Lecture 7 Outline (2) PDF

Learning Lecture 7 PSY 102 (Section 8) Oct. 30th. 2024 Dr. Avideh Gharehgazlou (Dr. G) Lecture Overview Assignment 2 due at 11:59 p.m. on Nov. 13th Exam 2  Next week Different types of learning: Classical conditioning Operant conditioning Habituation...

Learning Lecture 7 PSY 102 (Section 8) Oct. 30th. 2024 Dr. Avideh Gharehgazlou (Dr. G) Lecture Overview Assignment 2 due at 11:59 p.m. on Nov. 13th Exam 2  Next week Different types of learning: Classical conditioning Operant conditioning Habituation  PollEv.com/avidehgharehgazlou797 Poll Review What is Change in one’s actions, thoughts or emotions as a result of ____________ Learning? Learning Through Conditioning Conditioning  forming __________ between stimuli ________________  Form of learning in which one responds to a __________________ stimulus that has been ___________ with another stimulus which elicits an automatic response Classical Conditioning  __________ learning: __________________  elicits an automatic response without prior conditioning __________________ Classical automatic response to a stimulus that does Conditioning not need to be learned  __________ learning: ___________________ initially neutral stimulus that comes to elicit a response due to association with an UCS Classical ___________________ response Conditioning previously associated with nonneutral stimulus that is elicited a by a (previously) neutral stimulus through _____________ Class Activity Conditioned response is _________, but ___________, to the unconditioned response  Strength of the CR The ___________________ the CS & UCS are __________ together  the stronger the CR will be The _____________________________ CS with the UCS  the slower the speed of learning & the lower the strength of the CR Phases of Classical Conditioning: Acquisition is the ___________________ of CS & UCS increasing the strength of the CR Spontaneo Acquisitio Extinction us n Recovery Learning phase during which a _____________________ is established Phases of Classical Conditioning: In extinction, the CS is presented repeatedly ____________________  resulting in the gradual _________________ of the CR Spontaneo Acquisition Extinction us Recovery Gradual ______________ & eventual _____________ of the CR, after the CS is presented repeatedly ______________  Phases of Classical Conditioning: Spontaneo Acquisition Extinction us Recovery ____________________ of an ___________ after a delay following an extinction procedure  New CS that are __________, but ____________, to the original CS elicit a CR Occurs along a _______________________ the more ___________ a new CS is to the original CS, the stronger the CR will be Is adaptive  allows one to transfer what they’ve learned __________________ Stimulus Generalizat ion  Displaying a less pronounced CR to CS that __________________ the original CS Is adaptive  allows one to ___________________ stimuli that share some Stimulus similarities, but differ in important ways Discriminatio n  Higher-Order Conditioning When one develops a ______ to a CS due to its association with another ______ Whereas in classical conditioning  one develops a _____ to a CS due to its association with an ________  Higher-Order Conditioning Each progressive level results in _______________________: 2nd-order conditioning tends to be ______ than classical conditioning 3rd-order conditioning tends to be ______ than 2 nd-order conditioning 4th-order conditioning tends to be ______ than 3 rd-order conditioning Poll Activity PollEv.com/avidehgharehgazlou797  Type of learning that is controlled by the ___________ of one’s behaviours Can be used to _________________! _____________ Operant  behaviours produced to receive a reward Conditioning Skinner Box Developed by ____________ Used to study __________ by recording behaviours of animals  Reinforcem ent Reinforcement  any _________ that makes a behaviour ____ likely to occur (_____________ the probability of the behaviour) _________ reinforcement: ______ a pleasant stimulus in the organism’s environment to _________ a behaviour __________ reinforcement: __________ an unpleasant stimulus from the organism’s environment to __________ a behaviour  Punishme nt Punishment  any __________ that makes a behaviour ______ likely to occur (___________ the probability of a behaviour)  ________ punishment: _______ an unpleasant stimulus in the organism’s environment to ________ a behaviour  ________ punishment: ________ a pleasant stimulus from the organism’s environment to ________ a behaviour Class Activity Reinforcement or ______________ works better than ___________ in the long run Punishment? Disadvantages of ___________: Only informs us what ____________ – rather than teach us what __________ instead Creates _________ – which intereferes with future learning May encourage subversive behaviour – only display forbidden behaviours when we ________________ May become a model for children’s aggressive behaviour __________________ tends to be effective Punishment of an undesired behaviour works best when a desired behaviour is Discriminative Stimulus Stimulus that is associated with the _________________________ We are responding to _____________ all the time, even if not aware of it Discriminative stimulus is different from _____________________  Schedules o Reinforcem ___________ of reinforcing a behaviour ______________ reinforcement  reinforcing a behaviour every time it occurs __________ reinforcement  only occasional reinforcement of behaviour Leads to a greater resistance to ___________ Schedules of Partial Reinforcement ______________  reinforcement provided following a regular number of responses _____________  reinforcement provided after a specific number of responses on average, with the number of responses varying randomly Yields the ___________ of responding, due to its extreme __________________ Schedules of Partial Reinforcement Continued _________________  reinforcement provided for a response following a specified time interval _________________  reinforcement provided for a response in changing/random time intervals Group Activity  _____________________  an initial increase in intensity of the undesired behaviour, shortly after ________________ _____________ reinforcement  undesired behaviour _____________ reinforcement  extinction burst  extinction Stimulus Generalization & Stimulus Discrimination In _____________________: _________________  the response is elicited by stimuli similar to the original CS _________________  displaying a less pronounced response to stimuli that differ from the original CS In : ________________  training pigeons with reinforcers to distinguish between Monet’s & Picasso’s artworks ________________  the trained pigeons can also distinguish between artworks from other painters which are similar to Monet’s & Picasso’s Classical conditioning Operant conditioning An ___________/________ A __________ behaviour or response is “______________” response is developed (response is elicited) (response is emitted) Reward is _____________ of the Reward is ______________ of response the response Response depends primarily Response depends primarily on the _________________ on _____________________ Applications of Classical Conditioning Advertisements pairing products with pictures of _________________ to establish classically conditioned connections between their products & _________________ Applications of Classical Conditioning Classical conditioning can be used to produce ________ in humans ________________ (_____________) After pairing the _______ with the UCS (loud sound), _________ displayed a CR (crying) to the _________ (CS) ________________ also showed stimulus generalization Very unethical study Applications of Classical Conditioning Classical conditioning can contribute to _______________ & ____________: Introduce the patient to the ____________ stimulus while giving them something pleasurable The __________ stimulus will eventually elicit a new CR  pleasure, rather than _______  Recall (Lecture 2) Behaviourism Uncovering the general laws of learning by studying ________________ _______________ _____________ Behaviour can be strengthened or weakened depending on its consequences ____________ ____________ relatively ineffective in the long run Black box psychology: Input Output (possible consequence) (observable behaviour) 40 Habituation The process by which we respond ____________ over time to repeated stimuli The ______________ form of learning Next Week Assignment 2 due at 11:59 p.m. on Nov. 13th Exam 2  Next week (beginning at 3:30 p.m.): 50 multiple choice questions (50 marks): 20 questions -- Lecture 5 12 questions – Lecture 6 18 questions – Lecture 7 2 short answers (10 marks)