Learning + Conditioning Notebook PDF

 Lecture Introduction Basics of 1 : Learning -...

 Lecture Introduction Basics of 1 : Learning - Aviour: basic forms of conditioning Behaviorism > Watson's Methodological > Hull's Neobehaviourism Tolman's Behaviorism < Cognitive ↳ Skinners Radial Behaviorism -wat isbenavi 2 Any activity of an organism that can be observed or somehow measured. * can be measured internally/externally. - what is learning 2 A relatively permanent change in behavior that results from some type of experience. be delayed. * change may Forms of Major Learning umlassical conditioning mmm conditioning erant - enviornment induces a involuntary change voluntary induces a behavior change , > , in behaviour. in environmen t. The process by which certain inborn behaviours come to be produced in new situations Involves the strengthening weakening of a behavior as a result of its consequences. ·. · or reflexive/involuntary < these behaviours these behaviours directed. : are voluntary or goal Ex loud noises. Startling in response to. EX. Smiling encourages someone to approach you. food. These reflexive behaviors are paired w/ new stimulus , which elicits the response. Example a rat presses a lever to obtain · a : paired w/ food. Pample : A dog learning to salivate in response to a bell that has been Behavior-leverpress salivation -inf-wireinod of lever pressing increasesa Bell + Food < salivation Bell < salivation sociative I Learning Association is learned between 2 stimuli, or a behaviour a stimulus Observational involves observation of a model's behavior which facilitates the development of similar behavior in an observer. Learning : , EX. A child pushes a baby on a stroller.  5 schools of Behaviorism -wit is Benavor the study of environmental influences on observable behavior. =* the study of observable animal behaviour provides insight into human behavior. Watson's Methodological Behaviorism Psychologists · should study only publicly observable behavior. thoughts feelings drives ignored internal - , ,. is (a stimulus) behaviors (a response). < learning a connection of an environment event s a specific * Environmental events Observable behavior V > v Stimulus-response (S-R) theory Stimulus : presence of food response : run towards food Hull's Neobehaviorism * Hull disagreed with Watsons internal events. Psychologists should infer the existence of internal events , or intervening variables mediate (form connection) the environment behavior · , that a between. < internal events , or intervening variables. mediators consisted reactions (not introspection/mentalism processes). largely of physiological-type Ex drive" food "hunger operationalized as number of hours of deprivation -. reaction). - you act in different ways When your body is hungry (your behavior changes due to a physiological * Environmental events Observable behavior V also S-R theory Stimulus : presence of food "response : run towards food Tolman's Behaviorism Cognitive * Tolman disagreed w/ Hull's Watson ↳ Behavior is more than just a chain of discrete responses attached to a discrete stimulus. S T R X4 directed. showed that behavior broadly goal · Tolman is Gestalt view of learnings behavior =. , - identify objects by analyzing the various of combined form the whole. we not comprising the object but by the way in which parts are to * Environmental events Internal events (intervening variables) observable behavior - V V. 7 version of neobehaviorism Stimulus Internal such as - cog processes expectations response hypotheses. create maps which are mental representations spatial surroundings. · we of cognitive our < based on experiences , expectations , not just learning based reinforcement. Banduras Social Learning Theory of model's behavior of similar behavior in Observational observation facilitating · the Learning involves a , development an observer. ↳ the famous Bobo doll experiment. * Internal events (person variables) V thoughts + feelings ~ All are viewed to interact w/ each other. environmental Observable events behavior Skinners Radical Behaviorism the influence of the environmental · behavior. Emphasizes on overt - rejects the use of internal events to explain behavior. Observable behavior -- - Environmental" ! * - -. i benoir as InternaleventsSpir  Lecture 2 Chapter 1. 1 : Research Methods ples : characteristics of a person place , , or thing that can change (vary) over time or from one situation to another. that be defined or measured. Anything can < Independent variables + dependent variables. manipulated/controlled dependenton change a use Ent is the functional relationship. national ~ Relationship relationship : between changes in the IV (stimulus)'s changes in the DV (response behavior) , > CAUSE + EFFECT behavior. Mulus : anything that can potentially influence behavior , also known as the "cue" that signals of a behavior. Mouse : particular instance < Appetitive Stimulus : an event that an organism will seek out (tends to be pleasant). food when EX , hungry , water when thirsty. Aversive Stimulus : an event that an organism will avoid (tends to be unpleasant Ex. extreme cold , electric shock Motivating Operations affects the Any procedure that appetitiveness aversiveness of a stimulus. · or Privation: prolonged absence of an event increases appetitiveness. Station prolonged exposure : to an event decreases appetitvenes on - Lion do ne define - measure benavior , ↳ the definition MUST refer to some observable aspect of the individuals behaviors be clearly defined. Ex how do we define yelling? Loud vocalization that can be heard outside a closed door. -. Measurements of Behavior Measures should be objective , unambiguous. · Ensure they can be replicated across times place. · Reliable measures have er-rater reliability. higher · ↳ * measures/ratings should be reliable across multiple observers. * ideally , behavior is measured by 2 + observers. · Rate of response > frequency w/ which a response occurs in a certain period of time. (most appropriate when response is brief , w/ well defined start finish). · Duration < length of time an individual repeatedly or continuously performs a certain behavior. (appropriate when either increasing/decreasing the length of time behavior occurs). Speed , behavior occurs , or the (ex length of time for a rat to run through a maze). how quickly slowly rapidity with which one progresses through some type of distance. · or a · · Latency < length of time required for the behavior to begin. (Ex. how quickly rat begins running once it's placed in the maze). # ofE rrors behavior responses can be categorized. (EX # of errors a student makes on an exam). measures as any in which right or wrong · <.  Research Methods 11 Lecture 3 Chapter 2. 1 : Measures of Learning in behavior. < measuring change behavior is of the descriptive method. naturalistic observation studies , > how to measure a only part problem. ~ , case which method behavior methods. determine to use to access the impact of certain variables that experimental Control group designs single subject designs - - on , Research Descriptive Involves simply describing the behaviors the situation within which it occurs. · This research does not involve the manipulation of any variables. · Naturalistic Observation : involves the systematic observations recording of behavior in its natural environment. X difficult to assess causes effect (or the functional relationship). X can't control other variables. < case study approach involves the intensive examination of one or a few individuals. structured & these can be done in natural settings or more settings. Research Experimental causes relationships environment events & behavior. control group designs · Experiments to discover effect between variables varied determine their effect One or more independent are systematically to on dependent variable. single-subject designs · control group : randomly assigned to either an experimental group or a control group. trimental/treatment ~ group : individuals are exposed to a certain manipulation or treatment (ie. food deprivation). tgroup : individuals are not exposed to the manipulation. We want to see a significant difference between groups. Ex. how does food deprivation affect performance of rats in the maze. independent ? dependent ? measures ?, protocols ? predictions ? ~ * food deprived rats will reach the food reward significantly (speed) , I make fewer errors than control groups. determines cause/effects (functional relationship). characteristics of the distributed. random assignment ensures various subjects in each group are likely to be evenly require #'s focus of all in each X large of subjects. X on the average performance subjects group. X ignores individual difference. X results are often analyzed interpreted only at the end of the experiment. Between Subj. design control 1 "in 11 treatment 3 treatment 2 11 Within subj. design control treatment 2 treatment 3 "i "il "i "I  single subject design few to conduct entire requires only one or a subjects an experiment. - simple comparison design < reversal design criterion design - changing problem of generalizability of the results to a broader population. Animals in Research Genetic level mechanisms. · : common molecular · Behavioral level : common principles of learning. their can control manipulate genetic make up. + S can control learning history , schedule , experimental environment. Arguments against AIR findings from animal research have limited applicability to humans. · cognitive ability > physiology ,. difficulty treatments from rodents to humans. translating Ethics of animal is controversial testing · > - animal care committees to ensure humane conduct of all research w/ animals.  Lecture 4 : Elicited Behaviors + classical conditioning Elicited Behavior classical involves elicited behaviors. conditioning 2. A behavior that is "drawn out" of an organism by the presentation of a stimulus (automatic + involuntary). Reflex : relatively simple , automatic response to a stimulus adaptive. < survival promotes + are startle response defensive reaction to a sudden , unexpected stimulus involves the automatic tightening of skeletal muscles as well as various hormonal visceral changes. - - + Orienting response in which we automatically position ourselves to facilitate attending to a stimulus can involve a relatively major body movement such as when we automatically - - , turn to an unfamiliar noise behind us. Fixed action pattern < of specific elicited sequence species behavior by a stimulus. - Ex , dog play postures /head down , bum up , front legs out) in response to its owner pulling out a ball. that sets the fixed action * can often identify a releaser stimulus pattern into motion. fish (releaser). I male beta aggressively posture upon seeing another male * tend to be adaptive responses that evolved to promote survival in the animals natural environment. not well suited the natural environment. changes - to responses are major to Habituation decrease in the strength of elicited response to stimulus after repeated exposure to that stimulus · an a. the 1st time stimulus is will most intense. > present , the response probably be > we tend to habituate to stimuli that are currently irrelevant &low intensity. > habituation is temporary. sensitization sensitization is enhancement of repeated presentation (stimulus). response following the of novel · an a a in our environment. > alerts us to small , possibly dangerous changes , tend to become sensitive to stimuli that > are extremely relevant & high-intensity. u Habituation us sensitization - effects of habituation & sensitization usually disappear when the stimulus is not presented for a period of time. habituation < long-term : the response slowly decreases as a result of repeated stimulation & then Slowly recovers in the absence of repeated stimulation. habituation the & then quickly recovers. > short-term : response quickly decreases < long-term habituation occurs when presentations of stimulus are widely spaced. short-term habituation presentations < whereas , occurs when of the stimulus are narrowly spaced + continuous. sensitization often to other stimuli. generalizes ↳ a shell shocked Soldier is sudden stimulus. Ex. likely to jump not only in response to artillery explosions but also to any classical conditioning environment induces behavior. > a change in > these reflexive behaviors are paired w/ a new stimulus , which then can elicit the response. Pavlov Mpose: to train a dog to salivate to the sound of a metronome. restrained in harness I tube was inserted incision that had > dog was a , a into an been made in its cheek. > the Saliva would run down the tube into a container where it could be precisely measured. CS components : US , UR , , CR  Lecture S : Elicited Behaviors 11 conditioning metitive that is considered pleasant I that the US is an event usually organism < an seeks out. - ex , food , water , sexual stimuli u nconditioning i ve > the US is an event that is usually considered unpleasantI that an organism usually avoids. unpleasant odor. electric shock , painful bites - ex , , rapidly & requires only single few to be conditioned. > usually occurs or pairings strongly > to survive , we have evolved in such a way as to quickly learn to dislike those events that cause pain/illness. context-fear (us) (NS) the animal will learn to fear that box. conditioning : if given a shock while in a certain box , quickly > so similar the CRO the UR are not always · accounts for our fears/anxieties. when fear is appropriate such conditioning is appropriate. · , when fear is inappropriate conditioning can be problematic. · , conditioning mmatory < the NS is associated w/ the presentation of a US. ~ the excitatory S is usually labeled a Cs + not always 'positive, or appetive/pleasurable. the metronome is associated w/ the food EX , presentation of the context is associated w/ the of shock. delivery Conditioning immbitory > conditioning in which the NS is associated w/ the absence or removal of an US is known as inhibitory conditioning. Temporal Factors in Conditioning there are several the presentation & the US. < to of the NS ways temporally arrange Delayed conditioning · TheOnset of the NS precedes the onset of the US , & the 2 Stimuli overlap. played sends of the shock - ex , a tone is , just after the onset. · best arrangement for conditioning especially , when the interstimulus interval (ISI) is relatively short. · the interstimulus interval (ISI) is the time between the Onset of the NSS the onset of the US. Trace conditioning the Onset & Offset of the NS precede the onset of the US (the Two Do NOT overlap) ·. the organism has to "remember" the occurrence of the tone ("memory trace") to be able to associate the NS & the us. · -a tone is played & ends blc the shock is delivered. , just  Simultaneous conditioning The Onset of the NS & the US are simultaneous. · < a tone & a shock are turned on at same time. This procedure usually results in conditioning the NS is no longer good predictor of the US when they happen simultaneously. · poor blc a Backwards conditioning The us is presented first & the NS is presented later. · - ex , the rat receives a shock & then hears a tone. This is the least effective procedure for conditioning ·. < ex , the tone essentially predicts the removal of shock (safety Signal. 2 Opponent Process Theory - Richard Solomon (1980) theory motivation/emotion views emotions of as pairs of opposites. - * happy/sad-fear/relief - pleasure/pain > every process that has an affective balance (ie , is pleasant or unpleasant) is followed by a secondary , "opponent process". > this opponent process sets in after the primary process is quieted. > with repeated exposure , the primary process becomes weaker while the opponent process is strengthened. An emotional elicits competing processes · even 2 : emotional event elicits response (a-process) which then elicits compensatory response (b-process) that serves to counteract the ↳ an a a a-process. & ex , the feeling of relief when exams are over. (a-process) - extreme Stress , followed by elation (b-process) , which slowly returns to normal. Homeostasis : attempts to maintain balance. - the after-effects of explains strong emotions. 1) correlates w/ the of an emotional event. a-process occurrence 2) b-process hedonistically opposite from each (ie pleasurable unpleasurable). a process & are , vs 3) b-process is slow to increase , I slow to decrease. 4) With repeated presentations of the emotional stimulus , the b-process increases in strength duration. > pain turns to pleasure : runner's high reduced continued intensifying b-process (endorphines) - a process , but & Tolerance decreased administration of sensitivity to drug's effect following repeated drug · a. overtime it takes effect. more drug to get the same · , withdrawal reactions the of the effects of the drug symptoms compensatory in the body that of the drug: they the opposite < effects are oppose primary are. ↳ ex , one effect of heroin is euphoria which is replaced w/ dysphoria on withdrawal of the drug.  Metabolic Tolerance reductions in amount of of action * drug reaching site. drugs often. < liver begins to produce more enzymes to metabolize you take Functional Tolerance * reduced reactivity to drug at site of action. in # effect - overtime receptors begin to change to accommodate the drug as your body seeks to maintain a homeostasis. - , conditioned Tolerance learned * drug effects drugs are stimuli. - < drugs can be an unconditioned stimuli (ucs). unconditioned response (UCR). NS/Cu producing accidental overdose due to loss of tolerance. change of context can lead to  Phenomena & & Memory Lecture 6 Classical conditioning : Complexities : Acquisition the process of developing (acquiring) strengthening a conditioned response through repeated pairings of NS W/ the US. : + - proceeds rapidly during early conditioning trials , then gradually. levels off Typical acquisition curve factors influencing speed of · the acquisition : the US consists of of food, or a food > Intensity of the US : When a large amount highly preferred , conditioning is stronger. L > Intensity of * the NS : When the NS consists of aversive conditioning tends to be a louder metronome acquired rapidly , , s often conditioning is stronger. only requires a single trial. - context fear conditioning If a shock (us) while in a certain box (NS) the animal will quickly learn to fear that box (CS). ex given : , , Extinction : weakening or elimination of a CR When the CR is repeatedly presented in the absence of the US. ↳* extinction is not forgetting instead is the process of learning something new · , about the CS. conditioning inhibits the occurrence of the CR in the presence of thecS. · new What happens to the CR ! decreases in · The CR strength. rapidly when thecs(or'Ns') is 7 the CR can be reacquired quite again paired w/ the US. - ex , pair the metronome w/ food following an extinction procedure. spontaneous recovery : the reappearance of a CR following a rest period after extinction. > an extinguished response can reappear even in the absence of further pairings between the CSBUS. > each time the response recovers it is somewhat weaker & is extinguished more quickly than before. Disinhibition the sudden of response during extinction procedure when a novel stimulus is introduced. : recovery a an