The organism s problem: Avoid predation and injury so you can reproduce

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Transcription:

Learning Chapter 7

Design a Brain The organism s problem: Avoid predation and injury so you can reproduce What characteristics are needed to behave adaptively and reproduce successfully? Consider: nearly all animal species face the same problem, so the solution must not be based on a single brain structure!

What features are important? Be sensitive to cues that predict predation & injury, and produce correct behavior A causality detector would be useful! Environmental causes or behavioral causes React to stimuli or to behaviors Would emotions like fear be useful? (Why do emotions exist, anyway?)

Discovery of Behavioral Principles General Behavioral Principles Exist in (nearly) all animal species Allow animals to produce the appropriate behaviors in their particular environments Important for survival Principles are built into every species DNA

Conditioning Classical conditioning and operant conditioning ARE these features! - causality detectors, - create emotion Classical and operant conditioning are the solutions to the problem of adaptation: They allow one event to predict some more important event. Classical conditioning: cue = stimulus Operant conditioning: cue = behavior

Chapter 7: Learning Learning theory: How we acquire knowledge Behavior-environment relationships Role of the environment Measure observable behaviors Classical conditioning: Train natural reflexes (drooling, blinks) Operant conditioning: Train new behavior (push a lever, roll-over)

Ivan Pavlov s Discovery (1849-1936) A Russian physiologist First systematic investigations into classical conditioning Investigated salivation, the initial step in the digestive process Found that salivation could be initiated with psychic factors

Classical conditioning (Pavlov, 1927) US: Unconditioned Stimulus UR: Unconditioned response/reflex

Classical conditioning Reinforced trial

Classical conditioning CS: Conditioned Stimulus CR: Conditioned Response Unreinforced trial

Summary of the Procedure: Reflexes (innate responses) Unconditioned Response (UCR) Conditioned Response (CR) Unconditioned Stimulus (UCS) Conditioned Stimulus (CS)

What about simpler brains? Insects and sea slugs produce all of the classical conditioning phenomena that mammals do! Clearly a complex brain is NOT necessary for conditioning. In fact, complex brains don t seem to be necessary for ANY of the General Principles of learning identified throughout your text.

Pavlovian experiments http://www.youtube.com/watch?v=3flrx0wkeui The Office http://vimeo.com/5371237

Examples of Classical Conditioning ex1. Natalie goes to the park and bumps into a wasp nest. After she recovers from stings she refuses to go back to the park ex2. Susan heard a song on a first date with her boyfriend. Now when she hears the song she gets goosebumbs and feels happy. ex3. Every time little Jim goes to grandma s house he gets knocked down by their dog. Now he cries when approaching the house. What is the US? (Stimulus that causes reflex) What is the UR? (Reflex or automatic natural behavior) What is the CS? (Learned stimulus that causes natural behavior) What is the CR? (Learned behavior)

Think: What is a real world example of classical conditioning? What is the US? Stimulus that causes reflex What is the UR? Reflex or automatic natural behavior What is the CS? Learned stimulus that causes natural behavior What is the CR? Learned behavior

Pavlov s findings What variables can you vary? Number of reinforced trials Learning curve Number of unreinforced trials Extinction Spontaneous recovery

What produces classical conditioning? Order of CS and US: togetherness in time Forward pairing Backward pairing Simultaneous pairing What is best? CS before US CS serves as a signal

Classical conditioning Stimulus generalization & stimulus discrimination Study w/ rabbits CS = tone 1,200Hz US = electric shock CR = blink Test: 400-2000Hz DV: Probability of response How can you change response?

Little Albert Stimulus generalization Generalization gradient Stimulus discrimination http://www.youtube.com/w atch?v=0fkzayt77zm

Second-order Conditioning

Classical conditioning beyond Pavlov Notice real examples in your everyday life! Reflect on the relationship between events Sights and sounds that signal something will occur Hunger at mealtime Alcohol or taste aversion (see p230!) One-trial learning Even if interval between CS and US is 24hrs Phobias and treatment of phobias Conditioned emotional response (CER) Drug addiction Anorexia (trauma paired with food?)

Why is classical conditioning important? Responsible for nearly all our emotions: happiness to fear Notice learned expectation in your everyday life! You learn the relationship between events (causality or correlation) Responsible for most of our expectations Alcohol or taste aversion Phobias and treatment of phobias Conditioned emotional response (CER): fear or safety Drug addiction: CS s produce compensatory responses

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