Learning & Motivation
Learning & Motivation Learning “An enduring change within an organism brought about by experience that makes a change in behaviour possible”
Infants – defenseless, dependent, unable to interact, engage Inhibit initial impulsive behaviour Understanding health psyc – addictions, cravings, tolerant to substances Cause and effect in environment (ebola, correlation, prevention) through observation and learning “multi-tasking” – dividing attention is difficult, however we believe we are good – everyday behaviour becomes automatic May even occur even if we’re not aware of it, or unable to observe it i.e. instrumental learning Comparative nature to other animals -
Chimps are more physically capable than human infants e.g. use of tools Marsupials evolve to survive – dry harsh conditions, limited food Show intelligent behaviour e.g. kangaroos learn to find food around non-competitive areas
Learning is not Performance Performance is beyond the scope of learning. Although performance is affected by learning it also depends on: -
Opportunity – e.g. haven’t been given opportunity to show learning Motivation of the individual to learn Sensory and motor capabilities
LEARNING IS NOT… Reflexes: these changes in behaviour are not brought about by experience, they are innate -
Root reflex – critical for feeding, move mouth towards object touching cheek Moro reflex – feeling of falling, open arms allow reattachment to carer Patellar – knee-jerk reflex Used as basis for learning withdrawing form pain Does not require involvement from brain Reflex arc : eliciting stimulus afferent (sensory) nerves from PNS interneurons in spinal cord efferent (motor) nerves in muscles corresponding response E.g. dog pricks foot, lift up both legs to maintain balance (useful when running away) Adaptive, used for survival, evolves over time
Instincts = changes in behaviour or behaviour sequence are genetic, but more complicated than reflexes
Series of behaviours e.g. when afraid escape behaviour Have innate qualities but can be learned to repeated experiences Species will show some instinct to some extent e.g. mating dance/rituals Action may not necessarily be performed for a given consequence, it just is. E.g. bird mimicking action of clearing leaves out of the way Typical of all members of a species Maturation = changes in behaviour brought about by aging Learning to walk – infants become more co-ordinated Motor control – development of bones and muscles Fatigue = not stable Change in current state, not a form of learning and behaviour Transient state of discomfort and loss of efficiency because of emotional strain, physical exertion, boredom or lack of res May lead to physical inability to perform a learned response which is not evidence for lack of learning USE OF ANIMALS Skinner box (mice), rewarding behaviour with food Simple conditions, easily controlled, less expensive- humans tend to develop hypotheses as the experiment progresses, making it more complex Need ethical approval, justify why research is worth possible harm to these animals, rigid regulations Similarity between function, neurophysiology, mechanics TYPES OF LEARNING Habituation Fundamental in getting used to environment Repeated stimulus, stops/decreased response, desensitized to stimulus Developmental research – infants’ interest in novel objects, usually with contrast, how long it engages their attention slowly decreases over time Stimulus specific (opposite from dehabituation) occurs when new stimulus is introduced
Infants – defenseless, dependent, unable to interact, engage Inhibit initial impulsive behaviour Understanding health psyc – addictions, cravings, tolerant to substances Cause and effect in environment (ebola, correlation, prevention) through observation and learning “multi-tasking” – dividing attention is difficult, however we believe we are good – everyday behaviour becomes automatic May even occur even if we’re not aware of it, or unable to observe it i.e. instrumental learning Comparative nature to other animals -
Chimps are more physically capable than human infants e.g. use of tools Marsupials evolve to survive – dry harsh conditions, limited food Show intelligent behaviour e.g. kangaroos learn to find food around non-competitive areas
Learning is not Performance Performance is beyond the scope of learning. Although performance is affected by learning it also depends on: -
Opportunity – e.g. haven’t been given opportunity to show learning Motivation of the individual to learn Sensory and motor capabilities
LEARNING IS NOT… Reflexes: these changes in behaviour are not brought about by experience, they are innate -
Root reflex – critical for feeding, move mouth towards object touching cheek Moro reflex – feeling of falling, open arms allow reattachment to carer Patellar – knee-jerk reflex Used as basis for learning withdrawing form pain Does not require involvement from brain Reflex arc : eliciting stimulus afferent (sensory) nerves from PNS interneurons in spinal cord efferent (motor) nerves in muscles corresponding response E.g. dog pricks foot, lift up both legs to maintain balance (useful when running away) Adaptive, used for survival, evolves over time
Instincts = changes in behaviour or behaviour sequence are genetic, but more complicated than reflexes
Series of behaviours e.g. when afraid escape behaviour Have innate qualities but can be learned to repeated experiences Species will show some instinct to some extent e.g. mating dance/rituals Action may not necessarily be performed for a given consequence, it just is. E.g. bird mimicking action of clearing leaves out of the way Typical of all members of a species Maturation = changes in behaviour brought about by aging Learning to walk – infants become more co-ordinated Motor control – development of bones and muscles Fatigue = not stable Change in current state, not a form of learning and behaviour Transient state of discomfort and loss of efficiency because of emotional strain, physical exertion, boredom or lack of res May lead to physical inability to perform a learned response which is not evidence for lack of learning USE OF ANIMALS Skinner box (mice), rewarding behaviour with food Simple conditions, easily controlled, less expensive- humans tend to develop hypotheses as the experiment progresses, making it more complex Need ethical approval, justify why research is worth possible harm to these animals, rigid regulations Similarity between function, neurophysiology, mechanics TYPES OF LEARNING Habituation Fundamental in getting used to environment Repeated stimulus, stops/decreased response, desensitized to stimulus Developmental research – infants’ interest in novel objects, usually with contrast, how long it engages their attention slowly decreases over time Stimulus specific (opposite from dehabituation) occurs when new stimulus is introduced
