memory memory Two types 1 Maintenance Rehearsal repeating stimuli in their original form 2 Elaborative Rehearsal linking stimuli to each other in a meaningful way it into working memory a lifetime Large capacity system with largest span and duration Memories are distributed Two Types 1 Explicit Memories Declarative memory memories we retrieve intentionally repetition strategy that increases duration of information in working involves retrieving information from long term memory and bringing contains memory for experiences knowledge collected over and of which we have conscious awareness Two types Long Term Memory Remembering I Semantic Memory memory of facts meanings concepts and knowledge about the world Independent of personal experience and spatial temporal context places associated emotions and other contextual knowledge memory of experiences and specific events Times II Episodic Memory 3 Implicit Memory Non declarative memory memories that aren t deliberately retrieved Two types memory for how to do things including motor I II Procedural Memory skills and habits Priming after we ve encountered a
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