Module 29 Biology, Cognition, and Learning
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1 Module 29 Biology, Cognition, and Learning Part IV Objectives: Explain how biological constraints affect classical and operant conditioning. Explain how cognitive processes affect classical and operant conditioning. Identify the two ways that people learn to cope with personal problems. Describe how a perceived lack of control can affect people s behavior and health. 1
2 Biology, Cognition, and Learning Module 29 2
3 Biological limits on Classical Conditioning Today we know that learning is the product of: influences. Early behaviorists realized, an animal s capacity for conditioning is constrained by its biology. Each species predispositions prepare it to Example: humans- develop taste aversions; birds which hunt by sight- develop sight aversions 3
4 John Garcia and Robert Koelling (1966) Researched effects of radiation on rats. Exposed rats to a particular taste, sight, or sound (CS) and radiation (US) that led to them being sick (UR) : an intense dislike or avoidance of food because of its association with an unpleasant or painful stimulus through backward conditioning (US) did not have to immediately follow (CS). If rats were sickened hours after the food, they still formed an association. Rats didn t develop aversions to the sights or sounds. Research supports.
5 . humans seem to be naturally disposed to learn associations between the color red and sexuality female primates display red when nearing ovation in human females: enhanced bloodflow produces the red blush of flirtation and sexual excitation red seems to naturally enhance men s attraction to women. (red-light districts, red background, red lipstick.) 5
6 Biological limits on Operant Conditioning Animal training that attempts to override biological constraints will probably because animals will revert to predisposed patterns sets limits on each species capacity for OC. Example: Using food as a reinforcer, you could easily condition a hamster to dig or rear up, because these are among the animal s natural food-searching behaviors. But you won t be so successful if you use food as a reinforcer to shape face washing and other hamster behaviors that aren t normally associated with food or hunger. 6
7 Example: Impressed with B.F. Skinner s results, two graduate students began training dogs, cats, chickens, parakeets, turkeys, pigs, ducks, and hamsters. Formed a company training more than 15,000 animals for movies, traveling shows, etc. Trained Sea World s first director. thought OC would work on almost any response learned that animals had biological constraints : pigs trained to pick up wooden dollars and deposit them in piggy banks, would soon drift back to their natural ways by dropping it, and pushing it with their snouts.
8 Cognition s influence on Conditioning How do cognitive processes affect classical and operant conditioning? In classical conditioning, animals may learn when to expect a US and may be aware of the link between stimuli and responses.. It isn t only about the association. therapy for alcohol use disorder: awareness that the nausea is induced by the drug, not the alcohol, will weaken the association. 8
9 In operant conditioning, cognitive processes in learning are demonstrated through: Latent learning Insight learning Intrinsic motivation
10 Edward Tolman- rats and maze example rats given no obvious reward develop a, mental representation of of the maze (school campus, cross country runners) rats experience, learning that occurs but is not apparent until there is an incentive to demonstrate it. The theory holds that the rat has learned the maze through his wanderings, but we only see evidence of this underlying knowledge once he has drawn on that experience to get something he wants.
11 the sudden appearance of an answer or solution to a problem. Wolfgang Kohler exposed chimpanzees to new learning tasks and concluded they learn by insight YouTube Video: Chimpanzee
12 Motivation Intrinsic Motivation excessive rewards can destroy intrinsic motivation overuse of rewards/bribes lead to overjustification. Example: toys or candy for reading can diminish the time they spend reading, doing well in your classes because it makes you feel more competent. If I have to be bribed into doing this, it must not be worth doing for its own sake.
13 Extrinsic Motivation a desire to perform a behavior to. Example: Worried about your grades? Earning college credit by doing well on the AP Exam? If YES, extrinsic motivation fuels your efforts. 13
14 Learning and Personal Control In what two ways do people learn to cope with personal problems? Coping alleviating stress using emotional, cognitive, or behavioral methods. 1. Problem-focused coping by changing the stressor or the way we interact with that stressor. (used when we feel a sense of control over situation) 2. Emotion-based coping a stressor and attending to emotional needs related to one s stress reaction. (used when we believe we have no control over situation) 14
15 Learned helplessness the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events. When humans are repeatedly faced with traumatic events over which they have no control over. They become: hopeless, helpless, and depressed. Martin Seligman Experiment dogs were strapped in a harness and given repeated shocks, with no opportunity to avoid them later, when placed in another situation where they could escape the punishment by simply leaping a hurdle, the dogs cowered as if without hope 15
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