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Conditioning and Such

The document outlines the concepts of associative learning, specifically classical and operant conditioning, detailing key terms such as unconditioned stimulus, conditioned response, and reinforcement. It also discusses various conditioning techniques, the effects of reinforcement and punishment, and introduces cognitive learning theories, including observational and latent learning. Key figures mentioned include Edward Thorndike and B.F. Skinner, highlighting their contributions to the understanding of behavior and learning processes.

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deepestumi08
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9 views5 pages

Conditioning and Such

The document outlines the concepts of associative learning, specifically classical and operant conditioning, detailing key terms such as unconditioned stimulus, conditioned response, and reinforcement. It also discusses various conditioning techniques, the effects of reinforcement and punishment, and introduces cognitive learning theories, including observational and latent learning. Key figures mentioned include Edward Thorndike and B.F. Skinner, highlighting their contributions to the understanding of behavior and learning processes.

Uploaded by

deepestumi08
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as TXT, PDF, TXT or read online on Scribd
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Conditioning

Learning

Associative Learning
Learning that certain events occur together

The two types of associative learning


Classical conditioning and operant conditioning

Unconditioned Stimulus (UCS)


A stimulus that has the ability to produce a specified response before conditioning
begins.
e.g. food

Unconditioned Response (UCR)


A response produced by a natural stimulus.
e.g. salivation produced by food

Conditioned Stimulus (CS)


An initially neutral stimulus that comes to produce a new response because it is
associated with the unconditioned response (US).
e.g. a bell

Conditioned Response (CR)


Response produced by the CS.
e.g. salivation produced by the bell

Extinction
After contitioning has taken place, repeatedly presenting the CS (bell) without the
UCS (meat) will make the CR (salivating) weaker and eventually make it disappear.

Reconditioning
Relearning of a conditioned response after extinction with more pairings.
It takes less time to pair the UCS and CS than the initial conditioning.
ex. Extinguished Response -> one or two UCS - CR pairings -> Conditioned Response

Spontaneous Recovery
Following extinction, the CR reappears at reduced strength if the CS is presented
again after a rest period.
ex. Extinguished Response -> Time -> Conditioned Response

Stimulus Generalization
After a CR has been trained to a CS, that same CR will tend to occur to similar
stimuli without further training. The greater the similarity, the stronger the
response will be.
ex. Conditioned to be afraid of circles -> Ovals will also induce fear

Discrimination
Act of responding differently to stimuli that are not similar.

Example card
UCS = bite(pain)
UCR = escape/fear
CS = sight of dog
CR = fear

Conditions in Classical Conditioning

Timing - the shorter the time between the CS and the UCS, the stronger the pairing
Predictability - pairing is consistent
Signal Strength - strength of the CS is strong
Attention - the amount of attention that is directed at the CS
Ease of Natural conditioning

Flooding
A person is exposed to the harmless stimulus until fear responses to that stimulus
are extinguished.

Systematic desensitization
People are taught relaxation techniques, and are then gradually exposed to the
feared stimulus using the relaxation technique.

Counterconditioning
A pleasant stimulus is paired repeatedly with a fearful one, counteracting the fear
and vice versa.

Law of Effect
Edward Thorndike
Rewarded behavior is likely to recur.

Operant Conditioning
B.F. Skinner
Learning behaviors is a result of effects and consequences.

Reinforcement
Something that strengthens the response or makes it more likely to recur.
ex. Operant Chamber or Skinner Box contains a bar that an animal can push to obtain
a food reinforcer, which records each bar pressing.

Positive reinforcement
A stimulus that increases the frequency of a behavior when it is presented.
ex.

Negative reinforcement
An unpleasant stimulus (discomfort, social, disapproval, fear) that is removed or
avoided, increases the frequency of behavior.
ex. hot sun -> move to shade to remove heat
take out trash to avoid parents yelling

Example card
Behavior: Studying
Positive Reinforcement: Good grades
Result: Studying increases
Negative reinforcement: Poor grades
back around to Behavior of studying

Punishment
Weakening a response by following it with unpleasant sonsequences

Primary and Secondary Reinforcement


Primary - reinforcement that uses a physical/biological survival need.
ex. food, water, and adequate warmth
Secondary - Reinforcement that comes to represent a primary reinforcer.
ex. money, attention, social approval

Conditions in Operant Conditioning


Conditioning is stronger when the delivery of the reinforcer is immediate.
The larger the reinforcer, the more effective.
Problems with Punishments
Doesn't erase behavior, just suppresses it.
Only works when guarateed and immediate.
May have bad side effects - resent parent, no admittance, or opp. effect.
May be abusive or imitated as the only way to solve problems.
Does not teach acceptable behavior.

Types of Punishment
Positive Punishment - administering a bad stimulus to decrease behavior
ex. spanking, speeding ticket
Negative Punishment - withdrawing a rewarding stimulus to decrease a behavior
ex. take away cell phone, or a driver's license

Reinforcement Schedules
Partial or Intermittent Reinforcement - reinforcing a response only part of the
time. There are four types of this.
Fixed-Ratio Schedules - reinforce behavior after a set number of responses.
ex. rats fed for every 30 responses; restaurant punch card - free coffee for every
3 purchases
Variable-Ratio Schedules(VR) - reinforce after an unpredictable number of responses
ex. gambling
Fixed-Interval Schedules(FI) - reinforce the 1st response after a fixed time period
ex. people checking more frequently for the mail as the delivery time approaches
Variable-Interval Schedules(VI) - reinforce the 1st response after a varying time
period
There is no knowing when the wait will be over
ex. checking emails or texts - you don't know when they're going to come

Cognitive Learning
Theory that focuses on the thought process of learning
People learn because they want to.
People learn by watching others or thinking.

Types of cognitive learning


Observational and latent

Latent learning
Learning that occurs but remains hidden until there is a need to use it

Observational learning
Learning by observing and imitating others
Modeling is the process of observing and imitating a specific behavior

Mirror Neurons
Neurons that fire when performing a certain action, and when observing a certain
action, albeit weaker.

E.C Tolman
Reinforcement is not always necessary for learning (rats)
Theory of latent learning and cognitive maps

Insight
A sudden understanding and solving of a problem even if you've never encountered it
before
Wolfgang Kohler
Chrimps acted as if they understood the problem; rarely tried a solution that
didn't work; often reached a solution suddenly
you could probably streamline your cards, you know.. wawa <3

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