Learning Concepts and Mechanisms

Study Notes

Defined as a relatively permanent change in behavior or behavior potential based on experience.
Involves taking information, evaluating it, using it, and responding to the environment.
The learning-performance distinction highlights the difference between what has been learned and what is expressed overtly.
Learning can occur without observable behavior.

Decreased response strength to a repeated stimulus.
Not the same as sensory habituation, where information is still available if it becomes relevant.
Simple form of learning.

Not all changes in behavior are due to learning, only relatively permanent changes.
Changes in behavior may not be immediately obvious and require experience and reference points to be recognized.
Learning can occur unintentionally, and not all learned information results in behavioral change.

Ivan Pavlov: Developed the classical conditioning model, discovering learned associations through his work with dogs and salivation responses.
John Watson: Founded behaviorism, advocating for the study of observable behavior rather than introspection.
B.F. Skinner: Introduced operant conditioning, focusing on the causes of behavior and the role of reinforcement.
Observational Learning/Behavioral Analysis: Focus on discovering environmental determinants of learning and behavior (Bandura).

Basic form of learning where one stimulus predicts the occurrence of another through learned associations.
Pavlov observed that behavior came to be elicited by a stimulus that has acquired its power through an association with a biologically significant stimulus.
Repeated pairing of a stimulus with stimuli that naturally elicit a reflex response.

Reflex: A simple unlearned response to a stimulus.
Stimulus: An environmental condition that elicits a response.
Unconditioned Stimulus (UCS): Any stimulus that naturally elicits a behavior.
Unconditioned Response (UCR): The behavior elicited by the UCS.
Conditioned Stimulus (CS): A neutral stimulus that is able to elicit behavior only after association with the UCS.
Conditioned Response (CR): The behavior elicited by the CS.

Acquisition: Gradual increase in the frequency of the CR through repeated trials, timing is crucial for effective learning.
Extinction: The CR weakens due to the absence of the CS and UCS, demonstrating the need for reinforcement in learning.
Spontaneous Recovery: The sudden reappearance of the CR after a rest period without exposure to the UCS.

Forward short-delay: CS is still present when the UCS is presented - optimal learning.
Forward trace: CS appears and then goes off – best if the delay is no more than 2-3 seconds.
Simultaneous: Presented at the same time – learning is slower.
Backward: Presented afterward – little learning.

Forward – Short Delay Example: Keep ringing the bell and then bring in food.
Forward-Trace: Ring the bell, then stop and bring in food.
Simultaneous: Food and bell at the same time.
Backward: Bring food, then ring a bell.

Stimulus generalization: The automatic extension of CRs to stimuli similar to the CS.
Stimulus discrimination: Learning to respond differently to distinct stimuli.
These processes work in balance, allowing for effective responses to various stimuli in the environment.

Discrimination: A CR does not occur in response to different CS resembling the original CS. There is no response to a stimulus that resembles the original discriminative stimuli used in learning.
Generalization: A different CS that resembles the original CS used during acquisition elicits a CR. Responding occurs to a stimulus that resembles the original discriminative stimuli used during learning.