changing directions in the study of conditioning
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CHANGING DIRECTIONS IN THE STUDY OF CONDITIONING
RECOGNIZING BIOLOGICAL CONSTRAINTS ON CONDITIONING
• Instinctive drift: occurs when an animal’s innate response tendencies interfere with conditioning processes• Breland’s Miserly Raccoons
CONDITIONED TASTE AVERSION
• Conditioned only through the pairing of taste stimuli and stimuli inducing nausea• Shows that just any stimulus and just any
response will not necessarily condition
PREPAREDNESS
• DEF: a species-specific predisposition to be conditioned in certain ways and not others• May influence instinctive drift, conditioned taste
aversion, and phobias…
PHOBIAS
• Can be about anything• Martin Seligman: evolutionary forces programmed
acquisition of certain fears
EVOLUTIONARY PERSPECTIVE ON LEARNING
• Mechanisms of learning are similar across species• Adapted to environment• Used to increase survivability and sexual
reproduction
COGNITIVE PROCESSES IN CONDITIONING
• Signal Relations: CS-UCS relations that influence whether a CS is a good signal• “Good” signal allows for accurate prediction of
the UCS• Helped change view of conditioning from reflexive
response to information processing
RESPONSE-OUTCOME RELATIONS AND CONDITIONING
• Organisms try to discover what leads to what (contingencies) in the world around them• Stimuli are signals that help minimize aversive
experiences and maximize pleasant experiences
D E F : O C C U R S W H E N A N O R G A N I S M ’ S R E S P O N D I N G I S I N F L U E N C E D B Y T H E O B S E R V A T I O N O F O T H E R S , W H O A R E C A L L E D M O D E L S
OBSERVATIONAL LEARNING
ALBERT BANDURA
• Demonstrated both classical and operant conditioning can take place vicariously through observational learning• We are conditioned by observing other’s
conditioning
BASIC PROCESSES OF OBSERVATIONAL LEARNING
• Attention: you must pay attention to another’s behavior and its consequences• Retention: you must store a mental
representation of what you witnessed• Reproduction: enact a modeled response;
depends on ability• Motivation: must be motivated to enact the
modeled response
ACQUISITION VS. PERFORMANCE
• We have many acquired learned responses• We choose which will be reinforced• Reinforcement influences performance, not
learning necessarily
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