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Module Three

Nina James Englisch 60 Karten

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  1. 1Behaviours selected for via evolution are either:Reflexive (i.e. sucking, blinking)
    Instinctual (i.e. imprinting)
  2. 2Behaviours selected for via experience:Learning: a reasonably permanent change in behaviour or knowledge
  3. 34 types of Learning:Habituation
    Classical Conditioning
    Instrumental Conditioning
    Observational Learning
  4. 4HabituationGetting used to something over time
    e.g. becoming desensitised to violence
  5. 5Classical ConditioningWhen two stimuli are repeatedly paired: a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.
  6. 6Evidence of Classical ConditioningPavlovs Dog Experiment
  7. 7Exam example for Classical Conditioning1. US -> UR
    NS -> No Response
    2. NS+US -> UR
    3. CS -> CR
  8. 8Who was little Albert?Demonstrated fear conditioning
    Became frightened of anything that resembled a white rat (stimulus generalisation)
  9. 9Compensatory Reaction HypothesisBody preparing for whats coming by doing opposite
    The conditioned stimulus begins to elicit a compensatory after effect
    E.g. Insulin Injections
    Drug Tolerance
    Drug Overdose (Siegal, 1989)
  10. 10Important Factors when aiming (NS becoming CS)Number of times the NS and US have been paired
    Timing (forward conditioning is better than backward conditioning)
    The CS must PREDICT the US. The CS should be both contingent and contiguous with US
  11. 11ExtinctionThe CR will slowly decrease if the CS is presented without the US repeatedly
  12. 12Spontaneous RecoveryWhen the CS elicits the CR again after a period of extinction
  13. 13Stimulus GeneralisationWhen a CR occurs in response to stimulus similar to the CS (e.g. Little Albert)
  14. 14Stimulus DiscriminationWhen a stimulation similar to the CS do not elicit the CR
  15. 15Generalisation GradientsAs stimuli gets closer to resembling the CS they produce more CR
  16. 16Discrimination Training:When the CR only occurs in response to the CS
  17. 17FloodingTreatment for phobias - patient is placed straight into a highly feared situation
  18. 18Systematic DesensitisationTreatment of phobias and anxiety - patient is gradually introduced to stimuli that are more and more fear inducing
  19. 19BlockingWhen a good predictor of the US already exists so conditioning does not occur
  20. 20Higher Order conditioningWhen a once neutral stimulus has been so well conditioned, it starts to act as the US to condition another neutral stimulus
  21. 21Sensory PreconditioningWhen an association already exists between two stimuli and one of those stimuli is conditioned in the absence of the other stimuli, but the other stimuli elicits the same CR even though it was never explicitly paired with the US
  22. 22Biological Constraints to ConditioningIt is easier to condition the US and CS if they appear to belong with each other
    External pain; external cause
    Internal pain; internal cause
  23. 23Taste Aversion StudiesThe Hungry Coyotes
    Chemotherapy
  24. 24Instrumental ConditioningBehaviour is modified by the reinforcing or inhibiting effect of its consequence.
  25. 25Thorndike's Law of EffectPositive consequences will increase the likelihood of a response, while negative consequences will decrease the likelihood
  26. 26Skinner's Law of EffectPositive = adding something
    Negative = taking something away
  27. 27ReinforcementIncreases the likelihood of the behaviour
    Negative - removing a stimulus to increase the behaviour
    Positive - adding a stimulus to increase the behaviour
  28. 28PunishmentDecreases the likelihood of the behaviour
    Negative - removing a stimulus to decrease the behaviour
    Positive - adding a stimulus to decrease the behaviour
  29. 29Primary Reinforcers/Punishers are...Inherent/Obvious
  30. 30Conditioned Reinforcers/Punishers are...After becoming associated with primary reinforcers/punishers
  31. 31Token ReinforcersCan be exchanged for a primary reinforcer (e.g. money)
  32. 32Succesive ApproximationWhen shaping behaviour, you start rewarding a broad range of close responses, then progressively narrow the range of rewarded responses
  33. 33Schedules of ReinforcementPresenting reinforces in a particular pattern over time
  34. 34Continuous ReinforcementGood for learning new behaviour or changing behaviour quickly
  35. 35Partial/Intermittent ReinforcementGood for maintaining behaviours
  36. 364 Schedules of Partial ReinforcementVariable Interval Schedule (VI)
    Variable Ratio Schedule (VR)
    Fixed Interval Schedule (FI)
    Fixed Ratio Schedule (FR)
  37. 37IntervalPassage of time
  38. 38RatioNumber of responses
  39. 39VariableVaries around an average
  40. 40FixedReinforcement is given after fix period of time/number
  41. 41Partial Reinforcement Extinction EffectIt is harder to extinguish behaviour that has been rewarded on a partial reinforcement schedule - resistant to extinction (e.g. gambling)
  42. 42Premack's PrincipleHigh probability behaviours can be used to reinforce and increase the likelihood of low probability behaviours i.e. you can watch an episode after you watch a lecture
  43. 43Biological Constraints of Instrumental ConditioningTrained animals via instrumental conditioning for advertising
    Behaviours eventually drifted towards more instinctive behaviours
    i.e. raccoons rub coins together because that resembles their food gathering behaviour
  44. 44Latent LearningLearning that happens when there appears to be no reinforcements or punishment. Often unapparent until reward or punishment is offered
  45. 45Tolman & HoznikLatent Learning: showed rats a maze without food incentive. Once food was introduced they learnt the maze much quicker than control rats who hadn't seen the maze before
  46. 46Observational LearningLearning by observation
  47. 47Evolutionary RationaleGood way to learn adaptive behaviours compared to other learning styles
  48. 48Cook and Mineka (1967)Taught monkeys to fear snakes by showing them a video of a monkey reacting with fear to a toy snake
  49. 49Bandura et al (Two experiments)Kids who watched an adult beat up a bobo doll also bet up the doll
    Kids who were scared of dogs were less scared after watching a video of a child playing fearlessly with dogs
  50. 504 Key Processes of Observational LearningAttention
    Retention
    Production
    Motivation
  51. 51Is the model similar or different to the desired behaviour?Similar
  52. 52The model is competent. True or false?True
    (Good Past Experiences with Observer)
  53. 53Does the model have higher or lower prestige?Higher
  54. 54Can you involve multiple models?Multiple is better
  55. 55Poche et al Stranger Danger Education studyKids learnt to verbally say no and physically run away
  56. 56The KelloggsGua the chimp learned to understand some instruction, never made any English words
  57. 57The HayesVicki was able to say "papa, mama, and cup" Only after extensive training
  58. 58Why was it so hard for chimpanzees to speak?Not anatomically suited for human speech
  59. 59Sign Language EvidenceThe Gardners: Washoe, knew 160 signs but could understand many more
    Terrace: Nim Chimpsky, pointed out lots of deficits in chimp language
  60. 60Symbol Based LanguageKanzi - eventually could produce 200 lexigram symbols and understand approx 500 spoken words
    = 2/2.5 year old human

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Karteikarten am Module Three, erstellt von Nina James am 16/06/2018.
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Nina James
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