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| Questão | Responda |
| Learning | A process by which experience create a enduring change in the organisms behaviour or capabilites |
| Habituation | Decrease in response strength to a repeated stimulus. This saves every and attention. |
| Sensitization | Response strength increases with repeated stimuli. |
| Behaviourism | Focus on the stimuli and response. Also called Black box psychology because you don't care about what's in the middle. |
| Classical (Pavlovian) conditioning | Pairing a neutral stimuli with one that consistently illicit a response. This is when a conditioned stimulus (bell) is paired with an unconditioned stimulus (meat powder) |
| Acqusition | Period in which the response is being learned. The more intense the USC the quicker the learning. |
| USC -> UCR, CS -> CR | Dog sees meat power (UCS) -> Dog salivates (UCR) Pair bell (CS) with the meat power (UCR) Dog hears bell (CS) -> Dog salivates(CR) |
| Why is classical conditioning not condition contingent. | This means it doesn't matter what the dog does when you give it food and ring the bell. |
| What are the four types of pairing | Good learning: Forward trace pairing: bell rings first, and still ringing when food arrives. Best: Forwards short-delay pairing: bell rings, stops and then food arrives Very slow learning: Simultaneous pairing: bell and food at same time No learning: Backward pairing: food, then bell |
| Extinction | This is when a CS is created without a UCR, which cause the classical conditioning to break. Note: it is not unlearnt, if you reteach now it would learn faster. This is a good way to test conditioning -> by testing the resistance to extinction |
| Spontaneous recovery | CR reappears after a rest period without new learning. New CR weaker than initial one. This is why phobia treatment requires multiple treatments. |
| Stimulus generalization | this is when a similar CS could cause a CR. This has a survival function, because it would allow you to respond to dangers better if you could generalize |
| How can you test and animals sensory stimuli | For eg: conditions them to a specific pitch. Then vary the pitch up or down and see how much of a variation is required for them to stop responding. Smaller the variation the sharper the stimuli. |
| Discrimination | This is when the CR occurs for one CR and not others. |
| Higher order conditioning | Adding another step to the conditioning process. e.g.: bell -> dog salivates pair bell with light light -> dog salivates (food must be given in the end or the initial CS will distinguish and then the second CS will too) |
| Phobia | Common, intense and irrational, anxiety disorder. Fear can be generalize (if you are conditioned to fear white mice, you could come to fear anything white and furry) |
| Behaviour therapy | Uses classical or operant conditioning to cure fear. This views a phobia as an error in learning and attempts to reteach it. |
| Systematic desensitization (Wolpe) (best technique) | The person is taught muscle relaxation techniques. Then is exposed to the fear stimulus. The fear stimulus is made gradually intense. |
| Exposure therapy | Expose patient to the fear stimulus without the Unconditioned Response. This extinction. |
| Flooding (person needs to be willing to) | Immediately expose the person to the fear stimulus. |
| Implosion | patient imagines the fear stimulus |
| Counter conditioning | Pair the feared stimuli with a nice one - like chocolates (although that might give you diabetes: something to worry about later) This needs to be done slowly - or it might pair backwards and the person might start fearing chocolate. |
| Aversion therapy | Believe that behaviour is maintained due to reinforcement. e.g.: alcohol relaxes body, staying home avoids fear, gambling causes thrill. Could could change the behaviour by changing the reinforcement into a punishment. Use antabuse to cure alcoholism |
| Attraction | Marketers pair their products with already favourable stimuli to create a favourable attitude. |
| Allergies | Allergic reactions could be caused by neutral stimuli paired with allergens. |
| Operant Conditioning | Unlike classically conditioned responses - which occur automatically. These are voluntary responses. |
| Thorndyke's law of effect | A response, followed by a satisfying sequence will become more likely to occur, and opposite of unsatisfying consequence. Instrumental learning: because behaviour is instrumental to bringing certain outcomes. |
| What is the operant conditioning model? response contingent | Dominant response: for a cat a in a box is stretching the wall. We want to change this response to pressing a lever. Choose and reinforce the target response so that: Stimulus situation -> target response |
| Skinners Operant Behaviour | Operants are broader than responses. Response-reinforcement is critical. |
| Contingencies | getting food is contingent to sitting down |
| Note two difference between classical and operant conditioning | Classical involves pairing a stimulus and a response whereas operant involves paring a behaviour with a consequence. In classical conditioning the stimulus causes the response whereas in operant the response is create by the organism itself. |
| Antecedent conditions | If you pushing a button only dispenses food when a light is on then the light is a DISCRIMINATIVE stimulus. |
| Name the operant consequences. | Positive reinforcement: give something good Negative reinforcement: Remove something bad Positive punishment: give something bad Negative Punishment: remove something good |
| Operant extinction | the disappearing of the response because it is no longer reinforced |
| Primary reinforces | These are natural reinforces which satisfy biological needs such as water or food. |
| Secondary (conditioned reinforcers) | Associated with primary reinforcers like ($$$ or grades) |
| Shaping | reinforcing succesive approximations towards a final response |
| Chaining | Reward each response with opportunity to perform next response. Eg. bell turns on high, if the light is on the lever gives food The light becomes a secondary reinforcer, the food is primary |
| Operant generalization & operant discrimination | Child learns not to touch his own stove and doesn't touch all stoves when it's operant generalization. Operant discrimination shown the child learns torrid the cookie jar only when parents aren't home |
| Name the different reinforcement schedules | Continuous vs partial Ratio vs interval fixed vs variable |
| Continuvous vs partial (intermittent) | Continuous: this is when all responses are reinforced. The organism will learn fast but it also extinguishes faster. Partial (intermittent) reinforcement schedule: sometimes you get reinforcement, sometimes you don't - harder to extinguish - slot machines are like this |
| Partical reinforcement effect | experience with extinction still maintains the response since it's normal and reinforcement is unpredictable |
| Ratio vs interval | ratio: a certain % of responses are reinforced interval: certain amount of time needs to pass before the next reinforcement |
| Fixed vs variable | Fixed: reinforcement occurs after a fixed number of responses Variable: number of responses needed for the next reinforcement varies (after an average of 3 lever presses you get food) |
| Name a few applications of operant conditioning | Positive reinforcement can solve social problems. Training animals Human applications: software learning based on immediate feedback and self-paced learning. |
| Token economics | Gain a star for good behaviour, loose a star for bad behaviour. There exchange stars for tangible rewards. |
| Applied behaviour analysis (or behaviour modification) | Use positive reinforcement to change behaviour and solve individual and societal problems. |
| Prepardness | organisms are biologically inclined to learn behaviours which will help them survive. |
| Learned taste aversion. Conditioned taste aversion | pairing smell or taste with toxins so that the taste/smell now repulses you. |
| Biologically prepared fears | It is much easier to classically condition the fear of neutral stimuli. It is due to culture (cognitive) or evolution (biological) |
| Immune system | The immune system can be conditioned. A mouse given sweet water and hit with immunosuppressants - later just the sweet water could cause the mouse to get sick (some even died). |
| What are some constrains of operant conditioning? | INSTINCTIVE DRIFT: this is when organisms sometimes drift back to their instinct behaviour after being conditioned. |
| What are some of the associations between learning and the brain? | Cerebellum: classically conditioned movements Amygdala: classically conditioned fears Nucleus accumbens, dopamine: rewards rich learning environment causes more brain development and therefore better learning abilities. |
| What are cognitions | Learning involves the formation of cognitions: eternal processing of information (though, beliefs), making predictions. |
| Escape conditioning | This is when organisms learn a response to terminal an aversive stimulus. This is like putting on a sweater to avoid a cold. |
| Avoidance conditioning | organisms learn to completely avoid aversive stimulus. This is learning to respond to stimulus even before it begins - like putting on a sweater even before you go outside.It's harder to extinguish. |
| The two factor theory of avoidance learning | Both classical and operant are involved. |
| Learned helplessness | This is when the animal knows they have no control over their environment and hence do nothing. There is no contingency between response and reinforcement. Even if you give them a safe chamber and show them it's safe they will sit in a corner looking clinically depressed. This can be cured through pet/plant therapy so that it gives the person control over something |
| Perception of control | Put people onto a room with loud noises and tell them to do something: they will perform bad. But if you also give them a button saying it will shut off the noise at anytime (even thought won't): then they perform better |
| Amygdala responsible for fear conditioning | it predicts danger. Sometimes it leads to misdirected fear responses which is the case with PTSD. |
| Cognition in classical conditioning. What is the expectancy model? | What matters is not how the CS and UCS are paired, but how well the CS could predict the UCS. The fact that forward pairing > simultaneous pairing > backward pairing proves this |
| Cognition in operant conditioning? Awareness, latent learning, self evaluation . | Awareness: the received connection is what matters. Latent learning: Learning occurs, but is not demonstrated until incentive is given Cognitive self-evaluation: these are internal reinforcers/punishers that prevent us from doing things even though there is no possibility punishment. |
| Observational Learning | This is when you watch a model and learn from it. You aren't actually being conditioned in any way. |
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