CPEM Lecture 2
... Classical Conditioning Theory • Learning a conditioned response involves building up an association between the unconditioned stimuli and the conditioned stimuli. • When unconditioned and conditioned stimuli are paired, the conditioned stimuli takes on the properties of the unconditioned stimuli an ...
... Classical Conditioning Theory • Learning a conditioned response involves building up an association between the unconditioned stimuli and the conditioned stimuli. • When unconditioned and conditioned stimuli are paired, the conditioned stimuli takes on the properties of the unconditioned stimuli an ...
Cause
... number of responses emitted. • Fixed ratio (FR)—a reinforcer is delivered after a certain (fixed) number of correct responses • Variable ratio (VR)—a reinforcer is delivered after an average number of responses, but varies from trial to trial ...
... number of responses emitted. • Fixed ratio (FR)—a reinforcer is delivered after a certain (fixed) number of correct responses • Variable ratio (VR)—a reinforcer is delivered after an average number of responses, but varies from trial to trial ...
Cards Learning
... pairing a previous CS w/a new CS. Creates a weaker and easier to extinguish CR to the new CS. HIGHER ORDER CONDITIONING ...
... pairing a previous CS w/a new CS. Creates a weaker and easier to extinguish CR to the new CS. HIGHER ORDER CONDITIONING ...
Jeopardy Learning
... doing what someone already likes to do The reward may lessen and replace the person’s original, natural motivation, so that the behavior stops if the reward is eliminated ...
... doing what someone already likes to do The reward may lessen and replace the person’s original, natural motivation, so that the behavior stops if the reward is eliminated ...
Functionalistic and Associationistic Theories
... society should operate as a unit, that each part had its individuals function. If everyone functioned according to their role then everything should flow and things should remain in order. Functionalist theory defines the working of an organism affects another. Olsen, 2009 states 'The primary goal o ...
... society should operate as a unit, that each part had its individuals function. If everyone functioned according to their role then everything should flow and things should remain in order. Functionalist theory defines the working of an organism affects another. Olsen, 2009 states 'The primary goal o ...
Slide 1
... elapsed. (e.g., preparing for an exam only when the exam draws close.) 2. Variable-interval schedule: Reinforces a response at unpredictable time intervals, which produces slow, steady responses. (e.g., pop quiz.) ...
... elapsed. (e.g., preparing for an exam only when the exam draws close.) 2. Variable-interval schedule: Reinforces a response at unpredictable time intervals, which produces slow, steady responses. (e.g., pop quiz.) ...
Unit 6 Learning
... Use SQ3R: Survey, Question, Read, Rehearse, and Review every section you read Introduction and How Do We Learn? (pp 214-217) 1: Define learning, and identify two forms of learning. ...
... Use SQ3R: Survey, Question, Read, Rehearse, and Review every section you read Introduction and How Do We Learn? (pp 214-217) 1: Define learning, and identify two forms of learning. ...
Learning
... Discrimination: to be able to differentiate between stimuli Extinction: a process by which the effects of conditioning are reduced and finally disappear Spontaneous recovery: the reappearance of a learned response after its apparent extinction ...
... Discrimination: to be able to differentiate between stimuli Extinction: a process by which the effects of conditioning are reduced and finally disappear Spontaneous recovery: the reappearance of a learned response after its apparent extinction ...
Learning & Reinforcement - University of Washington
... • More likely to work when: – Rewards are valued (give CHOICE!) – Regular feedback on performance – Reward closely follows desired behavior – Person knows what is expected and how they will be rewarded – Rewards are administered fairly and consistently ...
... • More likely to work when: – Rewards are valued (give CHOICE!) – Regular feedback on performance – Reward closely follows desired behavior – Person knows what is expected and how they will be rewarded – Rewards are administered fairly and consistently ...
study guide ch6 sum16
... 2. Explain the process of classical conditioning, describing the differences between an unconditioned, neutral, and conditioned stimulus, and an unconditioned, conditioned, and conditioned emotional response 3. Describe the contributions of Pavlov and Watson. 4. Describe acquisition, stimulus genera ...
... 2. Explain the process of classical conditioning, describing the differences between an unconditioned, neutral, and conditioned stimulus, and an unconditioned, conditioned, and conditioned emotional response 3. Describe the contributions of Pavlov and Watson. 4. Describe acquisition, stimulus genera ...
classical conditioning
... Insight Learning Insight = the sudden perception of the connection of parts of a problem that allows one to see a clear solution the aha! moments ...
... Insight Learning Insight = the sudden perception of the connection of parts of a problem that allows one to see a clear solution the aha! moments ...
Chapter 8: Learning Learning - relatively in an organism`s behavior
... ________________________________ that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely Operant Behavior ...
... ________________________________ that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely Operant Behavior ...
In operant conditioning
... animals learn to do certain things—and not to do others—because of the results of what they do. In other words, they learn from the consequences of their actions. ...
... animals learn to do certain things—and not to do others—because of the results of what they do. In other words, they learn from the consequences of their actions. ...
Chapter 6 - learning
... = Thorndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely. ...
... = Thorndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely. ...
A.P. Psychology 6 (C) - Operant Conditioning
... Classical Conditioning forms associations between stimuli (CS and US) ...
... Classical Conditioning forms associations between stimuli (CS and US) ...
Essential Questions, Vocabulary, and Review Charts
... conditioning, behaviorism, unconditioned response (UR), unconditioned stimulus (UC), conditioned response (CR), conditioned stimulus (CS), acquisition, extinction, spontaneous recovery, generalization, discrimination, operant conditioning, respondent behavior, operant behavior, law of effect, operan ...
... conditioning, behaviorism, unconditioned response (UR), unconditioned stimulus (UC), conditioned response (CR), conditioned stimulus (CS), acquisition, extinction, spontaneous recovery, generalization, discrimination, operant conditioning, respondent behavior, operant behavior, law of effect, operan ...
missing slide slide 7
... stimulus(CS)consistently precedes an an unconditioned stimulus (UCS),the CS comes to serve as a signal for the UCS and will elicit a conditioned response (CR) that often resembles the unconditioned response (UCR) Stimuli that are similar to CS also elicit the CR to some extent , although such gene ...
... stimulus(CS)consistently precedes an an unconditioned stimulus (UCS),the CS comes to serve as a signal for the UCS and will elicit a conditioned response (CR) that often resembles the unconditioned response (UCR) Stimuli that are similar to CS also elicit the CR to some extent , although such gene ...
LEARNING
... stimulus(CS)consistently precedes an an unconditioned stimulus (UCS),the CS comes to serve as a signal for the UCS and will elicit a conditioned response (CR) that often resembles the unconditioned response (UCR) Stimuli that are similar to CS also elicit the CR to some extent , although such gene ...
... stimulus(CS)consistently precedes an an unconditioned stimulus (UCS),the CS comes to serve as a signal for the UCS and will elicit a conditioned response (CR) that often resembles the unconditioned response (UCR) Stimuli that are similar to CS also elicit the CR to some extent , although such gene ...
Operant conditioning
Operant conditioning (also, “instrumental conditioning”) is a learning process in which behavior is sensitive to, or controlled by its consequences. For example, a child may learn to open a box to get the candy inside, or learn to avoid touching a hot stove. In contrast, classical conditioning causes a stimulus to signal a positive or negative consequence; the resulting behavior does not produce the consequence. For example, the sight of a colorful wrapper comes to signal ""candy"", causing a child to salivate, or the sound of a door slam comes to signal an angry parent, causing a child to tremble. The study of animal learning in the 20th century was dominated by the analysis of these two sorts of learning, and they are still at the core of behavior analysis.