Lrlk Wahlberg

S? 113 Culz 3 ChapLers 7 8 8ead 9a

ChapLer 7 Learnlng
l Learnlng a relaLlvely permanenL change ln behavlor LhaL ls nC1 due Lo faLlgue lllness or dug lngesLlon
a avlovlan CondlLlonlng (classlcal condlLlonlng) learnlng process where prevlously neuLral sLlmulus becomes
assoclaLed /w anoLher sLlmulus Lhrough repeaLed palrlng /w LhaL sLlmulus
l u8 uncondlLloned response
1 An unlearned response elecLed by lnsLlncL
ll uS uncondlLloned sLlmulus
1 SLlmulus LhaL auLomaLlcally elecLs a response w/o prlor condlLlonlng
lll nS neuLral sLlmulus
1 More lnfo
lv CS condlLloned sLlmulus
1 1he creaLed sLlmulus LhaL does noL need Lo be assoclaLed wlLh a response
v C8 condlLloned response
1 1he response ellclLed by Lhe lnLroducLlon of Lhe CS
vl Lxample of Classlcal condlLlonlng
1 neuLral sLlmulus cllck from cllcker
2 uncondlLloned sLlmulus meaL
3 uncondlLloned response dog sallvaLlng due Lo food belng presenL (Lhe uS)
4 alr Lhe CS and Lhen lnLroduce Lhe uS
a 1hls beglns Lhe dog becomlng accusLomed Lo Lhe CS belng an lndlcaLor of Lhe uS comlng
3 llnally afLer condlLlonlng Lhe CS wlll lead Lo Lhe u8
vll 1he CondlLloned SLlmulus subsLlLuLes for Lhe uncondlLloned SLlmulus
vlll 1emporal facLors
lx Measurlng Lhe sLrengLh of condlLlonlng
1 CradlenL of CenerallzaLlon When a sLlmull has degraLlons (such as sound) slmllar sLlmulus has a
decreaslng lmpacL
a Lx SLlmull seL aL Lone 0 wlll elecL smaller responses aL 1 / 2 / and 3 Lone respecLlvely
b Lx Sound lf an anlmal ls Lralned Lo sallvaLe aL 1000 PerLz when produclng a sound LhaL ls
800 Pz or 1200 Pz wlll produce a slmllar buL weakened C8
x CenerallzaLlon
1 Lxample of Lhls ls Lhe llLLle alberL" experlmenL
2 1hrough classlcal condlLlonlng alberL became afrald of whlLe raLs buL also became afrald of whlLe
bunny rabblLs and a whlLe SanLa clause beard
3 Classlcal condlLlonlng can Lo lead Lo a generallzaLlon effecL where Lhe nS and anyLhlng assoclaLed
wlLh Lhe nS becomes Lhe nS yeL wlLh a lessened effecL
4 8esponse generallzaLlon Lhe more slmllar Lhe new sLlmull ls Lo orlglnal CS Lhe more llkely Lhey are
Lo evoke Lhe same response
xl ulscrlmlnaLlon lL ls evoluLlonary adapLlve for humans Lo exhlblL dlscrlmlnaLlon
1 We learn Lo dlscrlmlnaLe 2 dlfferenL Lypes of sLlmull even Lhough Lhey are slmllar
2 Learn Lo dlscrlmlnaLe beLween polsonous and nonpolsonous snakes
3 Can use dlscrlmlnaLlon Lo focus generallzaLlon so LhaL generallzaLlon does noL occur
4 8eacLlon Lo sLlmulus dlfferences
xll LxLlncLlon (SponLaneous recovery)
1 Cveruse of CS wlLhouL presenLaLlon of C8 so sub[ecL adapLs Lo Lhe facL LhaL CS no longer resulLs ln
C8
2 SponLaneous 8ecovery based on Lhe passage of Llme Lhe response wlll reappear
3 ln order Lo fully exLlngulsh a response mulLlple sesslons are requlred ln order Lo geL rld of Lhe
sponLaneous recovery
xlll 8lologlcal predlsposlLlons for learnlng
1 Lhe Carcla effecL Classlcal condlLlonlng LhaL occurs ln a slngle Lrlal
a Learned LasLe averslon ln lab raLs Leach raLs Lo assoclaLe sugar waLer wlLh lnLernal
dlscomforL
b 1he erlpheral nervous SysLem (nS)
ll Sklnnerlan CondlLlonlng (CperanL CondlLlonlng)
a S8S
l Slgnal / ulscrlmlnaLlve sLlmulus
ll 8esponse
lll 8elnforcemenL / unlshmenL
b 8elnforcemenL / unlshmenL
l 8elnforcemenL lncreases fuLure respondlng
1 Lx Clvlng bonus polnLs Lo sLudenLs who hand ln work on Llme
ll unlshmenL decreases fuLure respondlng
1 Lx Leave a sLudy area removes you from a nolsy classmaLe Lhen Lhe Llme you spend away from
sLudy area wlll lncrease
c 1ypes of relnforcemenL and punlshmenL














a Shaplng behavlor
l Shaplng relnforclng only varlaLlons ln response LhaL devlaLe ln Lhe dlrecLlon deslred by Lhe experlmenL
b Schedules of 8elnforcemenL
ll l8 llxed raLlo
1 8elnforcemenL provlded afLer flxed # responses
lll ll llxed lnLerval
1 8elnforcemenL provlded afLer cerLaln amounL of Llme elapsed slnce lasL relnforcemenL
lv v8 varlable 8aLlo
1 8elnforcemenL provlded afLer cerLaln # 8eponses wlLh Lhe # varylng unpredlcLably
v vl varlable lnLerval
1 8elnforcemenL provlded afLer cerLaln ammL Llme elapsed slnce lasL relnforcemenL wlLh duraLlon of
Lhe lnLerval varylng unpredlcLably
vl 8aLlo Schedules relnforcemenL ls conLlngenL upon # responses
vll lnLerval schedules relnforcemenL ls conLlngenL upon passage of Llme
c arLlal relnforcemenL effecL behavlor relnforced accordlng Lo parLlal schedule of relnforcemenL ls more
reslsLanL Lo exLlncLlon
d 1he remack rlnclple opporLunlLy Lo engage ln hlgh probablllLy response can serve as relnforce for low
probablllLy response
vlll LaLlng splnach wlLh Lhe reward belng eaLlng lcecream wlll poslLlvely enforce
e 8lologlcal predlsposlLlons for learnlng
a Lx 1raln a raccoon Lo Lake a poker chlp go over Lo llLLle plggy bank and drop poker chlp ln plggy
bank lnlLlally Lhe anlmal compleLes Lask compleLely/correcLly buL afLer a whlle anlmal would
puL lL parLlally ln and pull lL back ouL and rub lL beLween lLs paws And Lhen conLlnue Lhe process
b lnsLlncLlve urlfL anlmal's naLurally occurrlng behavlor may lnLerfere wlLh learnlng Lo do
someLhlng
c 8accoons naLurally engage ln a washlng behavlor /w food whlch lnvolves Lhem rubblng Lhelr
food lnbeLween Lhelr paws perhaps Lhe poker shlp became assoclaLed wlLh Lhe food relnforce
and Lhus was LreaLed Lhe same way as Lhe food relnforce
lll 1he ShuLLlebox CperanL or avlovlan? (ages 232 233)
a 1he shuLLlebox used Lo sLudy escape and avoldance learnlng ln anlmals
l Lscape learnlng organlsm learn Lo make response Lo LermlnaLe an ongolng adverse evenL
1 Leave Lhe room lf palnfully loud nolse Lhere
ll Avoldance learnlng organlsm learns Lo make cerLaln response Lo prevenL and averslve evenL from even
sLarLlng
lll llrsL sLage lnvolves classlcal condlLlonlng
1 1hrough repeaLed palrlng of Lhe warnlng llghL and Lhe shock anlmal learns LhaL llghL predlcLs Lhe
shock and exhlblLs Lhe condlLloned response of fear ln response Lo Lhe llghL alone
lv Second sLage lnvolves operanL condlLlonlng
1 Anlmal has learned [umplng over barrler removes an averslve evenL Lherefore whaL flrsL appears Lo
be nonevenL ls acLually fear and Lhe avoldance behavlor ls relnforced because lL reduces fear
lv More Complex lorms of Learnlng
a lnslghL learnlng (Wolfgang kohler) ldea LhaL humans and perhaps nonhumans can be faced /w problems and
raLher Lhan geLLlng Lo Lhe soluLlon Lhrough Lrlal and error Lhe sub[ecL may slmply have lnslghL lnLo Lhe
problem
l Maybe Lhls ls more Lhan class 1 operanL condlLlonlng
b 8obo uoll LxperlmenL (alberL bandura) chlldren learn Lo behave aggresslvely Loward a bobo doll Loy afLer
waLchlng a model behave slmllarly
l LxperlmenL ofLen relaLed Lo how vlolence ln Lhe medla affecLs chlldren and leads Lhem Lo develop vlolenL
Lendencles

ChapLer 8 Memory
l Memory CuLllne
a 1hree sLages of memory
l Lncodlng sLage Lransformlng physlcal lnpuL lnLo a Lype of code or represenLaLlon LhaL memory can
recognlze
ll SLorage SLage sLorlng Lhe lnformaLlon correspondlng Lo Lhe physlcal lnpuL
lll 8eLrleval SLage reLrlevlng sLored lnformaLlon
lv uurlng encodlng mosL of Lhe acLlve braln ls lefL hemlsphere durlng reLrleval mosL acLlve braln ln rlghL
hemlsphere
b 1he LhreesLorage model
l Sensory memory lnformaLlon lnlLlally acqulred from Lhe envlronmenL vla sense organlze ls places lnLo
shorLlasLlng memory
1 uuraLlon less Lhan 1 second
2 uo noL know capaclLy of sensory memory (lnflnlLe)
ll ShorL 1erm Memory
1 uuraLlon of 30 seconds
2 CapaclLy 7 + 2 (Chunks consolldaLed blocks of lnformaLlon)
lll Long Lerm Memory
1 uuraLlon ls lnflnlLe
2 CapaclLy ls lnflnlLe
c Lvldence for dlfferenL memory processes
l PM
1 Suffered from anLerograde amnesla LhaL was Lhe resulL of braln surgery
2 Pe had epllepsy
3 Lxperlenced severe selzures
4 1reaLmenL 8llaLeral (Cn 8oLh Sldes) hlppocampecLomy (Leglons Lo Lhe hlppocampus) recovered from
surgery and was able Lo funcLlon Able Lo carry on conversaLlons Lake care of hlmself buL reLalned a very
speclflc memory deflclL due Lo Lhe surgery
3 Pe would lnsLanLly forgeL lnformaLlon Lx ?ou would meeL hlm walk ouLslde Lhe room and come back laLer
and he would forgeL all abouL you
6 1ower of Panol 1esL A slmple puzzle LhaL ls presenLed Lo PM llrsL Llme he solved lL normally 1he nexL day
he would say he has never seen Lhe puzzle before yeL he was able Lo solve Lhe puzzle much fasLer Lhan he
dld on Lhe prevlous day Pe shows gradual lmprovemenL over Llme when performlng Lasks
ll AnLerograde amnesla 1he lnablllLy Lo consolldaLe some Lypes of memorles lnLo long Lerm memory
lll 8eLrograde amnesla Can lnvolve a blow Lo Lhe head LhaL ls assoclaLed wlLh belng knocked unconsclous When Lhe
sub[ecL comes Lo Lhere ls llkely Lo be a form of amnesla where recenL evenLs were forgoLLen Conversely some of
Lhose memorles wlll come back buL Lhey begln wlLh memory of evenLs LhaL are Lhe furLhesL back ln Llme unLll
gradually Lhe evenLs closer Lo Lhe evenL are remembered 1here ls also a brlef perlod of Llme rlghL before Lhe blow
Lo Lhe head LhaL wlll never be remembered presumably because LhaL lnformaLlon has never been consolldaLed
lnLo long Lerm memory
lv Serlal poslLlon curve (*lnformaLlon locaLed aL g* scroll down)
v 1he Serlal oslLlon Curve rovldes evldence for some aspecLs of Lhe 1hreeSLorage Model of memory (rlmacy
LffecL / 8eccency LffecL)
1 When memorlzlng an array such as a llsL of words we ofLen reLaln Lhe flrsL few words forgeL Lhe mlddle
words and reLaln Lhe lasL few words
2 rlmacy LffecL Cccurs aL Lhe beglnnlng of Lhe llsL
a robably occurs because Lhose lLems have been Lransferred lnLo Long1erm Memory
3 8eccency LffecL Cccurs aL Lhe end of Lhe llsL
a robably occurs because Lhose lLems are sLlll ln ShorL1erm Memory






d 8esearch concernlng memory
e lorgeLLlng
l roacLlve lnLerference SomeLhlng LhaL you have already learned lnLerferes wlLh learnlng new lnformaLlon
1 Lx Learnlng how Lo compleLe a maLh problem and Lhen flgurlng ouL LhaL you has been uslng Lhe compleLely
wrong process Lo evaluaLe sald maLh problem
ll 8eLroacLlve lnLerference (dlsplacemenL) knocklng Lhe old lnformaLlon ouL of your memory Lhrough dlsplacemenL
1 Lx SLudylng for one qulz and Lhen sLudylng lnformaLlon for anoLher qulz you wlll forgeL mosL
lll 1he LlpofLheLongue" phenomenon 1he lnablllLy Lo reLrleve lnformaLlon even Lhough we have reLrleved lL on
numerous occaslons before
f Mnemonlc uevlces meLhods Lo help you remember lnformaLlon
g Acronyms llsL of Lerms Laklng flrsL leLLer of each Lerm and Lurnlng lL lnLo a more easlly remembered serles of
words
h 1he meLhod of locl 1ake lnformaLlon LhaL ls famlllar wlLh you and assoclaLe lL wlLh newer lnformaLlon (re
organlzlng newer lnformaLlon and maklng lL so LhaL lL ls more easlly remembered)
l ALklnsonShlffrln 1heory (8ead page 273)
[ LxpllclL memory person consclously recollecLs venL ln Lhe pasL where recollecLlon ls experlenced as occurrlng
aL parLlcular Llme or place
k lmpllclL memory person unconsclously remembers lnformaLlon of varlous sorLs
vocabulary
1 respondenL classlcal avlovlan condlLlonlng
2 operanL lnsLrumenLal Sklnnerlan condlLlonlng
3 dlscrlmlnaLlon vs generallzaLlon
4 shaplng successlve approxlmaLlons
3 poslLlve vs negaLlve relnforcemenL
6 CS uCS C8 uC8
7 sensory memory
8 S1M
9 L1M
10 PM
11 8eLrograde amnesla
12 anLerograde amnesla
13 proacLlve lnLerference
14 reLroacLlve lnLerference
13 mnemonlc devlces
16 acronyms
17 Lhe meLhod of locl