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1 Learning Chapter 6 1
2 Learning is a relatively permanent change in an organism s behavior due to experience. 2
3 Stimulus- Stimulus Learning Learning to associate one stimulus with another. 3
4 Response- Consequence Learning Learning to associate a response with a consequence. 4
5 Classical Conditioning Ivan Pavlov Studied Digestion of Dogs. Dogs would salivate before they were given food (triggered by sounds, lights etc ) Dogs must have LEARNED to salivate. 5
6 Classical Conditioning This is passive learning (automatic learner does NOT have to think). First thing you need is a unconditional relationship. Unconditional Stimulus (UCS)- something that elicits a natural, reflexive response. Unconditional Response (UCR)- response to the UCS. 6
7 Classical Conditioning Next you find a neutral stimulus (something that by itself elicits no response). You present the stimulus with the UCS a whole bunch of times. 7
8 Classical Conditioning After a while, the body begins to link together the neutral stimulus with the UCS. Acquisition 8
9 Classical Conditioning We know learning takes places when the previously neutral stimulus elicits a response. At this point the neutral stimulus is called the conditioned stimulus (CS) and the unconditional response becomes the conditioned response (CR). 9
10 Pavlov s Experiments Before conditioning, food (Unconditioned Stimulus, UCS) produces salivation (Unconditioned Response, UCR). However, the tone (neutral stimulus) does not. 10
11 Pavlov s Experiments During conditioning, the neutral stimulus (tone) and the UCS (food) are paired, resulting in salivation (UR). After conditioning, the neutral stimulus (now Conditioned Stimulus, CS) elicits salivation (now Conditioned Response, CR) 11
12 Classical Conditioning TRICKY FACT: We know learning exists because the CS is linked to the UCS. This is called ACQUISITION. Acquisition does not last forever. The moment the CS is no longer associated with the UCS, we have EXTINCTION. 12
13 Popular Classical Conditioning Examples Classical Conditioning as portrayed in The Office. 13
14 Spontaneous Recovery Sometimes, after extinction, the CR still randomly appears after the CS is presented. 14
15 Generalization & Discrimination Something is so similar to the CS that you get a CR. Something so different to the CS so you do not get a CR. 15
16 Stimulus Discrimination Discrimination is the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus. 16
17 Classical Conditioning & Humans John Watson brought Classical Conditioning to psychology with his Baby Albert experiment. This type of Classical Conditioning is also known as Aversive Conditioning. 17
18 Learned Taste Aversions When it comes to food being paired with sickness, the conditioning is incredible strong. Even when food and sickness are hours apart. Food must be salient (noticeable.) 18
19 Garcia and Koelling Study Studied rats and how they make associations. Some associations seem to be adaptive. CS UCS Learned Response Loud Noise Shock Fear Loud Noise Radiation (nausea) Nothing Sweet Water Shock Nothing Sweet Water Radiation (nausea) Avoid Water 19
20 Biological Predispositions Even humans can develop classically to conditioned nausea. 20
21 Operant Conditioning The Learner is NOT passive. Learning based on consequence!!! 21
22 B.F. Skinner The Mac Daddy of Operant Conditioning. Used a Skinner Box (Operant Conditioning Chamber) to prove his concepts. 22
23 Skinner Box 23
24 Reinforces A reinforcer is anything the INCREASES a behavior. Positive Reinforcement: The addition of something pleasant. Negative Reinforcement: The removal of something unpleasant. Two types of NR Escape Learning Avoidance Learning (Getting kicked out of class versus cutting class) 24
25 Types of Reinforcers Any event that strengthens the behavior it follows. A heat lamp positively reinforces a meerkat s behavior in the cold. Reuters/ Corbis 25
26 Positive or Negative? Putting your seatbelt on. Studying for a test. Having a headache and taking an aspirin. Faking sick to avoid AP Psych class. Breaking out of jail. Getting a kiss for doing the dishes. 26
27 Token Economy Every time a desired behavior is performed, a token is given. They can trade tokens in for a variety of prizes (reinforcers) Used in homes, prisons, mental institutions and schools. 27
28 Reinforcement Schedules How often to you give the reinforcer? Every time or just sometimes you see the behavior. 28
29 Continuous v. Partial Reinforcement Continuous Reinforce the behavior EVERYTIME the behavior is exhibited. Usually done when the subject is first learning to make the association. Acquisition comes really fast. But so does extinction. Partial Reinforce the behavior only SOME of the times it is exhibited. Acquisition comes more slowly. But is more resistant to extinction. FOUR types of Partial Reinforcement schedules. 29
30 Ratio Schedules Fixed Ratio Provides a reinforcement after a SET number of responses. Variable Ratio Provides a reinforcement after a RANDOM number of responses. Very hard to get acquisition but also very resistant to extinction. Fixed Ra)on- She gets a manicure for every 5 pounds she loses. 30
31 Interval Schedules Fixed Interval Variable Interval Requires a SET amount of time to elapse before giving the reinforcement. Requires a RANDOM amount of time to elapse before giving the reinforcement. Very hard to get acquisition but also very resistant to extinction. Fixed Interval: She gets a manicure for every 7 days she stays on her diet. 31
32 Punishment Meant to decrease a behavior. Positive Punishment Addition of something unpleasant. Negative Punishment (Omission Training) Removal of something pleasant. Punishment works best when it is immediately done after behavior and if it is harsh! 32
33 Punishment An aversive event that decreases the behavior it follows. 33
34 Punishment Although there may be some justification for occasional punishment (Larzelaere & Baumrind, 2002), it usually leads to negative effects. 1. Results in unwanted fears. 2. Conveys no information to the organism. 3. Justifies pain to others. 4. Causes unwanted behaviors to reappear in its absence. 5. Causes aggression towards the agent. 6. Causes one unwanted behavior to appear in place of another. 34
35 How do we actually use Operant Conditioning? Do we wait for the subject to deliver the desired behavior? Sometimes, we use a process called shaping. Shaping is reinforcing small steps on the way to the desired behavior. To train a dog to get your slippers, you would have to reinforce him in small steps. First, to find the slippers. Then to put them in his mouth. Then to bring them to you and so on this is shaping behavior. To get Barry to become a better student, you need to do more than give him a massage when he gets good grades. You have to give him massages when he studies for ten minutes, or for when he completes his homework. Small steps to get to the desired behavior. 35
36 Latent Learning Such cognitive maps are based on latent learning, which becomes apparent when an incentive is given (Tolman & Honzik, 1930). 36
37 Latent Learning Edward Toleman Three rat experiment. Latent means hidden. Sometimes learning is not immediately evident. Rats needed a reason to display what they have learned. 37
38 Insight Learning Wolfgang Kohler and his Chimpanzees. Some animals learn through the ah ha experience. Click pic to see insight learning. 38
39 Observational Learning Albert Bandura and his BoBo Doll We learn through modeling behavior from others. Observational learning + Operant Conditioning = Social Learning Theory Click pic to see some observa)onal learning. 39
40 Applications of Observational Learning Unfortunately, Bandura s studies show that antisocial models (family, neighborhood or TV) may have antisocial effects. 40
41 Positive Observational Learning Fortunately, prosocial (positive, helpful) models may have prosocial effects. Bob Daemmrich/ The Image Works 41
42 Television and Observational Learning Gentile et al., (2004) shows that children in elementary school who are exposed to violent television, videos, and video games express increased aggression. Ron Chapple/ Taxi/ Getty Images 42
43 Modeling Violence Research shows that viewing media violence leads to an increased expression of aggression. Bob Daemmrich/ The Image Works Children modeling after pro wrestlers Glassman/ The Image Works 43
44 Imitation Onset Learning by observation begins early in life. This 14- month- old child imitates the adult on TV in pulling a toy apart. Meltzoff, A.N. (1998). Imitation of televised models by infants. Child Development, Photos Courtesy of A.N. Meltzoff and M. Hanuk. 44
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