PSYCH UNIT 4

a change in behavior due to experience

a simple form of adaptive learning where an organism stops paying attention to stimuli that are often repeated and don't signal anything important.

Habituation = in the brain

sensory receptors do not respond.

the learning of involuntary emotional &/or physiological reactions through (involuntary association.

a natural/ UNLEARNED stimulus that elicits a natural/reflexive/involuntary response.

ex- food

the natural/reflexive/involuntary reaction (emotional &/or physiological) to the US

ex- salivation (From food)

a stimulus that an organism has learned to associate with the unconditioned stimuli (After pairing/ association, the NS becomes the CS)

EX: BELL

The learned reaction (emotional &/or physiological) to the CS. (The same as the UR, or very close)

EX: SALIVATION (from the bell)

UCS (loud noise) ----------> UCR (fear from loud noise)

NS (rat) + US (loud noise) ----------> UR (fear from loud noise)

CS (rat) ---------------> CR fear (of rat)

the "pairing" stage (NS +USC)

After UCS is no longer presented, the association becomes weaker and eventually disapears ( CS alone will not elicit CR again)

after extinction, one presentation of the CS elicits the CR again

stimuli similar to the CS can also elicit the CR

irrational fears

only the CS elicits the CR

"chain reaction" secondary CS can predict (through learned asociation) theprimary CS, which predicts the USC

1. best if the USC follows the NS by no more than a few seconds

2. need to contistently pair the NS w/USC and only use NS to signal USC

3.increase strength of stimulis = stronger association. ( more quickly too = strong CR)

4. stimulis that becomes the CS is whatever the organism pays more attention too

**** NS then UCS is better than UCS then NS

we have biological predespositions to make certain associations (e.g nausea, pain, strong, emotional responses)

• eat food and get sick (ex: due to the flu) = don't want to see / smell / think the food ex- pregnant woman hormones make a women nauseus but they swear its the food even though they know its the hormones

• chemo and taste aversions

• doesnt follow contingincy model eg timing

(A) pavlov is the psychologist who "founded" classical conditioning, and (b) about his study with dogs

rang a bell before giving food, at first they did not understand, but later started salivating after the bell even if there was no food

a natural / UNLEARNED stimulis that elicit a natural /reflexive / involuntary response

ex: food

the natural /reflexive/involuntary reaction (emotional and/or psychological request) Ex: salivation from food

prior to pairing/association, the NS does not elicit the UR/CR on its own

ex:Bell

a stimulis that an organism has learned to associate with the unconditioned stimulus (after pairing / association, the NS becomes CS)

ex: bell

learned reaction (emotional and/or physiological) to the CS (same as UR or very close )

ex: salivation from the bell

UCS (loud noise) -------> UCR (fear [from loud noise] )

NS (Rat) + UCS (loud noise) ------> UR (fear from loud noise)

CS (rat) -------> CR (fear of rat)

*** watson also studied generalization

The "pairing" stage (NS + UCS)

after UCS is no longer presented the association becomes weaker and eventually disapears ( CS alone will not elicit CR again)

after extenction, one presentation of the CS elicits the CR again

stimuli similiar to the CS can aslso elicit the CR

irrational fears

only the CS elicits the CR

"chain reaction" secondary CS can predict (through learned association) the primary CS, which predicts USC

best if the USC follows the NS by no more than a few seconds

need to consistently pair the NS w/ Ucs and only use NS to signal UCS

increase strength of stimulis = stronger association (more quickly too) = stronger CR

stimulis that becomes the CS is whatever the organism pays more attention too

we have biological predespositions to make certain associations (eg: nasuea, pain, strong emotional responses)

eat food and get sick (ex: due to flu) = dont want to see or think or smell the food

chemo and taste aversions ex; a pregnant woman eats but gets sick bc of hormones but swears its the food

doesn't follow contingency model (e.g timing)

the vountary change in behavior as a result consequences (associating a behavior with consquence) **consequences can be both good and bad

Supported operant learning. He put a mouse in a box. The box was equipped with a pedla, and if it was pressed it would release food. Skinner wanted to see if the mouse would learn that by pressing the pedal it would receive a reward.

a consequence that increases likiliedhood a behavior will occur again (strenghtens response)

primary: naturally reinforcing, ie there is no learning necessary for them to be reinforcing. satisfies as a biological need ex: food, water, love

secondary: reinforcement "power" is learned ex: money, stickers, praise, grades, medal, certificates, a day off work etc

increasing/strenghting a behavior by adding something desiarble

increasing/strenghthining a behavior by removal/taking away something undesiarable.

learning a behavior to end our unpleasent situation/stimulus (that you are already exposed to)

learning a behavior to prevent exposure to an unpleasent stimulus

decreasing/weakening the likliehood a behavior will occur again by taking away something undesiarable

a consequence that will decrease/weaken the probability a behavior will occur again

decreasing/weakening the likliehood a behavior will occur again by taking away something undesiarble

inital learning stage; when the organism recongnizes the behavior and consequence (cause/effect)

rewarding succesive approximations of a desired behavior (reinforce a similar / smaller bheavior as the organism gets closer and closer to desired behavior)

ex:pronounciation of words in a foreign language, coloring book

reinforcement of individual responses occuring in a sequence to form a complex bheavior (breaking down a complex task into parts)

ex: learning a song, making a sandwich, teaching a dog tricks

occurs if the consequence stops, the behavior reverses

only a particualr behavior signals/produced the consequences. an organism displays a behavior in one situation but not another, beleives the consequence is only availablr in certain circumstances (that youd figure out from experience and therefore repeat)

similar behaviors produce the same consequence (that'd youd figure out from expeirence and therefore repeat)

-first complete a low probability (needed behavior), then you get to do the highly desired behavior ; reinforces exist in a heirachy -reinforcers have different reinforcer "power" for diff people

any activity can become a reinforcer if access is restricted; reinforcers come more powerful when access is restricted.

reward is given EVERYTIME the behavior occurs

• has to be more than 2x reward is given after a set # of responses ex- punch card, loyalty card, grade 5 essays= take a break

• predictable

reward is given after an average / unknown / inconsistent # of responses ex: gambling, how many bats before a home run

-non predictable

REWARD IS GIVEN after a set amount of time ex: paycheck every 2 weeks.

• behavior

Reward is given after an average/unknown/inconsistent amount of time

ex: pop quizzes, waiting to see a deer while haunting.

tendency to give up any effort to control one's environment after repeated failures

relationship between learning +reinforcement some rats, regular rewarded to show learning 2nd group, never enforced

learning that is not immediatley evident (usually demonstrated later on)

mental represenations of familiar locations

the sudden realization/understanding of a solution to a problem (the a-ha moment)no physical experience (trial and error ) is needed

1. modeling- learning new behaviors by watching others (models) /imitating thier behaviors (monkey see-monkey do)

2. vicarious learning- learning behaviors by watching the consequences of someone elses behavior

2 groupd of children, one observed agressive model, one none. both put into a playroom and see behavior. exposure to violence is positevely coorelated with violent behavior(but remember coorelation does not imply causation)