Conditioning and Learning. Chapter 7

Transcription

1 Conditioning and Learning Chapter 7

2 Learning is knowledge of skills acquired by instruction or studying. It is a permanent change in behavior due to reinforcement.

3 Reinforcement refers to any event that increases the chance that a response will occur again. Reinforcement can be positive or negative. The sooner the reinforcement, the better chance that learning will occur.

4 CLASSICAL CONDITIONING Ivan Pavlov

5 Figure 1 Classical conditionin Myers: Exploring Psychology, E

6 CLASSICAL CONDITIONING Ivan Pavlov

7 Principles of Classical Conditioning Acquisition: Training period in conditioning when a response is strengthened Higher-order conditioning: A conditioned stimulus (CS) is used to reinforce further learning; the CS is used as though it were a UCS Expectancy: Expectation about how events are interconnected

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9 CLASSICAL CONDITIONING Ivan Pavlov He knew that food caused the dog to salivate, so he rang a bell and then brought the food out. After he did that many times, the dog learned, or was conditioned, to salivate when he heard the bell even though there was no food present.

10 By association, the bell had the same effect as the food. The bell becomes the conditioned stimulus, the stimulus that the dog learned to respond to. The food was the unconditioned stimulus; the dog did not have to learn to respond to it. The conditioned response was the salivation because the dog learned to salivate to the bell.

11 Extinction Weakening of a conditioned response through removal of reinforcement

12 Spontaneous Recovery Reappearance of a learned response following apparent extinction

13 Classical Conditioning in Humans Phobia: Fear that persists even when no realistic danger exists (e.g., arachnophobia; fear of spiders) Conditioned emotional response (CER): Learned emotional reaction to a previously neutral stimulus

14 B.F. Skinner invented a box to help study operant conditioning. It was later called the Skinner box. In this box, he taught rats to press a bar to receive a food reinforcement. (To be effective, you must reinforce only the behavior that you are trying to get, and as soon as possible after it occurs).

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16 Operant Conditioning

17 Operant Conditioning acts that are followed by reinforcement tend to be repeated. Operant conditioning reinforcement is used to alter the frequency of responses, or to mold them into new patterns.

18 Operant Conditioning

19 Antecedents: Events that precede a response Consequences: Effects that follow a response

20 There are two main types of reinforcers: 1.Primary reinforcement: natural and unlearned. Example: food, water, sex 2.Secondary reinforcement: learned reinforcers. Example: money, attention, grades, success, etc.

21 Different schedules of reinforcement: When to give reinforcement: 1. Continuous reinforcement: reinforcers follow each correct response. 2. Partial reinforcement: Does not follow each response.

22 Responses acquired by partial reinforcement are highly resistant to extinction because you never know if you will get reinforced so you keep trying. Negative reinforcement: occurs when a response is followed with an end to discomfort or with the removal of a negative state of affairs.

23 Punishment is an event that follows a response and decreases its likelihood of occurring again. Punishment can work if it is timely or done immediately after the response, consistently or each time the behavior occurs.

24 Problems with punishment: 1. Physical punishment does not last long. A child can be bad for hours and being hit goes away in seconds. 2. It can teach one to lie and get out of the punishment. To avoid being punished, someone might lie to save him or herself. 3. It can increase aggression. Do you hit a child for hitting someone else???

25 Whether reinforcement, punishment, or whatever we do, we still need to know what effect the response has we can get this from feedback. Feedback is information about what effects a response has. Feedback improves learning and performance. Without feedback you can t evaluate what is going on.

26 Sometimes we need to go step by step to get the desired response. This process is called shaping. Shaping is a gradual molding of a response to reach a final desired behavior. In either classical or operant conditioning a behavior may become extinct if the reinforcement is stopped. It will take some time to happen.

27 Sometimes learning occurs without obvious reinforcement and remains hidden until reinforcement is provided. So cognitive learning is revealed by Latent Learning or hidden learning. In other words, we can learn something, but we may store it until it is brought out later somehow.

28 Most of the learning that takes place is Two-Factor Learning, in which classical and operant conditioning are used together.

29 Cognitive Learning: is being able to use higher mental processes, which would be understanding, knowing, and anticipating, not just stimulus-response. Cognitive learning uses memory, thinking, problem solving, and language. Cognitive map is an internal representation of relationships. Like we talked about the snowplow man, he would have a cognitive map of the streets in his head.

30 Modeling: a type of imitation in which an individual mimics a behavior performed by another person (the model).