Chapter 06 - Learning

Grant Clay

Period 3

9/27/08

 

AP Psychology Outline

Chapter 6: Learning

 

Red – Definition

Blue - Important Points

Green - Important People & Contributions

 

1. Learning – Any relatively durable Change in Behavior or Knowledge that is due to Experience.
2. Conditioning – Learning Associations between events that occur in an Organisms Environment.
3. Classical Conditioning
   
   1. Phobias – Irrational Fears of specific Objects or Situations.
   2. Classical Conditioning – Type of Learning in which a Stimulus acquires the Capacity to Evoke a Response that was originally evoked by another Stimulus.
   3. Ivan Pavlov

                                                               i.      Pavlovian Conditioning

                                                              ii.      Pavlov’s Dogs – Prior to Dogs being Fed Meat, a Clicking Noise Occurred.

1.        Dogs started Salivating After awhile when the Click Occurred, prior to the Meat being given.

2.        Dogs salivated whenever Click happened, even if there was no Meat.

3.        Salivating became a Conditioned Association.

4. Terminology & Procedures

                                                               i.      Unconditioned Stimulus (UCS) – A Stimulus that evokes an Unconditional response without previous Conditioning.

                                                              ii.      Unconditioned Response (UCR) – An Unlearned Reaction to an Unconditioned Stimulus that occurs without previous Conditioning.

                                                            iii.      Conditioned Stimulus (CS) – A Previously Neutral Stimulus that through Conditioning, can Evoke a Conditioned Response.

                                                            iv.      Conditioned Response (CR) – A Learned Reaction to a Conditioned Stimulus that occurs because of Previous Conditioning.

                                                             v.      Sometimes, The UCR and the CR can be the same thing.

                                                            vi.      Conditioned Reflex – Conditioned Response is relatively Automatic or Involuntary.

1.        Happens Gradually.

                                                          vii.      Trial – Any Presentation of Stimulus or a pair of Stimuli.

5. Classical Conditioning in Everyday Life

                                                               i.      Conditioned Fears (Such as Fear of Bridges)

                                                              ii.      Emotional Responses (Such as a Smell reminding you of Someone)

                                                            iii.      Physiological Responses (Such as Sexual Arousal, Drug Tolerance, etc.)

6. Basic Processes

                                                               i.      Acquisition – Initial Stage of Learning Something.

1.        Stimulus Contiguity – Acquisition depends on a Stimulus “always” being there.

                                                              ii.      Extinction – The Gradual Weakening and Disappearance of a Conditioned Response Tendency.

1.        As the CS is heard repeatedly without the UCS, CS will Extinguish.

                                                            iii.      Rapid, Massed exposures to a Fear-Inducing CS facilitates the Process of Extinction.

                                                            iv.      Spontaneous Recovery – Reappearance of an Extinguished Response after a period of No Exposure to the Conditioned Stimulus.

1.        New Response is usually weaker than before.

                                                             v.      Stimulus Generalization – Occurs when an Organism that has learned a Response to a Specific Stimulus Responds in the same way to new Stimulus that are similar to the Original Stimulus.

1.        Is Adaptive, Given you rarely see the same Stimulus more than once.

2.        John B Watson

a.        Little Albert Experiment.

b.       The More Similar new Stimuli are to the Original CS, the Greater the Generalization.

                                                            vi.      Stimulus Discrimination – Occurs when an Organism that has learned a Response to a Specific Stimulus does Not Respond in the same way to a new Stimuli that are Similar to the Original Stimulus.

1.        The Less Similar new Stimuli are to the Original CS, the greater the Likelihood of Discrimination.

                                                          vii.      Higher-Order Conditioning – A Conditioned Stimulus functions as if it were an Unconditioned Stimulus.

4. Operant Conditioning
   
   1. B. F. Skinner
   2. Operant Conditioning – A Form of Learning in which Responses come to be Controlled by their Consequences.

                                                               i.      Classical Conditioning = Reflexive, Involuntary Responses.

                                                              ii.      Operant Conditioning = Voluntary Responses.

3. Edward Thorndike

                                                               i.      Instrumental Learning

                                                              ii.      Law of Effect – If a Response in the presence of a Stimulus leads to Positive Effects, the Associations between the Stimulus and Response is Strengthened.

1.        Learning is Gradually “Stamped In” to the Mind.

4. B.F. Skinner

                                                               i.      Reinforcement – Occurs when an event following a Response increases the Organisms tendency to make that Response.

1.        A Response is Strengthened because it Leads to Rewarding Results.

                                                              ii.      Terminology & Procedure

1.        Operant Chamber / Skinner Box – Small Enclosure where an Animal can make a specific Response that is recorded, while the consequences are controlled.

2.        Reinforcement Contingencies – Circumstances or Rules that determine whether Responses lead to the Presentation of Reinforcers.

3.        Cumulative Recorder – Creates Record of a Responding and Reinforcement in a Skinner Box as a function of Time.

5. Basic Processes in Operant Conditioning.

                                                               i.      Acquisition, Then Shaping.

                                                              ii.      Shaping – The Reinforcement of closer and closer Approximations of a Desired Response.

1.        Key to training for Extraordinary Things. (E.g. Animal Tricks.)

                                                            iii.      Resistance to Extinction – Occurs when an Organism continues to make a Response after Delivery of the Reinforcer has been Terminated.

6. Stimulus Control: Generalization & Discrimination

                                                               i.      Discriminative Stimulus – Cues that influence Operant Behavior by indicating the Probable Consequences of a Response.

                                                              ii.      Reinforcement – A Favorable Outcome.

                                                            iii.      Non-Reinforcement – A Negative Outcome.

7. Reinforcement: Consequences that Strengthen Response

                                                               i.      Primary Reinforcers – Events that are Inherently Reinforcing because they Satisfy Biological Needs.

                                                              ii.      Secondary/Conditioned Reinforcers – Events that acquire Reinforcing Qualities by being Associated with Primary Enforcers.

1.        (Ex. Money, Good Grades, Attention, Flattery, Praise, etc.)

8. Schedules of Reinforcement

                                                               i.      Schedule of Reinforcement – Determines which Occurrences of a Specific Response result in the Presentation of a Reinforcer.

                                                              ii.      Continuous Reinforcement – When Every Instance of a Designated Response is Reinforced.

                                                            iii.      Intermittent/Partial Reinforcement – When a Designated Response is Reinforced Only Some of the Time.

1.        Partial Reinforcement makes a Response more Resistant to Extinction than Continuous Reinforcement does.

                                                            iv.      Fixed Ratio (FR) Schedule – The Reinforcer is given after a Fixed Number of Non-Reinforced Responses.

                                                             v.      Variable Ratio (VR) Schedule – The Reinforcer is Given after a Variable Number of Non-Reinforced Responses.

                                                            vi.      Fixed-Interval (FI) Schedule – The Reinforcer is Given for the First Response that Occurs after a Fixed Time Interval has Elapsed.

                                                          vii.      Variable-Interval (VI) Schedule – The Reinforcer is Given for the First Response after a Variable Time Interval has Elapsed.

1.        Variable Schedules Yield Steadier Responding and Greater Resistance to Extinction.

2.        Ratio Schedules Yield Faster Rate of Responding.

9. Positive Reinforcement vs. Negative Reinforcement.

                                                               i.      Positive Reinforcement – When a Response is Strengthened because it is followed by the Presentation of a Rewarding Stimulus.

                                                              ii.      Negative Reinforcement – When a Response is Strengthened because it is followed by the Removal of an Unpleasant Stimulus.

                                                            iii.      Escape Learning – An Organism Acquires a Response that Decreases or Ends some Aversive (Unpleasant) Stimuli.

                                                            iv.      Avoidance Learning – An Organism Acquires a Response that Prevents some Aversive (Unpleasant) Stimulation from Occurring.

                                                             v.      Classic Conditioning and Operant Conditioning can Work Together.

10. Punishment: Consequences that Weaken Responses

                                                               i.      Punishment – When an Event following a Response Weakens the Tendency to make that Response. Adding an Aversive Stimulant.

                                                              ii.      Make Punishment More Effective

1.        Apply Punishment Swiftly – Delaying Punishment Undermines its Impact.

2.        Use Punishment Just Severe Enough to be Effective – Sever Punishments is more effective in weakening Unwanted Responses, but has side-effects.

3.        Make Punishment Consistent – If you want to Eliminate a Response, Punish the Response Every time it Occurs.

4.        Explain the Punishment – The More Understanding of why being Punished, the More effective the Punishment.

5.        Use Non-Corporal Punishments, such as Withdrawal of Privileges – It lasts longer then pain.

5. Changing Directions in Conditioning
   
   1. Instinctive Drift – When an Animal’s Innate Response tendencies interfere with Conditioning Processes.
   2. John Garcia – Taste Aversions - Discovered Link between Taste/Smell and Nausea over a long period of time, but not other Senses. (Taste Aversions)
   3. The Learning Process is Similar Across Species, but shaped differently by Evolution.
   4. Edward Tolman – Latent Learning – Learning that is not apparent from Behavior when it First Occurs.
   5. Robert Rescorla – Signal Relations – The Predictive Value of a CS is an Influential Factor Governing Classical Conditioning.
   6. Organisms Actively try to Figure out what leads to what in the World around them.
6. Observational Learning
   
   1. Observational Learning – When an Organism’s Responding is Influenced by the Observation of others, who are called Models.

                                                               i.      Observer stores a Representation of Model’s Behavior, and its Consequences. If the Consequences are Favorable, the Observer’s tendency to emit the Modeled Response will be Strengthened.

2. Albert Bandura

                                                               i.      4 Key Processes in Observational Learning

1.        Attention – To Learn through Observation, you must pay close Attention to another Person’s Behavior and its Consequences.

2.        Retention – You must Store a Mental Representation of What you have Witnessed in your memory.

3.        Reproduction – Enacting a Modeled Response depends on your Ability to Reproduce the Response by Converting your Stored Mental Images into Overt Behavior.

4.        Motivation – You will not Reproduce an Observed Response unless you are Motivated to Do so. Your Motivation depends on whether you think the Response will Pay Off in the Situation you are in.