Learning Habitua-on Sensi-za-on
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1 Chapter 6: Learning Basic Terminology Learning - change in an organism s behavior or thought as a result of experience Habitua-on - process by which we respond less strongly over Dme to repeated sdmuli Sensi-za-on - process by which we respond more strongly over Dme (especially for dangerous, irritadng sdmuli) Ivan Petrovich Pavlov Russian physiologist and 1904 Nobel Prize winner Decided to be a sciendst aqer reading the works of Charles Darwin Most famous for his work on the digesdon of the dog, which included the first work on classical condidoning 1
2 Classical CondiDoning Pavlov described classical condi-oning, involving: UCS uncondidoned sdmulus - biologically significant sdmulus that produces automadc response UCR uncondidoned response - automadc response to a UCS that occurs without learning CS condidoned sdmulus - inidally neutral sdmulus, becomes associated with the UCS through condidoning CR condidoned response - learned response By virtue of CS-UCS pairing, the CS comes to elicit the CR, a response closely related, but not idendcal, to the UR 2
3 Pavlov s Classical CondiDoning Model Classical CondiDoning Aversive condi-oning - classical condidoning to an unpleasant UCS Avoidance response Classical condidoning is adap-ve in preparing the organism for the impending US Psychopathic personalides - indifferent to signals of threat 3
4 Classical CondiDoning Acquisi-on - learning phase during which a CR is established Ex-nc-on - gradual decrease and eliminadon of the CR when the CS is presented repeatedly without the UCS AcquisiDon and ExDncDon Classical CondiDoning Spontaneous recovery - sudden reemergence of an exdnguished CR aqer a delay Phobias - intense and irradonal fears Some acquired via classical condidoning Subject to spontaneous recovery and renewal 4
5 Classical CondiDoning S-mulus generaliza-on - elicitadon of a CR to sdmuli that are highly similar to, but not idendcal to, the CS GeneralizaDon gradient - the more similar to the original CS the new CS is, the stronger will be the CR S-mulus discrimina-on - opposite of sdmulus generalizadon; occurs when we exhibit a CR to certain CSs, but not others GeneralizaDon Gradient Concept Check: A puff of air is blown into a rabbit s eye just aqer a musical tone is played. AQer several repeddons of this procedure, the rabbit closes its eye when the musical tone is played. What are the: US UR Neutral SDmulus/CS CR 5
6 CC in Daily Life Acquisi-on of fears: LiEle Albert Watson & Reyner (1920) sought to disprove the Freudian view of phobia, reflecdng deep-seated unconscious conflict They recruited an infant, Albert, and paired a white rat (CS) with a loud clanging metal noise (UCS) Five days later, Albert exhibited fear of the rat, and similar sdmuli, including a rabbit, dog, furry coat, and Santa Claus mask (generalizadon of phobia) CC in Daily Life Led to the condidoning model of phobias Classical condidoning also offers a way to get rid of phobia Mary Clover Jones (1924) successfully treated threeyear-old Peter, who had a phobia of rabbits, by slowly introducing a rabbit paired with candies Similar exposure therapy is sdll the main behavioral treatment for irradonal fears CC in Daily Life Disgust reac-ons - in most cases, a product of classical condidoning because CSs associated with disgusdng UCSs come to elicit disgust themselves Rozin s (1986) subjects show a great reluctance to eat a piece of fudge shaped like dog feces Subjects show a great reluctance to drink a sucrose soludon labeled poison, even when they put the meaningless label on there ( beher safe than sorry heurisdc) 6
7 Operant CondiDoning Or instrumental condi/oning - acquiring behaviors as a result of the outcome or consequence of those behaviors The organism gets something out of the response or operates on its environment (e.g., using biscuits as a treat, a trainer teaches a dog to sit) Operant vs Classical CondiDoning Response Reward Body System Classical Elicited by UCS or CS Independent of what the animal does Often involves autonomic nervous system Operant Organism emits response in a seemingly voluntary fashion Organism must make response Often involves the skeletal muscles Law of Effect E. L. Thorndike (1898) studied cats in puzzle boxes, which led to the law of effect: If a response, in the presence of a sdmulus, is followed by a sadsfying state of affairs, the bond between sdmulus and response will be strengthened According to Thorndike and others, learning involves an associadon between a sdmulus and response (S-R), with the reward stamping in this connecdon 7
8 Thorndike s Puzzle Box Followed up on Watson and Thorndike s work on behavior B.F. Skinner Next to Freud, probably the most influendal psychologist B. F. Skinner and Reinforcement Skinner developed a highly efficient condidoning chamber (Skinner box) that allows for condidoning and automated behavior measurement Typically contains bar that delivers food when pressed, food dispenser, and light that signals when reward is forthcoming 8
9 Rat in Skinner Box and Electronic Device for Recording the Rat s Behavior Terminology in OC Posi-ve reinforcement - pleasant sdmulus is given to increase the probability of a response E.g., Get a cell phone for good grades Nega-ve reinforcement - unpleasant sdmulus is removed to increase the probability of a response E.g., Aidan s mother s nagging stops when he picks up his room Punishment - unpleasant sdmulus is given, or pleasant sdmulus is taken away, to decrease the probability of a response E.g., cell phone taken away for breaking curfew 9
10 Punishment tends to be ineffecdve It tells the organism what not to do, rather than what to do Creates anxiety that can interfere with future learning Encourages subversive behavior (sneakiness) Provides a model for aggressive behavior Physical punishment is associated with aggression in adulthood Principles of Reinforcement Par-al reinforcement - behaviors that we reinforce only occasionally are slower to exdnguish than those we reinforce condnuously Schedules of reinforcement - pahern of reinforcing a behavior Fixed RaDo - aqer regular number of responses Variable RaDo - aqer specific number of responses, on average Fixed Interval - aqer specific amount of Dme Variable Interval - aqer an average Dme interval Four Major Reinforcement Schedules and Typical Response Paherns 10
11 CondiDoning Terminology Discriminant s-mulus (S d ) - sdmulus associated with the presence of reinforcement (e.g., whistle for dog, gets treat when approaches) Acquisi-on, ex-nc-on, spontaneous recovery, s-mulus generaliza-on, and s-mulus discrimina-on are concepts common to both classical and operant condidoning ApplicaDons of OC Shaping by successive reinforcement - reinforcing behaviors that aren t quite the target behavior but that are progressively closer versions of it Chaining - linking a number of interrelated behaviors to form a longer series Premack principle - a less frequently performed behavior can be increased by reinforcing it with a more frequent behavior Grandma s rule - vegetables before dessert ApplicaDons of OC Supers--ous behavior - behavior linked to reinforcement by sheer coincidence (e.g., lucky charm effect) Pigeons, athletes, etc. Token economies - mental hospital staff can reinforce padents who behave in a desired fashion using tokens, chips, points, or other secondary reinforcers Secondary reinforcers - neutral objects that padents can later trade in for Primary reinforcers - items or outcomes that are naturally pleasurable, such as a favorite food or drink 11
12 Radical Behaviorism & CogniDve Psychology Skinner was a radical behaviorist: thinking, emodon, and observable behavior are all dictated by operant and classical condidoning; viewed cognidve psychology as a pseudoscience CogniDve learning theorists focus on how the organism interprets the sdmulus before generadng a response They contend that behavior is not automadc or inflexible, rather, classical and operant condidoned responses usually depend on thinking Other Forms of Learning Latent learning - learning that isn t directly observable; we learn many things without showing them Emphasizes the difference between competence (what we know) and performance (showing what we know) Challenge to radical behaviorism, implies reinforcement isn t necessary Tolman & Honzik Maze Trials: Learning All Along 12
13 Social CogniDve Learning Observa-onal learning - learning by watching others (models), without instrucdon or reinforcement Brain basis? Perhaps mirror neurons Aggressive behavior: Bandura (1963) had children watch an adult ignoring or punching a Bobo doll and shoudng things like Kick him Children who watched the aggressive adult model were aggressive to the Bobo doll later 13
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