Learning theory in behavioral sciences. HABITUATION In habituation (also called desensitization), repeated stimulation results in a decreased response (e.g., a child who receives weekly allergy injections cries less and less with each injection). SENSITIZATION In sensitization, repeated stimulation results in an increased response. Classical conditioning involves associating an involuntary response and a stimulus, while operant conditioning is about associating a voluntary behavior and a consequence

1. Dr Naveed Khalid

2.  In habituation (also called desensitization),
repeated stimulation results in a decreased
response
 (e.g., a child who receives weekly allergy
injections cries less and less with each
injection).

3.  In sensitization, repeated stimulation results
in an increased response.

4.  A dog normally loves to ride in the car, but
after a few trips to the veterinarian the dog
makes the association that the car that takes
it to see the vet is responsible for hurting
him. For this reason, a dog might start to
resist riding in the car.

5.  a child who is bullied at school. Initially it
doesn't bother them that much but as time
goes on and the stimulus (bullying) is re-
experienced repeatedly then the child may
experience a sensitization to social activity
and start to fear other schoolmates in
general, perhaps becoming antisocial,
withdrawn, and very upset about social
interactions.

8.  Classical conditioning involves associating
an involuntary response and a stimulus,
while operant conditioning is about
associating a voluntary behavior and a
consequence

11.  Principles :
a natural or reflexive response (behavior) is
elicited by a learned stimulus. This type of
learning is called associative learning.

12.  1. An unconditioned stimulus is something that
automatically, without having to be learned
produces a response (e.g., the odor of food).
 2. An unconditioned response is a natural,
reflexive behavior that does not have to be
learned (e.g., salivation in response to the odor of
food).

13.  3. A conditioned stimulus is something that
produces a response following learning (e.g., the
sound of the lunch bell).
 4. A conditioned response is a behavior that is
learned by an association made between a
conditioned stimulus and an unconditioned
stimulus (e.g., salivation in response to the lunch
bell).

14.  In acquisition, the conditioned response
(e.g., salivation in response to the lunch
bell) is learned.

15.  In extinction, the conditioned response
decreases if the conditioned stimulus (e.g.,
the sound of the lunch bell) is never again
paired with the unconditioned stimulus (e.g.,
the odor of food).

16.  In stimulus generalization, a new stimulus
(e.g., a church bell) that resembles a
conditioned stimulus (e.g., the lunch bell)
causes a conditioned response (e.g.,
salivation).

17.  An unwanted behavior (e.g., setting fires) is
paired with a painful or aversive stimulus
(e.g., a painful electric shock).
 An association is created between the
unwanted behavior ( fire-setting) and the
aversive stimulus (pain) and the fire-setting
ceases.

18.  An animal receives a series o painful electric
shocks from which it is unable to escape.
 By classical conditioning, the animal learns that
there is an association between an aversive
stimulus (e.g., painful electric shock) and the
inability to escape.
 Subsequently, the animal makes no attempt to
escape when shocked or when faced with any
new aversive stimulus; instead, the animal
becomes hopeless and apathetic.

19.  Learned helplessness in animals may be a
model system or depression (often
characterized by hopelessness and apathy) in
humans.
 Antidepressant treatment increases escape
attempts in animal models.

20.  tendency of organisms to make an
association with and then follow the first
thing they see after birth or hatching (in
birds) .

22.  Behavior is determined by its consequences.
 The consequence occurs immediately
following a behavior.
 In operant conditioning, a behavior that is
not part of the individual’s natural response
can be learned through reinforcement.

23.  The likelihood that a behavior will occur is
increased by positive or negative
reinforcement and decreased by punishment
or extinction.

24.  Positive reinforcement (reward):
 introduction of a positive stimulus that results in
an increase in the rate of behavior.
 Negative reinforcement (escape):
 removal of an aversive stimulus that also results
in an increase in the rate of behavior.

25.  Punishment is the introduction of an aversive
stimulus aimed at reducing the rate of an
unwanted behavior.

28.  Gradual disappearance of a learned behavior
when reinforcement is withheld.
 a.
 The pattern or schedule of reinforcement affects
how quickly a behavior is learned and how quickly a
behavior becomes extinct when it is not rewarded.
 b.
 Resistance to extinction is the force that prevents
the behavior from disappearing when a reward is
withheld.

30.  Shaping involves rewarding closer and closer
approximations of the wanted behavior until
the correct behavior is achieved
 (e.g., a child learning to write is praised when
he/she makes a letter, even though it is not
formed perfectly).

31.  type of observational learning
 (e.g., an individual behaves in a manner similar
to that of someone he/she admires)