Basic characteristics
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1 Learning
2 Basic characteristics The belief that the universe is lawful and orderly The occurrence of phenomena as a function of the operation of specific variables Objective observation Controlled experiments with manipulation of independent variables Requirement that simple, logical explanations are considered before complex ones We should study behavior not for what it can tell us about, but for its own!
3 conditioning A.K.A. conditioning A.K.A. conditioning Important area in research, but underrepresented in research Deals with responses (called ) Responses by certain stimuli Not affected by Examples Salivating Heart rate Emotional responses
4 Important Terms stimulus ( ) Stimulus that elicits a response any prior history ( elicits the response) response ( ) Response that occurs ( ) when the UCS is presented
5 Important Terms stimulus ( ) Stimulus that is initially with respect to the response ( ) stimulus ( ) Previously stimulus that elicits a response due to pairing with the response ( ) Response that is learned Occurs following presentation of the CS
6 The Apparatus
7 Why should we be interested in dog spit? First example of a scientific study of behavior Application to Watson therapy Cancer patient NS = UCS = NS + UCS (UR) NS becomes CS Advertising
8 John Watson ( ) Psychology as a Behaviorist View It (1913) Brilliant and unconventional man Psychology should only concern itself with.
9 John Watson First psychologist to carry out experiments on
10 Figure 6.6 Acquisition, extinction, and spontaneous recovery Learning Objective 3
11 More terms * Spread of effect of to other, perhaps, stimuli The more the stimulus context, the greater the probability of * The CR is made only to one specific CS (opposite of ) Can be accomplished experimentally by providing stimuli similar to the without the.
12 Generalization Objective 3
13 Real world examples of respondent conditioning & can openers Heart rate & & certain songs & girlfriend s perfume Or, & EX girlfriend s perfume Heart rate & Conditioned
14 Applications of conditioning Repeated pairing of an while simultaneously having the participant engage in a Teach Have participant engage in relaxation response while presenting of the CS Gradually increase the of the CS as the CR begins to decrease Commonly used for Consideration: VERY important that the CS & UCS during this process Contact with CS can be or
15
16 Applications of respondent conditioning Used primarily for phobias Expose client to feared stimulus for extended periods of time Uses Can have some very undesirable conditioning ( therapy) Involves pairing an stimulus with a previously enjoyed stimulus Commonly used for different forms of Example: UCS ( ) + NS ( ) UCR ( ) CS ( ) CR ( ) Loopholes History with stimulus of treatment alcohol versus bar alcohol Example: (treatment center in central FL)
17 Conditioning behavior Behavior by the organism (not ) Affected by Origins Thorndike Watson Skinner
18 Any consequence of behavior that the future probability of that behavior Can be or reinforcement: Presentation of a stimulus following a response that the future probability of that response If the probability increases, the stimulus can be called a reinforcer Examples? reinforcement: of an stimulus following a response that the future probability of that response Examples?
19 Any consequence of behavior that the future probability of that behavior Can be or punishment: of an aversive stimulus following a response that the future probability of that response If the probability of the response decreases, the stimulus can be called a punisher Examples? punishment: of a stimulus following a response that the future probability of that response Examples?
20 Operant Conditioning Reinforcement & Punishment Note: These are defined functionally, not structurally! (It s not a reinforcer unless it increases behavior.)
21 Primary & Secondary reinforcers/punishers Affect behavior without with other stimuli Examples reinforcers Must be with other stimuli to have reinforcing/punishing effects This is a process! Examples
22 Increasing behavior: Reinforcement Reinforcers can be delivered following behavior on certain Schedules can be or Schedules can be based on the or the schedule schedule Examples?
23 Schedules of Reinforcement Simple reinforcement schedules produce characteristic response. lines mean respon se rates. schedu les produce more responses than do schedu les.
24 & Like, but don t get confused!! stimuli occur when a behavior is in the presence of those stimuli & Stimulus Behavior Reinforcer Example: picking up a ringing telephone Acting one way at a party and another with your parents That behavior is more likely to occur in the presence of the stimulus : Behavior also occurs in the presence of other, similar You will pick up phones with novel rings
25 Ways to increase behavior & get new behavior increases current behavior allows formation of new behavior Involves reinforcement of to a terminal response
26 Ways to Decrease Behavior procedures decrease behavior (i.e., time out ) the maintaining reinforcer for a behavior Example? Elevator button pressing; vending eats your money
27 Punishment v. Extinction Punishment Extinction
28 Problems with Punishment: Person administering punishment is paired with punishment Leads to : person becomes a
29 Potential Problems with Extinction: Ineffective
30 Potential Problems with Extinction: Impossible
31 Potential Problems with Extinction: Emotion & Aggression &q=tantrum
32 Behavior Modification & Behavior Therapy Use the principles and techniques of behavior analysis to improve behavior More commonly known as Commonly used to: Decrease ( behavior therapy ) Increase /teach new skills Increase (teaching gun safety, implementing procedures to improve driving, improving workplace safety) Help businesses come up increase sales & worker productivity Explain commonly occurring behavioral phenomena (how language works, why people gamble, why people make particular choices) Examine the behavioral effects of
33 Learning Learning that takes place when one the behavior of others. Studies of Children and others model both and behavior.
34 Observational Learning The Process of Modeling Involves: One must pay attention to a behavior and its consequences. One must recall what was observed. Observers must have the motor ability to reproduce the modeled behavior. Observer must expect reinforcement for modeled act.
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