Flashcards
Consequences & Skills
Cards in this deck (30)
- 1What is the difference between the changes in behaviour due to a) Non-associative/ Pavlovian learning and b) Motor skill/ other skill/ habit formation?In non-associative/Pavlovian learning, the learner has no direct influence over what happens - have to adjust to it
In others, learns to change behaviour as a result of consequences - 2In these types of learning, the organism has influence over what happens. What is this kind of learning called?Instrumental learning - behaviours are instrumental in bringing about outcomes
- 3What experiment demonstrates this 'trial & error' method of learning?Thorndike's cat puzzle box
Measured time taken to escape from box (reduces over trials)
Cat tries things it can already do; changes its behaviour (only repeat successful ones) - 4Does the cat acquire new behaviours?No - cats could already do what was necessary to escape
- 5What is the basis for the cat trying out behaviours?No reasoning/insight
Does everything in behavioural repertoire (escape related/compatible with box)
Selects effective behaviours & discards ineffectual ones - 6What is Thorndike's Law of Effect?Satisfaction/dissatisfaction is evoked by certain events (e.g. escape=eating ->satisfaction)
Organism has pre-existing connections between stimuli & behaviours
Satisfaction/dissatisfaction changes strength of connections - 7Does the organism have connections between behaviours and their consequences?No - so no knowledge/insight into what behaviours to use
- 8What is S-R theory?Situational stimuli come to elicit a single/set of behaviours in reflex-like fashion
Animals don't do things in order to achieve specific outcomes - 9Why is the term 'satisfaction' misleading?Suggests positive/negative feeling evoked by outcome
No way to know whether animal experiences such feelings - 10What terms are used instead?Reinforcement and reward
- 11What is a reinforcer?Stimulus of some sort that sets the process of strengthening in motion
- 12What is the difference between a reinforcer and a reward?Delivery of reinforcer = reward
Reward = desirable/pleasing
Reinforcer = produces reinforcement
Reward may not be reinforcing (e.g. if recipient doesn't desire it) - 13What is positive reinforcement?Positive = something is added
E.g. delivery/production of stimulus item (e.g. food) -> results in strengthening of connection/behaviour - 14What is negative reinforcement?Negative = something is taken away
E.g. removal of aversive/unpleasant stimulus results in strengthening of connection/behaviour - 15According to Thorndike's Law of Effect, how can connections/behaviours be weakened?Punishment -> lead to reduction in likelihood/vigour of behaviour
Positive punishment = delivery of punishing stimulus (e.g. smack)
Negative punishment = removal of desirable/rewarding stimulus (e.g. fine) - 16What is a laboratory training protocol that uses only reinforcement or punishment called?An Instrumental Conditioning Procedure
or
Operant Conditioning Procedure - 17What other connections exist in addition to the S-R connections outlined by Thorndike?S-O (situational stimuli to Outcomes)
R-O (Responses to Outcomes) - 18Evidence exists indicating that S-O or R-O associations are involved in some situations. What does this suggest is happening in these situations?Activating the association does not evoke the behavioural response directly (like activating S-R does)
Instead, motivates the organism to make the response - 19Why is Thorndike's claim counterintuitive?Common sense = organisms do things in order to achieve outcomes (i.e. R-O)
Thorndike =cats don't pull loops etc to escape/eat - behaviours are elicited by 'in-the-box' stimuli - 20What is Outcome/Reinforcer Devaluation?Make outcome/reinforcer less desirable (e.g. barking dog outside puzzle box)
If behaviour is produced because it is motivated to obtain outcome, should reduce likelihood of behaviour - 21What does reinforcer devaluation demonstrate?Value of outcome affects responses
Organisms learn about R-O relationships & use 'knowledge' to decide whether to perform behaviour - 22If a learned instrumental behaviour is no longer sensitive to reinforcer devaluation, what is it?A habit
Can happen following v extended periods of training (over-learned = inflexible behaviour)
Consistent with being governed by an S-R connection - 23What is Goal-Guided behaviour?Opposite of Habitual Behaviour
An instrumental behaviour whose production IS sensitive to the value of its outcome/reinforcer - 24How does the Skinner box experiment shape behaviour?Reinforcement of successive approximations to the required behaviour
Kind of guided discovery - 25What are the various ways people can find out how to do new things?1) blind trial & error
2) shaping
3) observation & imitation
4) problem solving & trial&error
5) being given verbal instructions - 26If none of the behaviours are new, how is this learning?Learn to put together behavioural components in the right order and orientation
(Sequence of component behaviours in specific order) - 27There is more to learning sequential actions than performing correct elements in correct sequence. How is this evident?Classic example: changing gears
Novice vs Experienced drivers (both know how, but novice = conscious decisions)
Differences in: (a) speed; (b) fluency; (c) consistency; (d) dual-tasking - 28What are the three stages of sequential skill acquisition?1) Novice - minimally automatic; relies heavily on cognition
2) Intermediate - partially automatic; less demand on cognitive processes
3) Expert - maximally automatic; demands on cognition are minimal - 29What are these three stages called?1) Cognitive stage
2) Fixation stage
3) Autonomous stage - 30How do the demands on cognitive processes reduce between the stages?Use of chunking
Stage 2 groups components into chunks
Stage 3 joins chunks into unitary sequence (no thinking)
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- Degree Psychology (Brain & Behaviour) Flashcards on Consequences & Skills, created by Rebecca Dunn on 17/05/2018.
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- Rebecca Dunn
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