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a relatively permanent change in behavior as a result of
experience.
LEARNING
Learning by association; involves involuntary response &
reflexive behavior
CLASSICAL CONDITIONING
Russian physiologist studying digestion who discovered
classical conditioning & won the Nobel Prize.
PAVLOV
stimulus that automatically produces a reflex
Pavlov - food
UNCONDITIONED STIMULUS
(UCS)
automatic response to the UCS
Pavlov - salivation
UNCONDITIONED RESPONSE
(UCR)
begins as a neutral that doesn’t elicit a response & becomes
a CS after repeated pairings with the UCS.
Pavlov - tone
CONDITIONED STIMULUS
(CS)
learned response when the CS is presented alone.
Pavlov - salivation
CONDITIONED RESPONSE
(CR)
best conditioning; CS begins before & stops with the UCS
SHORT-DELAYED CONDITIONING
less effective; CS begins & ends before the UCS is
presented
TRACE CONDITIONING
least effective; CS & UCS begins & ends at exactly the
same time.
SIMULTANEOUS CONDITIONING
eliminating the CR by no longer pairing the UCS w/CS
EXTINCTION
recurrence of the CR after a rest interval following
extinction.
SPONTANEOUS RECOVERY
the CR occurs to a stimulus that is similar to the CS
GENERALIZATION
the CR only occurs to the CS because the differences
between stimuli are detected.
DISCRIMINATION
occurs after extinction when the CS & UCS are paired
again. Relearning is quicker than initial conditioning
RECONDITIONING
pairing a previous CS w/a new CS. Creates a weaker and
easier to extinguish CR to the new CS.
HIGHER ORDER CONDITIONING
developed principles of classical conditioning
JOHN WATSON
Watson's unethical experiment with children
LITTLE ALBERT EXPERIMENT
UCS – noise
UCR – fear
CS – rat
CR – fear
Principles of operant conditioning were developed by
Skinner. Responses are learned because of their
consequences; voluntary; reward follows behavior.
OPERANT CONDITIONING
(B. F. Skinner)
behavior that is rewarded tends to be repeated; behavior not
rewarded tends not to be repeated.
THORNDIKE'S LAW OF EFFECT
enclosure that provided food pellets, stimuli, & electric
shock; designed by Skinner.
SKINNER BOX
subject reinforced as they get successively closer to the
target behavior
SHAPING or SUCCESSIVE APPROXIMATIONS
REINFORCERS
consequences for behavior that increases the likelihood the
behavior will be repeated.
Primary reinforcers – meet biological needs; food, water,
air
Secondary reinforcers – have acquired value; grades,
money
When we reinforce/justify and already internally
reinforcing behavior. It can create a desire to only do the
behavior for external reinforcement.
OVERJUSTIFICATION EFFECT
Continuous schedules - every response is reinforced 100%
of the time.
CONTINUOUS VS. INTERMITTENT
REINFORCEMENT
SCHEDULES
Intermittent schedules - response is not reinforced every
time. Ratio schedules produce higher response rates than
interval. Variable schedules are harder to extinguish than
fixed schedules
reinforcement given after a fixed number of responses; high
rate of responding, but fastest rate of extinction because
subject realizes quickly that reinforcement has stopped.
FIXED RATIO INTERMITTENT
SCHEDULE
reinforcement after a varied number of responses; high rate
of responding, but extremely resistant to extinction.
VARIABLE RATIO INTERMITTENT
SCHEDULE
reinforcement after a certain amount of time; low rate of
responding after reinforcer & increase before reinforcement
interval; scalloped effect.
FIXED INTERVAL INTERMITTENT
SCHEDULE
reinforcement after a varied amount of time; steady, slow
rate of responding.
VARIABLE INTERVAL INTERMITTENT
SCHEDULE
cues that indicate a response is likely to be reinforced
DISCRIMINATIVE STIMULI
something desired (wanted) is presented to
increase/maintain behavior
POSITIVE REINFORCEMENT
(PR)
something aversive (not wanted) is removed to
increase/maintain behavior. It is removed by one of the
following methods:
NEGATIVE REINFORCEMENT
(NR)
Escape conditioning – terminates an aversive (not
wanted) stimulus
Avoidance conditioning – prevents exposure to an
aversive (not wanted ) stimulus
something aversive (not wanted) is given to
decrease/eliminate behavior
PUNISHMENT
something desired (wanted) is removed to
decrease/eliminate behavior
OMISSIONS TRAINING
declining effectiveness with increasing delay. Also applies
to punishment.
GRADIENT OF REINFORCEMENT
what is reinforcing is subjective to the individual.
PREMACK PRINCIPLE
Species-specific behavior that is built in. Lorenz was the
first moving objects that the goslings saw so they followed
him thinking he was their mother.
IMPRINTING
when instinctive behavior makes it easier/harder to learn a
response, such as trying to teach chickens to stand still on a
platform.
Keller & Breland's raccoons
INSTINCTUAL DRIFT
can be learned in a single trial, especially if severe sickness.
May have been an adaptive response for survival.
CONDITIONED TASTE AVERSIONS
We are pre-wired to develop certain phobias as a survival
mechanism. EX: heights, snakes, spiders
PREPAREDNESS
behaviors learned by watching and imitating others
OBSERVATIONAL LEARNING
Bobo doll research on aggression which led to the concept
of observational learning.
ALBERT BANDURA
learn consequences through observation of others
consequences
VICARIOUS LEARNING
learning that is not demonstrated at the time but at a later
time when it is motivating to do so.
LATENT LEARNING
learning patterns in the absence of reinforcement due to
exposure that creates a mental map; rats in the maze
COGNITIVE MAP
sudden awareness of the solution; Kohler’s chimps &
bananas
INSIGHT LEARNING
applies conditioning to treating behaviors & disorders.
Used mostly with animals, young children, & special
challenges
BEHAVIOR MODIFICATION
Phobias are acquired through classical conditioning and
maintained through operant conditioning; not extinguished
because avoiding/escaping makes it reinforcing
MOWER'S TWO FACTOR THEORY