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| A relativly permanat change in behavior that occurs through experience |
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A theory of learning that focuses sley on observable behaviors, discounting the imprtance of such mental activity athinking, wishing, and hoping
"relativly observable canges in behavior" |
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| Learning in which a connection, or an asscoiation, is made betwen two events |
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Process of learning asscoiations
*2 types (Classical and Operant) |
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Lerning by which a neutral stimulus becomes assoated with a meaningful stimulus and acquires te capaciy to elicit a similar response. Organisms learn the association between 2 stimuli. Organisms learn to anticipate events
*PAVLOV |
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Form of of associative learning in which the consequences of a behavior change the probability of a behaviors occurence. Organisms learn through association between beavior and consequence. Organsims learnto incrase behaviors ta are followed by rewards and decrease behaviors that are followed by punishment
*explains voluntary behaviors |
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Learning that ocurs when a person observes and imitates another's behavior; also called "imitation" or "modeling"
*Way people learn in educational and other settings
*eliminates trial and error learning
*takes less time then Operant conditioning |
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| Unconditioned Stimlus (UCS) |
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Definition
A stimulus that produces a response without prior learning.
*PAVLOVS food |
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| Unconditioned Response (UCR) |
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An unleared response that is automaticly elicited by an unconditioned stimulus (UCS)
*PAVLOVS dog salivating |
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A previously neutral stimulus that eventually elicits the conditioned resone aftr beingassociated with the unconditioned stimulus (UCS)
*PAVLOVS bell |
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| Conditioned Response (CR) |
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The learned response tothe conditioned stimulus ha occurs after paring of conditiond stimulus (CS) and unconditioned stimulus (UCS)
*PAVLOVS dogs salivating at the soun of the bell |
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Definition
The initial larnig of the stimulus-respose like, which involves a neutral stimulus being assoiated with an unconditioed stimulus (UCS) ad becoming the conditioned stimulus (CS) tat elicits the conditioned response (CR)
*2 key concepts are timing and pedictability/contingency
*(Classicl Conditioning) |
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Timing between (CS) and (UCS) is one of the most important aspets o classical conditioning.
*(CR) occurs when (CS) and (UCS) occur close together |
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| Generalization (Classical Conditionig) |
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Definition
The tendenc of a new stimulus that is similar to the original (CS) to eicit a response that is similar to the (CR)
*preventslearning from being tis to a specific stimuli
*(Classical Conditioning) |
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| Discrimintion (Classical conditioning) |
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| The process of learning to respond to a certain stimuli and not others |
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| Extinction (Classical Conditioning) |
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The weakening of the (R) in the absence of the (UCS)
*(Classical Conditoning) |
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| Process by which a (CR) can recur fter a time delay without further conditioning |
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irrational fear.
*classical conditning explains phobias |
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| Procedure for weakening a (CR) by assoiating th fear-provoking stimulus with a new response that is incompatible with the fear |
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| who is the phscologist behind classical conditioning? |
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| Who is the psychologist behind operant conditiong? |
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| Thorndikes principle that bhaviors followed by positive outcomes arestregthene, hereas behaviors followed by negative outcomes are weakend |
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| Rewarding approximations of a desired behavior |
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The process by which a stimulus or an event stregthens or increases the probability of a behaior or an event that it follows
*distinction between positive and negative reinforment |
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| Fllowing abehavior wth a rewarding stimulus to increase the frequency of the behavior |
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| Following a behavior with the remoal of anunplesent stimulus to increase the frequency of the behavior |
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The use of reinforcers that are innately satsfying
*satisfys biological needs with out pior learning (ex. food, sex, water) |
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Reinforcment tht requires its positive value through experience
*ex. getting money for every (A+) earned |
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| Schedules of Reinforcment |
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Timetables that detemine when a behavir will be reinforced
*Fixed Ratio schedule, Variable Ratio schedule, Fixed interval schedule, Variable interval schedule |
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| follows a behavior only a potion of the time |
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reinforces a behavior after a set number of behaviors
*ex. slot machines payingout after a certain amount of plays |
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Behaviors are rewarded an average number of times but is not predictable
*ex. slot machine pays out every 20 times but might occur twice in a row and then not again for another 40 tries |
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Reinforces th first appropriate behavior after a fixed amoun of time has elapsed
*ex. Slot mchine pays off the first time put in moey but only after a 10 minuete time interval |
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| Variable interval schedule |
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Definition
behavio is rewarded after a variable aount of time as elappsed.
*ex. slot machine might pay out every 10 minues then every 2 minuets adn then after 18 minuets and so on |
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| Generalization (operant conditioning) |
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Definition
| the tendancy to give same response to similar stimuli |
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| Discrimination (operant conditioning) |
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Definition
The situation where, becasue a previously reinforced behavior is no longer reinforced, there is a decreased tendency to preform the the behavior.
*responding to stimuli that signal that a behvior will or will not not be reinforced. |
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| Extinction (Operant conditioning) |
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| The situation where, because o previously reinforced behavior is no longer reinforced, thre is a decreased tendency to preform a behavior |
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A consequence that decrases the klihood a behavior will occur.
*2 types (positive and negative) |
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| A behavior decrases when it is follwed by unplesent stimulus |
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A behavior decrease when a positive stimulus is remove from it.
*ex. time out |
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high probability activity can be used to reinforce low probability activity.
*ex. getting homework done (low probability activity) will result in tv time (high probability activity) |
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| Baruda's 4 priciples to observational learning |
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| Attention leads to retention which leas to motor reproduction which leads to Reinformnt of incetive conditions |
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Much of behavior is goal oriented
*E.C. Tolman |
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| Latenet Learnin (implicit learning) |
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| Unreinforced learning that is not immediatly reflected in behavior |
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| A form of problem solving in whhich the organism develops a sudden insight into or understanding of the problems solution |
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| Organisms can not learn a behavior becsue they lack the biological nessecities to do so. |
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| The tendency of animals to revert to instictive behavior that interfears with learning |
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| The species specif biological predispostion to learn in certain ways but not others |
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| Bad experience with food leads to the avoidence of that food but does not interfear with activites followingthe meal |
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| Culture can influence the degree to which the 3 main learning processes are used. |
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| Psychological Constraints |
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| Humans dont feel they have what it takes to complete a task due to self doubt. |
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| The phenomenon of learning throug expeirience tht outcomes are not controlable. |
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| powerful aspect of stressful expeiriences |
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| Control over situations can be stressful |
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| Even when unplesent situation occur they are improoving so long as theyoccur less |
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| Applied Behavior analysis (behavior modification) |
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| The application of operant conditioning principles to change behavior |
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| Behavior modification steps |
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Definition
1. define the behavior to be changed in a specific, concrete terms.
2.Make commitment to change
3.Collect data abut your behavior
4.design self control program
5. make program last |
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