Understanding Learning and Behavior

• Learning and behavior are closely linked.

Learning

• Synonyms include evolution, modification, addition, and improvement.
• Also includes perfectioning, memorization, and acquiring knowledge.
• Includes Know-how, interpersonal skills, and development.
• Learning represents an internal process leading to changes in behavior and skills.

Observations and Questions on Learning

• Learning can be observed through behaviors, skills, and knowledge.
• Implementation circumstances vary, e.g., knowing to speak English but not to a Francophone.
• Duration of modifications can differ; knowing how to swim is permanent, while memorizing a poem might be forgotten.
• Fatigue, hunger, or thirst are not learning causes, however, maturation is.
• Difficult to define precisely; each definition has limitations.
• Consequence, duration, and causes define it as a relatively permanent change in the ability to perform.
• This change results from experience.

Change Causes in Learning

• Change is the result of environmental intervention on behavior.
• The process underlies changes in behavior due to experience or contact with the environment.

Ethological Definition of Learning

• Any lasting behavior modification due to a past sensory experience.
• Includes a change in an individual’s state following an experience, though this excludes situations not considered learning

Other Considerations for Learning

• Consequence of exercise and repeated action, excluding situations with no action emission or repetition.
• The responsible mechanism modifies an individual’s state, manifested through behavior change after an experience stored in the nervous system.
• Excludes animals without a nervous system and AI.
• Involves a structured update of a system's properties based on new information processing.

Causes of Learning

• In stable or cyclic environments, pre-programmed behaviors are sufficient and less costly.
• Instable environments necessitate learning, but are not entirely predictable, thus requiring the capacity needed for adaptation.
• Learning is a fast behavior change process considering previous experiences.
• The rat (surmulot) and food neophobia are examples of this.
• The capacity to acquire, process, and store information and adapt to the environment over time defines learning.

Important Considerations

• Not every change is linked to learning.
• Some stimuli trigger stereotyped or reflexive responses that are non-learned and exist only for these stimuli.
• An example is the mammary pheromone in rabbits triggering suckling or cardinal point reflexes in newborns.
• Instable environments require behavior modification for adaptation.
• Behavior modification does not always equal the acquisition of new behaviors.
• Some genetically programmed behaviors can be modulated by learning, such as associative learning in dogs (Pavlovian salivation).

More Important Considerations

• The modification of the environment does not always equal the modification of behavior.
• Some pre-programmed learning can only be learned during certain periods.
• Not all environmental modifications cause learning.
• Critical/sensitive periods for development exist, like song and imprinting in birds and language in humans.
• Four types of causes/explanations for behaviors exist, described by Nikolaas Tinbergen: these help explain why someone sleeps at night for example.

Proximate Causes

• Includes immediate triggers of behavior and biological mechanisms.
• Diminished luminosity (night) triggers melatonin production, preparing the body for sleep.

Phylogenetic Causes

• Consists of studying of a spices evolutionary history, changes within a species during evolution.
• Example: mammals and primates are often diurnal and sleep at night.

Functional Causes

• It's considered an adaptive selection for the individual behavior.
• It allows physiological, psychological, and intellectual recovery.
• Recovers are more indicated when absence of light inhibit human activity.

Ontogenetic Causes

• Covers the process of developing a behavior from embryogenesis to death, including individual changes through life and the interaction between genes and environment.
• Newborns need about 16 hours of sleep per 24 hours, children between 9 and 12 hours, adults between 7 and 9 hours, and older adults sleep in shorter increments.
• The duration of learning involves permanent changes as a result to it.
• Knowing how to swim is definite to learn but knowing your course is only timely defined.
• Learning permanently changes the organism, although learned, behavioral response can fade or be forgotten.

Time Required to Learn

• Learning that fire is dangerous takes seconds, but reading may take years.
• The duration of learning varies depending on the behavior.

Changes That Aren't Learning

• All behaviour changes are not examples of them, examples include the following.
• Temporary and specific changes, such as fatigue, hunger, or thirst.
• Lasting changes, such as maturation or physical growth.
• The interaction between learning, maturation, and motivation is key.
• Learning to read requires perceptual-motor, cognitive, and emotional maturation and varies with the child’s motivation.

Innate vs. Acquired Behaviors

• All species have both innate and acquired behaviors.
• The interaction between genes, environment, predisposition, and learning determines behavior.
• Newborns exhibit automatic walking, which disappears after weeks.
• Learning to walk occurs around 12 months.

More On Learning and Behaviour

• Language is a pre-programmed learning during a sensitive period, leading to imprinting.
• Driving involves learning if needed, based on motivation.
• Evolution (phylogenetic) and learning (ontogenetic development) run in parallel.
• Evolution includes; genome variation, environmental selection for survival, and passing on the variation to descendants.

Learning Analogy to Evolution

• The behaviour variation exists for selection by the environment via reinforcements or operant conditioning.
• The neurological mechanisms are responsible for the retention of new behavior.
• Learning is verified by observing a change in behavior.

Limitations

• Learning may be unobservable or silent, such as internal languages.
• The context might not be favorable for demonstrating the behavior.
• Analyse, the organism's entire is the main place for changes in behavior.
• To include observation of circuits that connect neurons and neuro transmitters.
• To including molecular and cellulaires aspects is a major analysis factor.
• Learning durably modifies neuron networks or the neurons themselves, even if the behavior disappears.
• To fully understand complexity, include all three levels of analysis, often limiting focus to the first level and observable changes.

Behavior

• Synonyms: action, reaction, movement.
• Defining questions include: comment vs. why.
• Observables, like crying and tension differ, and are distinct from inobservables.
• Piaget's concept on the permanence of the object is an example of an Inobservable.
• Cause -> effect, with an understanding of temporality.

Ethological Approach to Studying Behavior

• Includes describing what, where, when, how, and why.
• What: Description of the behavior.
• Where: Spatial component (location relative to others).
• When: Temporal component (season, age, duration).
• How: Motor and physiological aspects plus involved stimuli.
• Why: Motivational aspects and conditions leading to the behavior.
• Description may be formal, describing form, posture, movement, and spatiotemporal events without interpreting significance.
• Language includes cries, vegetative sounds, babbling, proto-words, and one-syllable words.
• Functionally, describe the behavior's function by its consequences.

Language

• Involves the mother selecting sounds through reinforcement and shaping interaction with the speaker.
• Describe it formally by decomposing it to units (or items).
• The same formal behavior can have different functions.
• All units described for a species equal a behavioral repertoire.

Theories

• Structural theories explain behavior structurally.
• Functional theories explain it functionally.
• Structures includes understanding behaviour and internal factors that sustain it.
• Functionally understands the relations of incoming stimuli and a organisms behaviour.

Theories In Details

• Structural theories focus on how an individual or body system is made up.
• Internal factors should include biology, structure, genetic and underlaying cognitions and neuronal system descriptions.
• Component identification of implicaded mechanisms and structurs responsible for arising behavior.
• Functional understands incoming stimuli and relates organisms behaviour.
• To describes individuals that adopt a certain behaviour is a method used in functional.
• Includes to identify if a behavior can be adapted to reach an objective or to satistfy a necessity.
• The ulitility or adaption of said behaviour will make out interested in the function.

More on Functional Theories

• Cognitive aspects such as; visuo-special sketchpad, episodic memories, motoric and cognitive schematics.
• Fear behaviour, such as running, stems from the activation of the amygdala.
• Fleeing is an adaption that helped survivability in menacing perils.
• Fear causes fleeing and fighting reactions, that prepare people to react to immediate danger.

Psychology History

• Includes aspects such as structurism, functionalism, behavorism, cognitivism.
• Non-associative learning: defines changes in stimulii response that are repetitive.
• The innate or "unconditional" response is one that doesn't require prerequesites.
• This "unconditional" repsonse can be a stimulus.
• Salivation = an unconditional response caused by unconditional nourishment that creates character.
• Yes, the previous phrase is an example of "reflex" or of character.

Habituation

• Includes the reduction of an intense stimulii response caused by its repetitiveness.
• S-> R: Stimulus affects the repsonse.
• If the response of declination is tie to a tiring process, we can't call it habituation.
• High response is an adaption, but it is costy on its cognitive resources.

Examples of The Above

• Common with humans and animals, such as the train passing in the yard, cloths and clock's tic.
• Includes the violent noise, for example a mouse's reaction to the same stimuli, at first there is a vigilant reaction that dissipades and disappears after the 5th repetitiveness stimuli, as the subject is convinced that the sound is not a danger.

Novelty as An Habituation Factor?

• If S2 has more fixation time than T1, it confirms S2 as a new and S1 has been integrated.
• The "dishabituation" of a new stimulus is a process that re-establishes the primary response.

Dishabituation

• Re-activation of response to a new stimulus -S1- after its habituation, by introduction of S2.
• The presentation is repetitive until it the response to the stimuli is diminished.

Sensibilization

• Decline of stimuli due repetitive presentations.
• This could stem from various causes.
• After some time a neutral stimulus could start a reaction.
• Example: the sound of the dripping water tap.
• When A, a stimulii is shown previous, the resulting sensibilization will generate responses from B, C and D - all stimulii ignored previously.
• Ex: being grumpy at work, the arrival home makes you yell at some detail your partner made.
• Agumenting a response, results to body self-preservation or vigilance setting.
• Sensibilization leads to chronicle pain.

Sensibilization Periferial

• Happens due terminal nerve endings (muscles, surface touching, articulations, etc).
• Wounds and inflamation causes chemical substance liberation that augments and excites nociceptors (sensorial receptors related to pains).
• The nociceptors, usually low level, start high pain signaliing.
• Sensibilization goes central through the nervous system, brain and epinier muscle.
• A continued or intense, intense and ongoing, will set Moelle Épinière hyper activation.
• Amplifies signals, chemical make-up shifts making hyperexcitability lasting longer - so the pain persists without trauma.
• Habituation lowers the response when exposed to innocuous cues and sensitization increases responsiveness after threats.

Association Learning

• Associative learning = durable behavioral change in response to an experience/environmental adaptation.
• Habituation: learning by decrease due repetitive stimulus.
• Stimuli causes a non menancing/repetitive.
• Dishabituation that generates a new response.
• The organic processes in the environment generate dishabituation and allow the subject to react as expected.
• Increase in response can generate hyper vigilance responses to menancing stimuli.

Classical Conditioning

• Classical/responsive conditioning occurs.
• Pavlov, russan investigator who won nobel for medicin 1904, for his experiments on digestion.
• An associated stimuli can get a result after repeated associations with a reaction that naturally happened.
• Conditioning will arise by the value/relation that the former stimulii has with the later ones.
• Associated conditioning with pleasant or unplesant stimulii.

More on Conditional Learning

• Delayed training: 2 stimulii starts before another, the earlier one goes until the stimulation is done.
• The tracing involves, after one stimuli is sent, a later one starts to show and a interval occurs between reactions.

Conditioning Retro Active

• After it finishes it has it's own pause (interval described earlier).
• Backward conditioning comes after the stimulation happens and stays without anything.
• Concurrent activity happens where to events appear at same time. How to assess that: repetitions.
• Bigger learning will be bigger than the initial trials, that comes from first exposures.
• Anneu & Kamin experimented and gave rats sound and static electrical sounds from those tests.

More on Conditioned Sounds

• Freezing is one reaction.
• The amplitude shows how many paired stimuli can exist.
• Each has a threshold (being 0.85).
• It can become a phobia with repetitive experiments.
• Relationally, the conditioned stimuli needs relational signification and the effect of inter stimulii causes blockage.

The Blocking Effects

• Contingency should be defined at 2 possibilities.
• The effective stimilui must be a prediction itself.
• The condition in there can be a variable (procedural) and will state its intensive.
• There is negative or affirmative blocks in a condition.
• Rats received two stimi, light and sound.
• Shock will cause immobility, both sound and light (expiremental).
• While light has been identified as a predictive element, sound will be percieved differently once tested.

Imbibition Latente

• By préexpositing one stimuli it will weaken it's significance.
• Phase 1 pre-exposure, the passive sound generates no RC/affectation.
• After a conitioned phase 2, SC + SI = RC.
• Attention to SC has decreased at stimilu has a low significance.
• Common also at severe states such schizophrenya, the ones are not able to ignore it, as studies shows.

Classism Condition

• Extinction of RC and with that its deattaching factor.
• By augenting the time of separation between stimulis or the introduction of "stimuli-less".
• Resistence has to has a relation of high value to be able long stand.
• If long established that relationship will live longer.

Quick Reestablishs Situations

• After extinction coupled as SC with SI will give RC that quickly sets up in 1 time.
• ABOLITION comes not the apprentissage.
• Innate relations that can also be known as conditionees.
• The SC stimulates and generates the situation.
• Present a sound frequency that is intense and has a duration, to identify RC.

Conditions With All of A Circumstance

• Bites creates phobias to other dogs.
• To generate stimulus the answer decreases as they change.
• Jenkins & Hamiston made similar studies on 1960 on pigeons.
• Different stimuli will cause reactions and test general stimulis.
• Discrimination happens when different answers appear to a given stimuli.
• Pavlov studied if dogs know how to discriminize similar events or not.
• Each section needs its own nutrition, some will and some won't affect SC.
• The measure its discrimination capability and creates entrainement.

Counter Measure Conditions

• A support or condition that supress RC by pairing or relating 2 factors and that makes tension and pleasure by suppression the reaction to fur of labbits.
• Associative methods of learning involve error to establish.
• Thorndike established evolutionary intelligence between animals rather then people.
• Creating problems, with traps and pull mechanisms, a reward outside (being food).
• The cats that suffered in the boxes, learned how to open and get food.

Continued Study And Trials

• Law to effect: when producing different answers to same issue, only the satisfaction one will be used, with the satisfaction of being able to get desired outcome.
• Situation is in connection with that satifacation will make the re-approach to behaviour is most likely.
• The situation and response will come into that state and makes re-approach one likely condition.
• If a subject continues a action to get one satisfaction, that continues with certain behaviour will empower reaction.

Additional Information

• One act of not exercise will damage that learned behaviour.
• Learning by the errors.
• Small studied labyrinths used for cats.
• Watson's suppression of sensories and its relation to labrinyths.
• Rats in visual absence will learn regardlessly due their proprioceptive system.
• Tolman used rats and their labs to establish relation by the stimulis.
• High mistakes number is to be noted when rewards is explicit.

More Info

• The rapid pace of smaller number and errors are a way to see relation.
• Erring happens due lack of reward or unmotivated subject.
• By mapping behaviour and reward zones, a cognitive pathway may be created.
• Kohhler's box could generate the solution (rather then a random trial).
• Solving a problem can happen visually and it is known as "insights".
• Chimps will use tools like two long sticks - they will finally find how to fit em.
• Insights come to when the subject understands, after a "click", what to do to get reward.
• Learning involves new relations and the sudain cognitive understanding.

Aspects Of Perception

• "Is everything greater then its parts".
• The gestalt creates understanding of object's shape when it is shown in a new way.
• Creating an instrument such a Skinner box, that may operate and generates a situation without human interference.
• Lever operation can be related to a desired outcome.

Behavior

• Consequence and augmentation with high rate of operation.
• Behaviour is altered by its aftereffects, and can make circular reactions.
• To change environment a behaviour can be operated instrumental.
• By relationnally giving more reward those behaviours increase and so will punish.
• One example is relating a "botton" to one situation will make the subject press it and it will relate with its desire.
• This "lever" will act as reinforcement of operant action.

More Examples

• Or send pain as "negative reinforcer".
• By removing the shocks to subject to change its behaviour is the "reinforcer" that changes a given behaviour of shock (and avoidence).
• If both cases increases the behaviour, the punishment is to remove one stimuli to diminish conduct.

Punitions

• One negative measure is used by removing an element in attempt to remove some "conduct".
• The "buttom press" situation works negatively.
• After doing action, a result shows and diminish the need to press or repeat the activity.

Conditions

• The elements that change actions and stimulii can change conditions.
• Addings or subtractions can vary the intensity of an operant action.
• These acts and the state of mind can lead the stimuli as discrimanatory situations.
• High food = more pressing the button.

Conclusions

• To not press will save him from electrical harm - "negative".
• To be fed is good - "positive".
• A factor that is known as "the discriminator" signalize the availability of a result
• High lighting will notify a negative result.
• Motivation state shifts stimulus perception or appreciation.
• Hunger generates more will to press and look for it, than in abundance.
• In this manner it can be observed even in the most simple and basic conditions.

Final Thoughts

• Stimulii shifts stimulus understanding and apreciation.
• Discrimatory states are also present in early phases of life, such that a high tension father figure might be a source of hug more.
• The condition for motivation increase or diminish reinforce, it is with satiety or opulence where we want grignoter more.
• By augmenting our need, is the factor that increases more as time goes to hunger and we will want to grignoter.
• Operative condition creates an event were a conduct might change a state.

Facts About Reinforcers

• The action comes after the stimulus and with negative reward happens after the action.
• The stimuli and the person may create a "operative result".
• The action comes from behaviour not just an operant result.
• Action gets functional over a period after and also for its classe of functions.
• The act of getting satisfied will influence actions in the present.
• Reinforcers come, for example, from the approval and praise of a friend on a new haircut.

Humans Behaviours To Reinforce

• An event related on work/task such a learning shift can augment a work output from workers.
• The operative process is found to change over time.
• Reinforcing functions can also change that as time changes.
• Reinfrocements can happen for action of stimulis without being "taught".
• Reinforcers will have features adquired by the organism.
• General conditions such a stimulator and general attention can also be re-applicable.
• Reinforcers are distinguished base on their format.
• A person story can change their quality and impact.

Examples

• At primary school for example the erasure of the drawings is a good reinforcement.
• While high attention is an powerful for humans its important to create it for obtention with BPC behaviours- that way the student can obtain attention even if disrupting the class (an issue).

Process

• Behaviour can self generate.
• Sensory and action-s all can self modulate.
• To shape = reinfrocating aprox satisfactions (that might come at high time cost).
• Chainings and discrets is part of the chain.
• Increase stimuli for and action is followed in "ba and Pa", for exemple a child learning to read.

Suppression

• When relating the cause/effect.
• Association studies generate good conditiones to work around.
• Programmes that work reinforcing can vary in time of work relationship.
• A ratio is deliver after n reponses.
• Variable rate : amount of time needed varies for that deliver rate.
• Stable or time/change variables shows if there are second rewards.
• Acquiring response = good and fast in time
• With money: can provide a nice example of fast work delivery that ends fast.

Examples

• Money that sometimes are presented are the gambling effects (aleatory results).
• Exam periods where reviewing needs good time management and will be an effective for better grades.
• The combination of those elements are how a company and personal life works.
• Knowing call waiting periods and call waiting probability with time.
• Cognitivism social work allows the cognitivism and behavior relations such auto regulations, to build their theorical.

More Info

• BCP theorie is the acquiry for others, such to observe others social lives and with that build life patterns.
• By that with experience, a person and understand what has to be learned for its own with stimulus and social interactions
• Pbl, sometimes the person has a bad concept of the consecuences and is why the people does bad.
• It all builds for and for learning experiences.
• It is that way as one models behaviour and in return will model its effects - this is called "learning social".

Social

• Expirements from Bobo, by Bandura makes an analogy and builds new theory.
• First bobo: aggressive behaviour with results in a doll for example (first 1961). There after one with rewards and others ignored from 1965 has similar results.
• The "model" is the one that is trying to be followed for someone else imitation".

Factors That Come In "Players"

• Event modelling .Stimuli modelant • distinctivité • valeur affective • complexité • prévalence • valeur fonctionnelle Caractéristiques de l'observateur • capacités sensorielles • niveau d'éveil attente perceptuelle • renforcements antérieurs
• The conditionings and how they operate will detarm, modific and generalizes different situations.
• Conditions are mostly related with consewuences/repercussions of ones actions will be the most learning factor the "action".
• Nerosis stems (also) with the conditioning process or actions of some sort.

Details And Factors

• High levels of stress and environment can be associated.
• Some learning conditions is not about what but HOW a stimuli is showed.
• An environment can be experimented.