Section 1: Learning Theories and Principles of Learning and Behavior. Meghan Fraley, PhD
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1 Section 1: Learning Theories and Principles of Learning and Behavior Meghan Fraley, PhD
2 Theories of Learning Operant Condi6oning Classical Condi6oning Learning Social Learning Theory
3 Learning Theorists P W Pavlov, Classical Condi7oning; Thorndike & Skinner, Operant Condi7oning Pavlov: Classical Condi6oning; Saliva6ng Dogs (1901; 1927) Watson: Behaviorism founder, LiKle Albert (1913; 1920s) T S Thorndike: Law of Effect; Cats Puzzle Box (1898) Skinner: Operant Condi6oning; Pigeons (1938; 1953)
4 The Behaviorists Pavlov, Watson, Thorndike, Skinner
5 Who s Who? Experiments of Pavlov, Watson, Skinner, & Thorndike
6 CLASSICAL CONDITIONING We learn new things when they are connected or paired. Respondent condi6oning (i.e. involuntary) Pavlov and Watson Reflexes: s6mulus- response links Uncondi6oned reflex: Uncondi6oned s6mulus evokes uncondi6oned response (US UR); inborn Condi6oned reflex: Condi6oned s6mulus and a condi6oned response (CS CR); learned
7 Altoid?
8 Pavlov: ReDlexes and Dogs
9 Pavlov s Dogs
10 Methods of Classical Conditioning 1. Delay Condi6oning (Standard Pairing): CS precedes US and overlaps 2. Trace Condi6oning: CS precedes Us with short break 3. Temporal Condi6oning: Time is the CS. US is presented at a 6me interval 4. Simultaneous Condi6oning: NS and US completely overlap 5. Backward Condi6oning: US precedes NS True condi6oning only occurs when the CS is presented before the US
11 Key Concepts of Classical Conditioning 1. S7mulus Generaliza7on 2. Higher Order Condi7oning 3. Classical Ex7nc7on 4. Spontaneous Recovery 5. S7mulus Discrimina7on 6. Pseudocondi7oning 7. Habitua7on A stimulus is presented in order to get a response: S R
12 Stimulus Generalization Watson and LiKle Albert: LiKle Albert was afraid of bunnies!
13 Higher Order Conditioning Deliberate process where CS are paired with NS up to three levels. An animal might first learn to associate a bell with food (first- order condi6oning), but then learn to associate a light with the bell (second- order condi6oning). Honeybees show second- order condi6oning during proboscis extension reflex condi6oning. [1]
14 Classical Extinction Unlearning a condi6oned response. Repeatedly presen6ng condi6oned s6mulus with uncondi6oned s6mulus
15 Spontaneous Recovery Durin ex6nc6on trials, ader a brief rest period, the condi6oned response oden briefly reappears.
16 Stimulus Discrimination Learning to discriminate between two similar neutral s6muli when only one is paired with the uncondi6oned s6mulus (US) Experimental Neurosis: Making s6mulus discrimina6on too difficult may cause agita6on. Later, if returned to original mastered discrimina6on, dog is no longer able to discriminate.
17 Pseudoconditioning Accidental learning caused by inadvertant pairing or heightened arousal.
18 Habituation Becoming accustomed to an uncondi6oned s6mulus (US). It no longer evokes the uncondi6oned response (UR). Only related to uncondi'oned s6muli/response
19 OPERANT CONDITIONING We learn as a result of reward and punishment. Operant condi6oning explains Voluntary behavior
20 Thorndike s Law of Effect
21 Reinforcement and Punishment Posi7ve = Added Nega7ve = Taken Away Posi6ve Reinforcement = Reward Nega6ve Reinforcement = Relief Posi6ve Punishment = Pain Nega6ve Punishment = Loss
22 Schedules of Reinforcement 1. Con6nuous - - Sa6a6on Thinning 2. IntermiKent Sa7a7on - Fixed Interval (FI) - Variable Interval (VI) - Fixed Ra6o (FR) - Variable Ra6o (VR) Thinning Graduate!
23 Continuous Reinforcement
24 Intermittent: Fixed- Ratio
25 Intermittent: Variable- Ratio
26 Combined Fixed- Ratio Schedules
27 Rates and Patterns of Responding Rates during Acquisi7on Variable and Ra6o greatest operant strength VR, FR, VI, FI Resistance to Ex7nc7on Variable and Ra6on most resistant to ex6nc6on VR, FR, VI, FI PaWern of Responding Fixed schedules result in pauses ader reinforcement Fixed graphs appear scalloped
28 Reinforcement Schedules Graph
29 Key Concepts of Operant Conditioning Operant Ex6nc6on (response burst) Supers66ous Behavior (accidental/non- con6gent reinforcement) Discrimina6on Learning (Discriminate s6mulus and S Delta) S6mulus Generaliza6on Response Generaliza6on Promp6ng (cueing subject, fading = reducing promp6ng) Shaping by Successive Approxima6ons ( Chaining (stringing behaviors to accomplish goal) Premack Principle (Pairing high frequency and low frequency) Behavioral Contrast (increasing reinforced behavior of previously equally reinforced)
30 Operant Extinction Ceasing to reinforce behavior that has previously been reinforced. Behavior will diminish/ ex6nguish
31 Response Burst & Superstitious Behavior
32 Discrimination Learning In each of these cases which of the cards on the desk is the discrimina7ve s7mulus (S D ) and which is the s7mulus delta (S Δ )?
33 Stimulus and Response Generalization
34 Prompting Cueing subject, Fading = reducing promp6ng
35 Shaping by Successive Approximations
36 Chaining Stringing behaviors to accomplish goal
37 Premack Principle Premack's principle, or the rela7vity theory of reinforcement, states that more probable behaviors will reinforce less probable behaviors.
38 Behavioral Contrast Behavioral contrast refers to a change in the strength of one response that occurs when the rate of reward of a second response, or of the first response under different condi6ons, is changed.
39 Social Learning Theory Reciprocal Determinism: Interac6ve triad of person/ behavior/environment regulate behavior. Bandura posited that observa6onal learning requires four steps: 1. AKen6on 2. Reten6on 3. Produc6on 4. Mo6va6on
40 Social Learning Theory: Factors InDluencing Strength Research indicates that the following factors influence the strength of learning from models: 1. How much power the model seems to have 2. How capable the model seems to be 3. How nurturing (caring) the model seems to be 4. How similar the learner perceives self and model 5. How many models the learner observes
41 Social Learning Theory: Interrelated IdentiDication Processes Four interrelated processes establish and strengthen iden6fica6on with the model: 1. Children want to be like the model 2. Children believe they are like the model 3. Children experience emo6ons like those the model is feeling. 4. Children act like the model.
42 Learning Theory Overview 1. Classical Condi6oning - Pavlov, Reflexes 2. Operant Condi6oning - Reinforcement/Punishment 3. Social Learning Theory
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