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| Questão | Responda |
| Pavlov's Experiment | Noted that dogs salivated BEFORE receiving meeting led to classical conditioning experiments |
| What is classical conditioning? | Simple form of learning. Result of repeated ASSOCIATION of two stimuli. |
| What happens before classical conditioning? | Neutral Stimulus (bell) ----leads to--- Neutral Response (no salivation) Unconditioned stimulus (food)---leads to--- Unconditioned response (salivation) |
| During Conditioning | Neutral Stimulus (bell) + Unconditioned Stimulus (food)---leads to--- Unconditioned response (salivation) repeated pairing of UCS and NS |
| After conditioning | Conditioned stimulus (bell)---leads to--- Conditioned response (salivation) |
| Key elements of classical conditioning? | Neutral stimulus, neutral response, unconditioned stimulus, unconditioned response, conditioned stimulus, unconditioned response |
| What is conditioned stimulus? | neutral at the start, does not normally produce CR, does so eventually because repeated associations with the UCS |
| what is unconditioned stimulus? | any stimulus that consistently produces naturally occurring, involuntary response |
| what is conditioned response? | behaviour identical to Unconditioned response, but is caused by CS after conditioning |
| what is unconditioned stimulus? | A response that occurs automatically when UCS is presented. Reflexive or involuntary response. |
| what is operant conditioning? | learning process where the likelihood of a particular behaviour occurring is determined by the consequences of that behaviour |
| what was skinner's box? | hungry rat, initially randomly pressed lever and was rewarded with food, eventually replaced with constant lever pressing. |
| What is reinforcement? | any stimulus that strengthens or increases the likelihood of the response/behavior before it |
| reinforcer comes after the response T/F? | True |
| what is positive reinforcer? | a stimulus that strengthens a response by providing a pleasant or satisfying consequence |
| what is negative reinforcer? | a stimulus that strengthens a response by removing an unpleasant stimulus |
| 2 schedules of reinforcement? | 1. continuous reinforcement- correct response is reinforced every time it is given 2. partial reinforcement - only some responses are reinforced |
| kinds of partial reinforcement schedule? | fixed interval schedule- reinforced after a fixed time fixed ratio schedule- reinforced after a fixed amount of correct responses Variable interval schedule- unpredictable, reinforced on an average time variable ratio schedule- unpredictable, reinforced on basis of average number of correct responses (poker machine) |
| pos and neg of fixed interval schedule on learner? | you get weekly pay cheque pos- increase when time of reinforcer is near neg-drops after reinforcement and during interval |
| example, pos and neg. of fixed ratio schedule? | parents pay $10 after washing 2 cars pos- produces high rate of response, great for initial stage neg- pause in repsonse after each reinforcement best for learning new behaviour |
| example, pos and neg of variable interval schedule? | random drug test pos-steady because cannot predict reinforcement neg- low response rate |
| example, pos and neg of variable ratio schedule? | poker machine pos- high response rate, no pause and very resistant to extinction neg- no negatives best for maintaining behaviour |
| what is shaping? | a procedure where a reinforcer is given for any response that approximates and leads to the desired response. used for animal training. Skinner used to teach pigeon to turn clockwise in circle |
| what is Punishment? | a stimulus that is unpleasant and decreases the likelihood of a response occurring must be given immediately after response and must be consistent |
| side effects of punishment? | frustration and aggression |
| Comparison of negative reinforcement and punishment? | neg. reinforcement aims to increase likelihood of behavior and punishment aims to decrease. neg. reinforcement occurs when correct response stops unpleasant stimulus. punishment occurs when unpleasant stimulus follows undesired behavior. |
| factors that influence effectiveness of reinforcement? | appropriate reinforcer- must be rewaring appropriate for age and gender (food and drink are primary) timing- needs to be immediately after response timing- must b AFTER behavior consistency -must be the same each time |
| factors that influence effectiveness of punishment? | appropriate punishment- needs to be unpleasant appropriate for age/gender timing- must be immediately after response timing- must be AFTER behaviour consistent- must be same each time |
| preparedness. some associations are learned easier than others (eg. fear of spiders v cars) some responses are harder to condition (e.g. food with poison v food with light) T/F | T |
| Classical Conditioning Acquisition? | phase when organism is acquiring learning the response they will eventually learn |
| Classical Conditioning Extinction? | when a conditioned response no longer occurs. when UCS is withdrawn an CS alone is presented |
| classical conditioning spontaneous recovery? | after extinction and rest period organism once again shows CR when CS is presented response is weaker and has lesser duration than original |
| classical conditioning stimulus generalisation? | tendency for other similar stimuli to also produce conditioned response. often weaker than original |
| classical conditioning stimulus discrimination? | when an organism responds to CS but not to stimuli similar to CS |
| operant conditioning acquisition? | establishment of desired response through conditioning. schedule of reinforcement is important here. continuous schedule = faster aquisition |
| operant conditioning extinction? | when operantly conditioned response disappears as reinforcement ceases. brought about by consistently NOT producing reinforcer. |
| operant conditioning spontaneous recovery? | reappearance of an extinguished response after an extinction period. weaker and rarely lasts long. |
| operant conditioning stimulus generalisation? | responding to stimuli similar to original. e.g. pigeon pachs at orange ight and similar yellow light |
| operant conditioning stimulus discrimination? | organism learns which responses produce reinforcement and which do not. discrimination is evident when they consistently display responses that will be reinforced and not those that won't be. teach pigeon to peck at green and not red |
| what are contiguity and contingency? | Contiguity is the more closely together in space and time two items are the more likely the thought of one will lead to the thought of another Contingency means one behavior is dependent on another |
| contiguity rule? | classical- 0.5 seconds after stimulus operant- as soon as possible after response |
| contingency rule? | classical- stimuli before response operant- reinforcer/punishment after response |
| 5 differences of operant and classical | C- organism is passive O- organism is active C-only involuntary responses O-involuntary and voluntary responses C- stimuli before response O-reinforcer after response C- emotions like fear primarily involved O-goal seeking behaviors involved C- elicit only one type of response O- strengthen a range of responses |
| observational learning | vicarious conditioning. when a person uses observation of another persons actions and their consequences to guide their future actions. more active than operant or classical |
| person being observed is called? | model |
| what did Bandura's studies show? | that we learn a great deal of our behaviour by observing others and noting consequences of their actions |
| ACTIVE ROLE IN OBSERVATIONAL LEARNING SO THEY MUST: | attention, retain, reproduce *reinforcement influences MOTIVATION to perform learned behavior* must pay attention retain information reproduce information via actions |
| what was Bandura's bobo doll experiment? | modelling observational learning of children. video shown with 3 alternatives: aggression, rewarded, punished or no consequence. children that saw positively reinforcer and no consequence more aggressive. if reward was often even those that saw punishment were aggressive |
| difference between acquisition and performance of learned response? | can learn many things without performing them. learn whether behaviour will be rewarded or not |
| Classical in everyday life? | useful for reducing behaviors (smoking and drinking) treats bed wetting (buzzer as UCS wakes sleeping person when bladder is full) advertising- pair products with UCR's that elicit pleasant emotions |
| operant conditioning in everyday life? | customer loyalty cards, recycling, speed limits, parenting |
| observational learning in everyday life? | explicit learning - anti-smoking ad teach fact implicit learning - how to act, dress be aggressive |
| classical conditioning in psychological intervention | systematic desensitisation. uses classical c. to get rid of fear with relaxed response 1. identify hierarchy of fears from most to least feared (stung by bee, touch bee, see bee in jar) 2. learn relaxation strategies (breathing techniques) 3. pair in reality or imagination the least feared situation with relaxation technique and move through hierarchy slowly |
| operant conditioning in psychological intervention | behaviour modification use positive reinforcement and withdrawl of reinforcement to eliminate bad behaviour or teach new behaviour 1. identify bad behavior (create base line) 2. chose realistic goal 3. set reinforcement rules for when child is rewarded 4. write contract with child 5. start program and reward small steps 6.reduce rewards over time |
| ethical issue | informed consent, voluntary participation, beneficence, integrity for people, confidentiality, withdrawal, debriefing, do no harm, animal rights |
| unethical experiments | John Watson's little albert, Bandura's bobo, pavlov's dogs, skinners rats |
| ethical issues of animals | ensure animals are comfortable, company of other animals, appropriate diet, no undue distress or harm, use as few animals as possible for experiment, termination must be humane, should not change natural or habitual behaviour |
| experimental research design | skinner boxes, mazes to study operant conditioning, pavlovian dog harness, Bandura's BoBo doll |
| quantitative observational | observe children through 2 way mirror |
| qualitative | focus group and delphi |
| measures | subjective quantitative: rating sale objective quantitative: behavioral count qualitative: focus group and delphi technique |
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