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3 ways we learn
- Association: our minds naturally connect events that occur in sequence
- Habituation: process by which we respond less strongly over time to repeated stimuli
- Sensitization: process by which we respond more strongly over time (especially for dangerous/irritating stimuli)
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definition of learning
learning: is a relatively permanent change in an organisms behavior or thoughts as a result of experience (behvioristic definition)
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Who is the father of classical conditioning and what did he study?
- Pavlov
- studied digestion in dogs
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What is classical conditioning?
*discussion
- classical conditioning: kind of learning in which a person or animal comes to associate two kinds of stimuli, one that naturally prompts a given behavior and one that does not.
- (salivating when seeing food is natural. salivating when hearing a bell is not. the dog is trained to associate the natural behavior of salivating with the stimuli of the bell)
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parts of classical conditioning*
- UCS unconditioned stimulus: stimulus that produces an automatic response (food that makes dog drool)
- UCR unconditioned response: automatic response to a UCS that does not need to be learned (dog drools)
- CS conditioned stimulus: initially neutral stimulus, becomes associated with the UCS through conditioning (the bell)
- CR conditioned response: the behavior that is learned in response to the conditoned stimulus
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What are the phases of classical conditioning?
*discussion or fill in the blank
- Acquision
- Extinction
- Spontaneous recovery
- Acquision: initial learning stage in which an association between a neutral stimulus and an unconditioned stimulus takes place. A Conditioned Response (CR) is established
- Extinction: gradual decrease and elimination of the CR after the CS is presented repeatedly without the UCS
- spontaneous recovery: the reappearance of a CR after a delay in exposure to the CS
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stimulus generalization
stimulus generalization: reaction to a stimulus with the same response one has learned to give another similar stimulus
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Necessary factors in classical conditioning *
- 1. the conditioned stimulus must be strong & distinctive enough for the subject to perceive it easily
- 2. the order in which the CS and the UCS are presented: present CS just before the UCS
- 3. the amount of time between the occurrence of the CS and the UCS: a fraction of sec. and a few seconds at the most
- 4. Conditioning is usually cumulative: each trial builds on the learners previous experience.
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What are some applications for classical conditioning? *
- Advertising: pairing positive UCSs with product CS's. pairing sights and sounds of the product to establish classically conditioned connections between their brands & positive emotions
- to learn fear: little baby Albert and Dr. Watson
- to get rid of fear: Mary Clover Jones helped a kid get over his phobia of rabbits. She slowly introduced the rabbit and paired it with his favorite candy
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Operant Conditioning
- AKA instrumental conditioning: type of learning in which behavior is strengthed if followed by a reinforcer or diminished if followed by a punisher (big in education)
- Classical conditioning is based on our natural responses, operant conditioning is based on the changes made to us
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People who did operant conditioning
- Thorndike: studied cats and puzzle boxes. law of effect: the principle that behaviors followed by favorable consequences became more likely, and behaviors followed by unfavorable consequences became less likely
- Skinner: the operant chamber: AKA Skinner box. a bar or key that an animal manipulates to obtain a reinforcer like food/water. the bar or key is connected to device to record the response (he used rats)
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reinforcement
any event or outcome that strengthens the probability of a response or behavior
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reinforcer
any event that strengthens the behavior it follows
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positive reinforcement *
the positve outcome or consequence of a behavior that strengthens the probability of the behavior. adds something pleasant
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negative reinforcement *
removal of a negative outcome or consequence of a behavior that strengthens the probability of the behavior. removes something unpleasant (like mom stops nagging when you finally clean your room)
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punishment *
the outcome or consequence of a behavior that weakens or decreases the probability of the behavior. Administers something unpleasant
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positive punishment
administer an aversive stimulus like a spanking or a ticket
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negative punishment
withdraw a desireable stimulus like time out or revoking drivers license
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Disadvantage of Punishment (6 of them) *
- 1. results in unwanted fears
- 2. conveys no informatino to the organism (kid doesnt know why being punished)
- 3. justifies pain to others
- 4. causes unwanted behaviors to reappear in its absence; behavior is suppressed not forgotten (like mom punishes me but dad doesn't.)
- 5. causes agression towards the agent
- 6. causes unwanted behavior to appear in place of another
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difference between punishment and negative reinforcement
punishment is administering something unpleasant, negative reinforcement is removing something unpleasant
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shaping
the operant conditioning procedure in which reinforcers guide behavior towards the desired target behavior through sucessive approximations (Shelton gives Penny choclate when she does behavior he likes)
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fixed-ratio schedule
reinforces a response only after a specified number of responses (for every 50 apples you pick you get a dollar)
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variable-ratio schedule
reinforces a response after an unpredictable number of responses. behaviors like gambling and fishing
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fixed interval schedule
reinforces a response ony after a specified time has elapsed (time out)
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variable interval schedule
reinforces a reponse at unpredictable time intervals, which produces slow, steady responses
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difference between ratio schedule and interval schedule
ratio schedule is the number of responses, interval schedule is the amount of time
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automatic processing
- unconscious encoding of incidental information, such as space, time and frequency
- space: while reading a book you automatically encode the place of a picture on the page
- time: unintentionally note the events that take place in a day
- frequency: effortlessly keep track of things that happen to you
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effortful processing
encoding that requires attention and conscious effort; like memorizing a monologue
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3 memory effects
- 1. spacing effect: we retain info better when we rehearse over time
- 2. serial position effect: we remember stuff at the beginning and ends of lists better than the middle
- 3. ?
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3 ways we encode
- by meaning: process the meaning of something by associating it with something we already know.
- by images: mental pictures help us remember, as well as mnemonics and acronyms
- by organization: chunking and Hierarchies
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4 types of mnemonics with examples
- pegwood method: rymes. I before E except after C
- acronyms: PEMDAS
- Method of Loci: place imagery. pass taco bell and the mall to get to Cook Out
- keyword method: the spanish word for letter is carta. think of a cart with a letter in it
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