Unit 6 (Learning)

Question 1

How do we learn?

Answer 1

-Association

Question 2

Association

Answer 2

• Certain events happen together
• Conditioning= type of learning association (process)
• Ex:
  - Sequential events–> 11:15 leads to lunch time
  - Habits: Only smoke in certain environments or w/ certain people

Question 3

Types of Learning

Answer 3

Associative learning:
     -Classical Conditioning
     -Operant Conditioning 
Other:
     -Observational Learning

Question 4

Dog Experiment

Answer 4

• Classical conditioning is born
• Dogs were salivating before they ate/they were hungry
  - Would know when it was meal time
• Preceded presentation of food w/ light, bell, buzzer
• Dogs learned to salivate in response to bell alone
  
  • Ring bell and dog would eventually get fed

Question 5

Elements of Classical Conditioning

Answer 5

• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response

Question 6

Breakdown of Classical Conditioning

Answer 6

-UCS–>UCR (food–> salivation)
-CS + UCS—> UCR (Bell + food–> salivation)
-CS–> CR
(Bell–> salivation due to bell)

Question 7

Taste Aversion

Answer 7

• Type of classical conditioning
• Learned association between taste of a certain food and feeling nausea
  
  • One bad taste can lead to this
• Linked to survival
  
  • Make sure we don’t eat things that are poisonous/ make us sick

Question 8

Differences between Classical Conditioning and Operant Conditioning

Answer 8

• Classical:
  
  • Two external stimuli
  • Don’t need to do anything, just observe
• Operant:
  
  • External stimuli and self
  • Do something (achieve)

Question 9

Key Figures of Classical Conditioning

Answer 9

• Pavlov

- Watson

Question 10

Key Figures of Operant Conditioning

Answer 10

• EL Thorndike

- B.F Skinner (most famous)

Question 11

What do consequences do?

Answer 11

• Increase behavior

- Decrease behavior

Question 12

How do you decrease behavior?

Answer 12

• Positive punishment

- Negative Punishment

Question 13

Positive Punishment

Answer 13

• Administer aversive stimulus

- Ex: speeding–> ticket

Question 14

Negative Punishment

Answer 14

• Withdrawal of desirable stimulus

- Ex: speeding–> revoked license

Question 15

Types of Scheduled Reinforcement

Answer 15

• Fixed ratio
• Fixed interval
• Variable ratio
• Variable interval

Question 16

Rates of Response: Fixed Ratio

Answer 16

• Respond quickly w/in short amount of time, pause, respond quickly…
• Frantic high response rate
• Ex: factory jobs
• short term gain*

Question 17

Rates of Response:Variable Ratio

Answer 17

• Strongest
• Do not know what response will create a reinforcement
• Respond quickly over a long period of time
• High response w/in long period of time
• Ex: dog begging (doesn’t know when it will get food)

Question 18

Rates of Response: Fixed Interval

Answer 18

• ex:Studying a bit and then going hardcore before a test
• Before reinforcement is when we put in most effort
• Pause post-reinforcement

Question 19

Rates of Response: Variable Interval

Answer 19

• Moderately steady rate of response
• Little to no post-reinforcement pause
• High resistance to extinction

Question 20

Punishment vs. Reinforcement

Answer 20

• Reinforcement works better
• Punishment:
  
  • Appears to work better and easier, but isn’t
  • Only teaches what not to do, doesn’t produce the alternative “right” response
  • Teaches discrimination
    
    • Learn to avoid certain behaviors in certain situations
  • Learn to associate fear of punishment with punisher
    
    • Ex: dislike school when getting in trouble often
  • Physical punishment, especially with children is wrong cuz it teaches them that that is how to solve the problem

Question 21

Skinner & Cognition

Answer 21

• Skinner= staunch behaviorist

- Saw no place for cognitive processes (thoughts, perceptions, expectations) in psychology

Question 22

Motivation

Answer 22

• Internal things affect on learning

- Two types: Intrinsic and Extrinsic

Question 23

Overjustification Effect

Answer 23

• Rewarding someone for engaging in a task they already enjoy can diminish their interest in it
• Excessive rewards can undermine intrinsic motivation
• Ex: no longer enjoy a sport because you end up doing it for trophies, college scholarships etc.

Question 24

Biology Matters when it comes to shaping behavior

Answer 24

• Much easier to shape a behavior that is naturally associated with its reinforcer
  
  • Ex: teaching pigeons to flap their wings in order to avoid being shocked
    
    • Pigeons are used to flapping their wings to flee danger

Question 25

Controversy and Skinner

Answer 25

- Said: - External influences NOT internal processes shape behavior - Operant conditioning everywhere! - School: computer-based learning - Work: productivity goals - Home: training kids - Rewards should be employed

Question 26

Skinner's critics

Answer 26

- Humanistic psych is against Skinner - Dehumanizing - Takes power/ freedom away from individuals - We shouldn't seek to control others' behavior

Question 27

Time of Reinforcement

Answer 27

- Animals: 30 second deal- response won't be learned (need to react immediately) - Humans: Can respond to delayed reinforcement (ex: paycheck, Trophy, semester grade) - However: small, immediate consequences can be alluring (stay up late to watch tv, tired in the morning)