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LEARNING - Coggle Diagram
LEARNING
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CLASSICAL CONDITIONING
A type of learning that occurs through the repeated association of two different stimuli. Learning only occurs when a particular stimulus consistently produces a response that it did not previously produce. A response is automatically produced by a stimulus that becomes associated with another stimulus that would not normally produce this response.
Three Phase Process
Before Conditioning
- NS produces no relevant response
- UCS elicits the UCR
During Conditioning
- NS is repeatedly paired with the UCS to produce the UCR
After Conditioning
- NS becomes a CS
- CS produces a CR which is usually similar to the UCS
Trials, Acquisition and Timing
- Each paired presentation of the NS with the UCS is referred to as a trial
- Acquisition describes the overall process during which an organism learns to associate the NS and the UCS until the NS alone has become a CS that produces the CR
- An important consideration is the timing of the NS and UCS pairing, the NS should be presented before the UCS and there should be very short time between their presentations
Stimulus Generalisation
The tendency for another stimulus that is similar to the CS to produce a response that is similar, but not necessarily identical, to the CR
Stimulus Discrimination
Occurs when a person or animal responds to the CS only, but not to any other stimulus that is similar to the CS
Extinction
The gradual decrease in the strength of rate of a CR that occurs when the UCS is no longer presented.
Spontaneous Recovery
The reappearance of a CR when the CS is presented, following a rest period after the CR appears to have been extinguished. Does not always occur.
OPERANT CONDITIONING
A type of learning whereby the consequences of behaviour determine the likelihood that it will be perofrmed again in the future
Three-Phase Mode
Antecedent (A)
- Stimulus that occurs before the behaviour
Behaviour (B)
- Occurs due to the antecedent
Consequence (C)
- Consequence to the behaviour
Reinforcement
When a stimulus strengthens or increases the frequency or likelihood of a response that it follows, strengthens behaviour
Positive Reinforcement
Giving or applying a positive reinforcer after the desired response has been made
Negative Reinforcement
Removal or avoidance of an unpleasant stimulus
Punishment
Decreases the likelihood of a response that it follows, weakens behaviour
Positive Punishment
Giving a negative punishment after an undesired response has been elicited
Negative Punishment
Removal of a pleasant stimulus
Response Cost
The removal of any valued stimulus, whether or not the stimulus causes the behaviour. There is a cost for your response.
Stimulus Generalisation
The correct response is made to another stimulus that is similar (but not identical) to the stimulus that was present when the conditioned response was reinforced
Stimulus Discrimination
When an organism makes the correct response to a stimulus and is reinforced, but does not respond to any other stimulus, even when they are similar
Extinction
Gradual decrease in the strength of frequency of the response following consistent non-reinforcement
Spontaneous Recovery
Organism will once again show the response in the absence of a reinforcer (after it has been extinct)
OBSERVATIONAL LEARNING
Occurs when someone uses observations of a model's actions and the consequences of their actions to guide their future actions.
- Model: who/what is being observed
- Live Model: real-life person who is demonstrating
- Symbolic Model: real or fictional model who is displaying behaviour in books, movie etc.
Observational Learning as Conditioning
Involves being conditioned indirectly by observing someone else's conditioning, so can be called vicarious conditioning. The individual watches a model's behaviour either being reinforced or punished, and then is more or less likely to behave that way themselves.
Stages of Observational Learning
- Attention: In order to learn through observation, we must be paying attention to or closely watch a model's behaviour and the consequences.
- Retention: Having observed the model, and paid attention to the behaviour, we now must remember the model's behaviour
- Reproduction: When the models behaviour has been closely watched, and remembered, we can attempt to reproduce, or imitate, what has been observed. We must have the ability to be able to be able to produce the behaviour that we have observed
- Motivation: If we have watched and remembered and are able to reproduce the behaviour, we now have to be motivated to reproduce it
- Reinforcement: Unless the behaviour is useful or is reinforced, we are unlikely to imitate it