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ITP 5
LEARNING
| Term | Definition |
|---|---|
| learning | any relatively permanent change in behavior brought about by experience / practice |
| relatively permanent | aspect of learning being associated with physical changes in the brain |
| Classical conditioning | Ivan Pavlov worked this study with salivating dogs |
| Classical Conditioning | learning to make an involuntary response to a stimulus other than the original, natural stimulus that normally produces it |
| reflex | unlearned, involuntary response that is not under personal control or choice |
| stimulus | any object, event, experiences that causes response |
| response | reaction of an organism |
| Unconditioned Stimulus | the stimulus that ordinarily leads to an involuntary response |
| Unconditioned Stimulus | eg. food |
| Unconditioned Response | automatic / involuntary response to the unconditioned stimulus |
| Unconditioned Response | eg. salivation to food |
| Conditioned Stimulus | neural stimulus that begins to cause the same kind of involuntary response when paired repeatedly with UCS |
| Conditioned Response | response given to the conditioned stimulus |
| Basic Principles for Classical Conditioning | 1.) CS must come before UCS, 2.) CS and UCS must come very close together in time (<5sec) 3.) CS must be paired with the UCS many times 4.) CS must be distinct from other competing stimuli |
| Stimulus Generalization | refers to the tendency to respond to stimulus that is similar to the original conditioned stimulus |
| Stimulus Discrimination | occurs when an organism learns to respond to different stimuli in different ways |
| Extinction | presentation of the CS in the absence of the UCS that leads to the reduction in the conditioned response |
| Spontaneous Recovery | reappearance of a previously extinguished response |
| High order conditioning | also called as "second order conditioning" |
| High order conditioning | occurs when a strong conditioned stimulus is paired with a neural stimulus |
| High order conditioning | the strong CS can actually play the part of a UCS and the previously neural stimulus becomes a second conditioned stimulus |
| Operant conditioning | learning that applies to voluntary behavior |
| Operant conditioning | both different and similar to classical conditioning |
| Edward Thorndike | one of the researchers to explore and attempt to outline the laws of learning voluntary response |
| Law iof Effect | Edward Thorndike |
| Law of effect | if an action is followed by a pleasurable consequence, it will tend to be repeated |
| Burrhus Frederick Skinner | In addition to his Pavlovian Classical conditioning, he found the work of Thorndike to explain all behavior as the process of learning |
| Burrhus Frederick Skinner | gave the learning of voluntary behavior a special name (Operant) |
| Reinforcement | refers to any event / stimulus that when following a response increases the probability that the response will happen again. |
| Primary Reinforcers | satisfy basic biological needs (hunger, touch, thirst) |
| Secondary Reinforcers | gain reinforcing properties through previous association with primary reinforcers (money) |
| Positive Reinforcement | addition / experiencing of a pleasurable stimulus |
| Negative Reinforcement | removal escape / avoidance of unpleasant stimulus |
| Concepts of Reinforcement | Primary reinforcers, Secondary Reinforcers, Positive Reinforcement, Negative Reinforcement |
| Elements of Classical Conditioning | Unconditioned Stimulus, Unconditioned Response, Conditioned Stimulus, Conditioned Response |
| Schedules of Reinforcement | Fixed Interval Schedule of Reinforcement, Variable Interval Schedule of Reinforcement, Fixed Ratio Schedule of Reinforcement, Variable Ratio Schedule of Reinforcement |
| Fixed interval schedule of reinforcement | a reinforcer is received after a certain, fixed interval of time has passed |
| Variable Interval Schedule of Reinforcement | the interval of time after which the individual must respond in order to receive a reinforcer |
| Fixed Ratio Schedule of Reinforcement | number of responses that counts |
| Fixed Ratio Schedule of Reinforcement | number of responses required to receive each reinforcer will always be the same number |
| Variable Ratio Schedule of Reinforcement | number of responses changes from one trial to the next |
| Variable Ratio Schedule of Reinforcement | the unpredictability of the variable schedule that makes the responses more or less continues |
| Punishment | opposite of reinforcement |
| Punishment | any event / stimulus that when following a response causes the response to be less likely to happen again |
| Punishment | weakens responses |
| Reinforcement | strengthen responses` |
| Punishment by Application | occurs when something unpleasant (such as spanking, scolding / other unpleasant stimulus) is added to the situation is applied |
| Punishment by Removal | behavior is punished by the removal of something pleasurable / desired after the behavior occurs |
| Shaping | occurs in which small steps towards some ultimate goal are reinforced until the goal itself is reached |
| Extinction in Operant Conditioning | removal of the reinforcement |
| GENERALIZATION in Operant Conditioning | can be generalized to stimuli that are only similar to the original stimulus |
| Spontaneous Recovery | In classical conditioning the recurrences of a conditioning response after extinction will also happen with operant responses |
| Cognitive Learning Theory | focuses on role of cognition / thoughts process on learning |
| 3 Notable Figure in Cognitive Learning Theory | Edwad Tolman, Wolfgang Kohler, Martin Seligman |
| Latent Learning | learning based on observation |
| Latent Learning | Edward Tolman studied this with rats in a maze |
| Latent Learning | suggested animals from a cognitive map of the physical layour od the maze |
| Latent Learning | Performance not due to reinforcement |
| Latent Learning | learning occurs but behavior not manifested until organism has reason to demonstrate it |
| Insight Learning | Wolfgang Kohler worked with chimpanzees and set up a problem situation |
| Insight Learning | Chimp first exhibited trial and error approach |
| Insight Learning | Later appeared to experience a sudden insight into solving the problem (retrieving a banana) aha moment |
| Learned Helplessness | Martin Seligman studied escape and avoidance learning in dogs |
| Learned Helplessness | discovered that the anjmals did into a specific situation |
| Learned Helplessness | tendency to fail to act to escape from a situation because of a past history of repeated failure |
| Observational Learning | the learning of a new behavior through the observation of a model, Bobo doll |
| Bobo doll | Albert Bandura |
| 4 elements of Observational Learning | Attention, Memory, Imitation, Desire |
| Attention | to learn anything fron an observation the learner must pay attention to the model |
| Memory | the learner must also be able to retain the memory of what was done |
| Imitation | the learner must be xapable of reproducing / imitating the actions of the model |
| Desire | the learner must have the desire / motivation to perforn the action |
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therexe
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