Psychology Chapter on Learning and Conditioning

Study Notes

Learning is a process resulting in a relatively consistent change in behavior or behavior potential based on experience.
The learning-performance distinction focuses on the difference between what is learned and what is expressed overtly.
Habituation, a basic form of learning, occurs when a stimuli no longer produces a response due to repeated exposure.

Classical conditioning is a form of learning where one stimulus predicts the occurrence of another (through learned associations).
Ivan Pavlov's research on dog salivation led to the discovery of classical conditioning.
Classical conditioning utilizes unconditioned stimuli (UCS), unconditioned responses (UCR), conditioned stimuli (CS), and conditioned responses (CR).
The UCS is any stimulus that naturally elicits a behavior, while the UCR is the behavior elicited by the UCS.
The CS is a neutral stimulus that elicits behavior after association with the UCS, while the CR is the behavior elicited by the CS.
Key processes in classical conditioning include acquisition, extinction, and spontaneous recovery.
Acquisition is the process where the CR is first elicited and increases in frequency over repeated trials.
Extinction weakens the CR through the absence of the CS and UCS.
Spontaneous recovery is the sudden reappearance of the CR after a rest period without further exposure to the UCS.

Edward Thorndike's research on cats in puzzle boxes led to the discovery of the Law of Effect.
The Law Of Effect states that behaviors followed by satisfying consequences become more probable, while behaviors followed by unsatisfying consequences become less probable.
Operant conditioning manipulates the consequences of behavior to observe its effect on subsequent behavior.
A Discriminant Stimulus is a specific stimulus that signals a particular response will produce certain consequences.
An Operant is a behavior that affects the environment and is emitted (voluntary).
Schedules of reinforcement determine the delivery of reinforcers based on ratio (number of responses) or interval (time).

Types of schedules include Fixed-Ratio (FR), Variable-Ratio (VR), Fixed-Interval (FI), and Variable-Interval (VI).
In Fixed-Ratio (FR) schedules, reinforcement is delivered after a fixed number of responses.
In Variable-Ratio (VR) schedules, the average number of responses between reinforcers is predetermined.
In Fixed-Interval (FI) schedules, reinforcement is delivered for the first response after a fixed period of time.
In Variable-Interval (VI) schedules, the average interval between reinforcers is predetermined.
Partial reinforcement effect suggests that responses acquired under schedules of partial reinforcement are more resistant to extinction than those acquired with continuous reinforcement.

Negative reinforcement increases behavior by removing an aversive stimulus. It includes escape conditioning, where a response allows the escape from an aversive stimulus, and avoidance conditioning, where a response allows avoidance of an aversive stimulus before it begins.
A Punisher is any stimulus that, when made contingent on a response, decreases the probability of that response.
There are two types of punishment: positive and negative.
Positive punishment decreases behavior by delivering an aversive stimulus.
Negative punishment decreases behavior by removing a positive stimulus.

Observational learning occurs when individuals learn by watching another person exhibit behavior that was reinforced or punished.
Bandura and social learning focus on how individuals learn from observing models.
Bobo doll studies demonstrated that children learn aggressive behaviors by observing models who were rewarded, punished, or experienced no consequences for their actions.
Factors influencing the effectiveness of a model's observed behavior include reinforcement, model similarity to the observer, and other variables.