LEARNING

LEARNING

1. CLASSICAL CONDITIONING

   • A type of learning in which a stimulus aquires the capacity to evoke a respose that was originally evoked by another stimulus
     • Acquisition: The initial stage of learning something
       • Pavlov theorized that stimuli are contagious if they occur toether in time and space
     • Unconditioned Stimulus: A stimulus that evokes and unconditioned response without previous condtitioning
       • Conditioned Stimulus: neutral stimulus that has through conditioning acquired the capacity to evoke a conditioned response
       • Unconditioned Response: is a unlearned reaction to and unconditioned stimulus that occurs without previous conditioning
         • Conditioned Response: learned reaction to a conditional stimulus that occurs because of previous conditioning
           • Evaluatative Conditioning: refers to the changes in the liking of a stimulus that result from pairing that stimulus with another positive or negitive stimull; it involves the acqulsltion of likes and dislikes or preferences through classical conditioning
             • Extinction: the gradual weaking and disappearance of a conditioned response tendacy
               • Spontaneous Recovery: the reappearance of an extinguished response after a period of nonexposure to the conditioned stimulus
                 • Renual Effect: if a response id extinguished in a different enviorment than it was accuired, the extinguished response will reappear if the animal is returned to the original enviorment where acquistions took place.

2. OPERANT CONDITIONING

   • Operant conditioning is a form of learning which responses come to be controlled by there concequences, also known as instrumental learning
     • Operant Chamber| Skinner Box: a small enclosrue in which a small animal can make a specific response that is recorded while the concequences of the response are systematically controlled
       • Cumulative Recorder: creates a graphic record of responding and reinforcement in a skinner box as a function of time
     • Law of Effect; if a response in the presence of a stimulis leads to the satisfying effects the association between the stimulus and the response is strengthened
       • Reinforcement: event following a response increases and organisims tendency to make that response
         • Reinforcement Contigencies: circumstances or rules that determine whether responses lead to the presentation
           • Primary Reinforces: events that are inherently reinforcing because they satisfy biological needs
             • Secondary Reinforces: events that acquire reinforcing qualities by being associated with primary reinforces
               • Shaping: consists of reinforcement of a closer approximation of a desired response
                 • Negitive Reinforcement: a response is strengthened because it is followed by the presentation of a rewarding stimulus
       • Resistance to Extinction: an organisim continues to make a response after delievery of the reinforcement has been terminated
         • Discriminative Stimuli: cues that influence operant behaviour by indicating the probable concequences (reinforcement or nonreinforcement) of an response. this plays a key role in operant behaviour
           • Scheduale or reinforcement: which occurences of a specific response result in the presentation of a reinforcer
             • Intermittent? Partial Reinforcement: a designated response is reinforced only some of the time

3. OBSERVATIONAL LEARNING

   • Learing by observing others. it is also called social learning
     • Basic premise: we learn behaviour through observation.
       • Vicarious reinforcement: learn through observing concequences of beaviours of others
         • Modeling: observe behaviours of others and repeat the behaviour. disinhibitation: weakening of inhibition through exposure to a model
           • Factors influencing modeling: similarity, age , sex, status, prestige, simple vs. complex behaviour
             • Characteristics of observers: Low self-confidence, low self esteem, reinforcement for imitation
               • Necessary conditions for effective modeling: ATTENTION: ones characteristics( such as sensory capacities, arousal level, perceptual set, past reinforcement. RETENTION: remembering what you paid attention to , including symbolic coding and rehearsal, mental images, cognitive organization, motor rehearsal, REPRODUCTION: being able to reproduce the image, including physical capabillities, and self- observation of reproduction. MOTIVATION: includes having a good reason to imitate
                 • STEP ONE: attentional processes. STEP TWO: retention processes STEP THREE: production processes STEP FOUR: incentive and motivational