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models to explain learning - Coggle Diagram
models to explain learning
classical conditioning
refers to a type of learning that occurs through the repeated association between two or more different stimuli.
classical conditioning as a 3 phase process
neutral stimulus (NS):
any stimulus that does not normally produce the unconditioned response.
unconditioned stimulus (UCS)
any stimulus that consistently produces a particular naturally occuring automatic response.
unconditioned response (UCR):
the response that occurs automatically when the UCS is presented. it is a reflexive, automatic response that is predictively caused by the UCS.
conditioned stimulus (CS):
the stimulus that is neutral at the start of the conditioning process and doesnt normally produce the unconditioned response.
**through repeated pairings of the NS and the UCS, the CS triggers a very similar response that is caused by the UCS.
conditioned response (CR)
: the learned response that is produced by the CS. CR occurs after the CS has been associated with the UCS. behaviour involves with the CR is very similar to that of the UCR, but is triggered by the CS alone.
before conditioning
neutral stimulus produces no relevant response.
unconditioned stimulus elicits the unconditioned response.
during conditioning
neutral stimulus is repeatedly paired with the unconditioned stimulus, to produce the unconditioned response.
after conditioning
neutral stimulus becomes a learned stimulus (conditioned stimulus) which produces a conditioned response which is similar to the unconditioned response.
stimulus generalisation
the tendency for another stimulus- one similar to the original CS to produce a response that is similar but necessarily identical to the CR.
eg: a child hurt by a doctor now fears every doctor, not just the one that hurt them.
extinction
the gradual decrease in the strength or rate of the CR if the UCS is no longer presented.
said to have occured when the no longer occurs following presentation of the CS.
eg: pavlovs dogs eventually stopped salivating (CR) in response to the bell (CS) presented alone in a number of trials in which the food (UCS) did not follow the sound of the bell.
spontaneous recovery
the reappearance of the CR when the CS is presented, following a rest period (when no CS is presented), after the CR seems to have been extinguished.
operant conditioning
form of learning for which the likelihood of a particular response occuring is determined by the consequences of the response.
response with desired consequence will tend to be repeated, and response with undesired consequence will tend to not be repeated.
operant conditioning as a three phase model
antecedant stimulus that precedes an operant behaviour
: eg, upcoming exams
behaviour
: avoiding to study for the exams
consequence
: recieving a bad score on the exam
reinforcers
a reinforcer is any stimulus that strengthens or increases the frequency or likelihood of a response that it follows.
positive reinforcement
occurs from giving or applying a positive reinforcer after the desired response has been made to encourage this behaviour in the future.
eg: wash the dishes at home, receive praise (positive reinforcement), more likely to do it again in the future.
positive reinforcer
stimulus that strengthens or increases the frequency or likelihood of a desired response by providing a satisfying consequence.
negative reinforcement
the removal or avoidance of an unpleasant stimulus to strengthen behaviour.
eg: driving safely to avoid getting a speeding fine, doing homework to avoid detention
negative reinforcer
any unpleasant stimulus that when removed or avoided, strengthens or increases the likelihood of a desired response.
punishment
the delivery of an unpleasant consequence following a response, or the removal of a pleasant consequence following a response.
positive punishment
involves the presentation of a stimulus and thereby decreasing the likelihood of the response occurring again.
eg: extra chores given at home after coming home after curfew.
negative punishment (response cost)
the removal of a stimulus and thereby decreasing the likelihood of a response occurring again.
since negative punishment involves taking a stimulus away or not obtaining a reinforcer as a consequence of the behaviour it is a response cost.
eg: getting a speeding fine and money gets taken, getting phone taken for talking back to parents.
stimulus generalisation
occurs when the correct response is made to another stimulus which is similar to the stimulus for which the reinforcement is obtained.
stimulus discrimination
organism makes response to a stimulus for which reinforcement is obtained but not for any other stimulus.
eg: pecking disc when pigeon sees green light but not red light.
extinction
the gradual decrease in the strength or rate of responding after a period of non reinforcement.
occurs after the termination of reinforcement.
spontaneous recovery
the response is then shown after the absence of reinforcement.
acquisition
process of the operant (animal or person) acquiring learning via the process of repeated reinforcement or punishment of the behaviour.
observational learning
occurs when someone uses observation of another persons actions and their consequences to guide their future actions.
attention
pay attention in order to observe the modeled behaviour
active focusing on observation
can be influenced by the motivation and interest level of observer, personality characteristics of the model, attractiveness of model.
retention
mentally retain what has been observed
responses learned by modelling are often not needed until some time after they have been acquired.
memory plays an active role in learning.
reproduction
be capable of reproducing the behaviour
the ability to reproduce the models response may be restricted by physical limitations
paraplegics cannot learn to walk by observing others
motivation
be motivated to perform the behaviour
learner must have incentive or reason for the behaviour to occur.
motivation can increase if the person they observe is significant/ famous/ admired.
reinforcement
have a reinforcement to perform the behaviour.
bandura believed that we model our behaviour on that of others because we expect reinforcement or rewarded for doing so.
reinforcement will influence motivation.
reinforcement influences motivation to perform the learned behaviour.