Week 3

Question 1

Learning

Answer 1

A change in behaviour due to the environment.

Question 2

Aspects to learning

Answer 2

• Frequency
• Intensity
• Speed
• Form/topograpghy

Question 3

Types of learning

Answer 3

• Habituation
  -You live near a busy street, and after a while, you stop noticing the constant traffic noise.
• Respondent (i.e., Classical/Pavlovian) Conditioning
  -Pavlov presented dogs with a sound (a bell) just before giving them food
• Operant Conditioning
  -A child receiving a piece of candy for cleaning up their room.

not all changes in behaviour can be attributed to learning (phineas gage)

Question 4

Classical conditioning

Answer 4

• Pavlovian Conditioning
• Respondent Conditioning (the technical name for it).
• How we learn by association
• How autonomic responses occur when they usually would not

Question 5

Unconditional Stimulus (US)

Answer 5

a stimulus that naturally and automatically triggers a response without any prior learning or conditioning

Question 6

Unconditional Response (US)

Answer 6

It is the automatic, reflexive response to the unconditioned stimulus (US) without any prior learning or conditioning

(biologically relevant)

Question 7

Conditional Stimulus (CS)

Answer 7

A neutral thing that starts making you react because it’s been paired with something else that makes you react automatically.

bell with food

Question 8

Conditional Response (CR)

Answer 8

When something makes you behave in a certain way because you’ve learned to associate it with a particular situation

salivation

Question 9

Probe trial

Answer 9

• Present the CS alone (i.e., with no US).
• Also called “test trials”

Question 10

Probe trial characteristics

Answer 10

• In general, more exposure = greater conditional responding
• Early exposure produces more learning than later exposure.
  i.e. Non-linear.
• Conditional Responding is “asymptotic”
  -the response approaches a maximum level that it cannot exceed, and any further repetition of the stimulus does not result in significant changes in the response.
• Conditioning/Learning can occur at different rates

Question 11

Delayed conditioning

Answer 11

• The CS begins and US overlap partially.
• The CS begins first.
• Generally the most effective method when CS-US interval is short (0.4 – 1 sec)
  -CS-US interval = Time between CS onset and US onset.
• Common in the real world.

(e.g. dog growling => biting (continues growling for a little bit)

details dont seem too important

Question 12

Trace conditioning

Answer 12

• The CS begins and ends before the US.
  -Generally, longer intervals between the CS and US produce weaker responding.

Caveat: Depends on the response being learned.

e.g. flash of light => thunder

Question 13

Simultaneous Conditioning

Answer 13

• The CS and US begin and end at the same time.
• Less common in the real world.
• Less effective than Delayed and Trace conditioning.

Question 14

Backwards Conditioning

Answer 14

• The CS follows the US.
• Not effective, but can be demonstrated in a laboratory.

Question 15

Respondent Extinction:

Answer 15

Presenting the conditional stimulus (CS) in the absence of the unconditional stimulus (US). Results in the gradual reduction of the (CR).

Question 16

Spontaneous Recovery:

Answer 16

An increase in the magnitude of the conditional response (CR) after respondent extinction has occurred and time has passed.

Demonstrates that extinction is not simply “forgetting” what was learned.

Question 17

Respondent/Stimulus Generalization

Answer 17

• When an organism shows a conditioned response to values of the CS that were not trained during acquisition.

Produces a generalization gradient. (graph of tones and salivation)

Question 18

Operant/Stimulus Generalization

Answer 18

When an organism responds to values of the discriminative stimulus that are different than the originally trained values.

Produces a generalization gradient. (graph of tones and salivation)

Question 19

Respondant/Stimulus Discrimination

Answer 19

When values of the CS, other than what was originally trained, elicit little to no conditioned response.

Question 20

Higher-Order Conditioning:

Answer 20

• A type of conditioning in which a neutral stimulus becomes a conditional stimulus (CS2) because of its contingent relationship with an already effective conditional stimulus (CS1).
• Also called second-order conditioning, and third order, and fourth order, and so on.

|| Getting stung by a bee and then buzzing becomes a fear

Question 21

Aversion Therapy

Answer 21

• A therapy in which a stimulus is contingently paired with a noxious (aversive) stimulus.
• E.g. putting bad taste on nails to stop biting them

Question 22

Difference between respondant and operant conditioning

Answer 22

When the stimulus is administered

Question 23

Learning: Operant Conditioning

Operant Conditioning chamber

Answer 23

• Skinner box
• act as a controlled environment
• Delivers food for action

Question 24

Thorndikes law of effect

Answer 24

behaviors that are followed by positive consequences are more likely to be repeated, while behaviors followed by negative consequences are less likely to be repeated.

Question 25

# **Learning: Operant Conditioning** Reinforcement

Answer 25

* B.F. Skinner * Effect: * a behavior is more likely to be repeated if it is followed by a consequence (or reinforcer) that is desirable or rewarding to the individual. * Reward ≠ Reinforcer

Question 26

# **Learning: Operant Conditioning** Two ways of reinforcing

Answer 26

* Add a stimulus (positive reinforcement) -giving rat food for pressing lever * Remove a stimulus (negative reinforcement) -- Having a shower to remove a bad smell

Question 27

# **Learning: Operant Conditioning** Two ways of punishing

Answer 27

* Add a stimulus (positive punishment) -punching someone for doing something bad * Remove a stimulus (negative punishment) --The parent removes their video game privileges for the rest of the day.

Question 28

# **Learning: Operant Conditioning** Discriminative Stimulus

Answer 28

* A stimulus or event that sets the occasion for reinforcement. * i.e. if a dog is trained to sit when a bell rings, the bell becomes a discriminative stimulus. The bell signals to the dog that if it sits, it will receive a treat as a consequence. If the bell does not ring, then sitting will not result in a treat, and the dog is less likely to perform the behaviour.

Question 29

# **Learning: Operant Conditioning** Discrimination:

Answer 29

* The effect of response being more likely to occur in the presence of the discriminative stimulus or event than its absence. * i.e., the rat is more likely to press the lever when the light is on than when it is off. -The light is said to be “controlling” the rats behaviour.

Question 30

# **Learning: Operant Conditioning** Three term contingency

Answer 30

**ABC model of operant conditioning** Antecedent: This is the stimulus or event that precedes the behavior. It is the environmental condition that signals to an individual that a certain behavior is appropriate or necessary. Behavior: This refers to the observable and measurable action or response that follows the antecedent. It can be any action, such as speaking, writing, or walking. Consequence: This is the event that occurs immediately following the behavior. It can either increase or decrease the likelihood that the behavior will occur again in the future. eg. **Antecedent**: A student is given a math worksheet. **Behaviour**: The student completes the math problems on the worksheet. **Consequence**: The teacher praises the student for completing the worksheet, increasing the likelihood that the student will complete math worksheets in the future.

Question 31

# **Learning: Operant Conditioning** What are the two generalization graditents

Answer 31

* Discrimination -less broad control * Generalization -more broad control

Question 32

# **Learning: Operant Conditioning** Operant Extinction:

Answer 32

The procedure of withholding reinforcers that maintain a behaviour.

Question 33

# **Learning: Operant Conditioning** Spontaneous Recovery:

Answer 33

* The tendency for extinguished behaviour to occur again in situations similar to those it had been previously reinforced after time has elapsed. * Repeated sessions of extinction (usually in multiple settings) are required to prevent spontaneous recovery. ## Footnote Demonstrates that extinction is not simply “forgetting” what was learned.

Question 34

# **Learning: Operant Conditioning** Extinction Burst:

Answer 34

A short-lived rapid burst in responding following the initial exposure to extinction. Almost like a withdrawal.

Question 35

# **Learning: Operant Conditioning** Shaping:

Answer 35

t involves reinforcing behaviours that are increasingly similar to the desired behaviour, and gradually fading out reinforcement for behaviours that are less similar. ## Footnote E.g. Training a rat’s lever press by getting it to walk in a circle

Question 36

# **Learning: Operant Conditioning** Shaping in humans

Answer 36

Loudness in university students being reinforced

Question 37

# **Motivation and Emotion** Do required reading

Answer 37

ok

Question 38

# **Motivation and Emotion** How were memories believed to function

Answer 38

1. encoding 2. storage 3. retreival much like a computer

Question 39

# **Motivation and Emotion** Memory Illusion

Answer 39

False but subjectively compelling memory. ## Footnote e.g. writing out a word that wasnt requested to be read out cause it conforms to the same category as the other words

Question 40

# **Motivation and Emotion** Forgetting

Answer 40

Deterioration in learned behaviour following a retention interval. * Retention Interval: A period during which the learning or practice of a behaviour does not occur.

Question 41

# **Motivation and Emotion**