Chap 6- Learning - Notes PDF

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Chap — Learning

Learning is a relatively permanent change in behavior brought about by experience Via association— certain events occur together Via consequences— association between a response and consequence is learned Via acquisition— mental information that guides behavior Classical conditioning- learning in which one learns to link 2 or more stimuli and anticipate events - Neural stimulus (NS)- in classical conditioning, a stimulus that elicits no response before conditioning - Unconditioned response (UR)- In classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US) (such as food in the mouth) (scared of needle) - Unconditioned stimulus (US)- in classical conditioning, a stimulus that unconditionally— naturally and automatically— triggers an unconditioned response (UR) - Conditioned stimulus (CS)- a once-neutral stimulus that has been paired with an unconditioned stimulus. Brings about a response formerly caused only by the unconditioned stimulus (doc office) - Conditioned response (CR)- a response that, after conditioning, follows a previously neutral stimulus (getting scared driving past doc office) Associative learning occurs when an association between 2 stimuli is learned Ivan Pavlov demonstrated associative learning via salivary conditioning - Acquisition— initial stage when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response - Extinction— diminishing of a conditioned response. Occurs when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS) - Spontaneous recovery— reappearance, after a pause, of an extinguished conditioned response John B. Watson believed that most fears are conditioned Stimulus generalization occurs after a stimulus has been conditioned to produce a particular response. Stimuli that are similar to the original stimulus can produce the same response

Operant conditioning- learning in which a voluntary response is strengthened or weakened depending on its favorable or unfavorable consequences What strengthens ^: Timing— if as soon as you engage in the behavior you immediately get rewarded or punished you are more likely to learn from it Shaping— the process of rewarding successive approximations of desired behavior - Law of effect- E.L. Thorndike- states that responses that produce a satisfying effect in a particular situation will be repeated next tine that particular situation arises B.F. Skinner identified 4 ways in which operant conditioning shapes behavior - Positive reinforcement- adding a positive. frequency of the response increases because the behavior is followed by a rewarding stimulus (adding something positive) - Negative reinforcement- removing a negative. frequency of a response increases because the behavior is followed by the removal of an unpleasant stimulus (removal of something negative) - Positive punishment- adding a negative. frequency of behavior decreases because the behavior is followed by an unpleasant stimulus (adding something bad) - Negative punishment- remove a positive. frequency of behavior decreases because the behavior is followed by the removal of a rewarding stimulus (taking away something good) ** Punishment is often ineffective because it teaches us what not to do, but doesn’t tell us what we should do Skinner believed the mechanisms of learning are the same for all species put pigeons in skinner box Types of reinforcers: Primary- unlearned; innately reinforcing stimuli (food) Secondary- gains power through association with primary reinforce (money) Immediate- occurs immediately after a behavior Delayed- involves time delay between desired response of and delivery of reward Schedules of reinforcement: Continuous reinforcement schedule— reinforcement occurs continually Intermittent reinforcement schedule— reinforcement occurs part of the time Skinner identified 4 reinforcement schedules which were iterations of :

Fixed: predictable or set Variable: unpredictable or changing Ratio: a number of responses Interval: a period of time Cognitive learning theory- approach that focuses on the though processes that underlie learning Some types of learning Latent learning— learning in which a new behavior is not demonstrated until some incentive is provided for displaying it Observational learning— learning by observing the behavior of another person or model...