Download Chapter 6

Friday, May 6
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Ch. 6 Test
Learning Targets:
Describe the classical and operant conditioning paradigm.
Be able to identify 3 ways that classical conditioning differs
from operant conditioning.
Differentiate between positive reinforcement and negative
reinforcement.
Differentiate between negative reinforcement and
punishment.
Describe between the different schedules of reinforcement
and identify when it is best to use each.
Thursday, May 5
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Return Chapter 6 Quiz
Complete discussion of schedules of reinforcement
Discuss Shaping
Review for Chapter 6 Test https://www.youtube.com/watch?v=qG2SwE_6uVM
Ch. 6 Test: Friday, May 6
Learning Targets:
Describe the classical and operant conditioning paradigm.
Be able to identify 3 ways that classical conditioning differs from operant conditioning.
Differentiate between positive reinforcement and negative reinforcement.
Differentiate between negative reinforcement and punishment.
Describe between the different schedules of reinforcement and identify when it is best to
use each.
Wednesday, May 4
Return Schedules of Reinforcement Homework
 Kahoot
 Take Chapter 6 Quiz
 Discuss Shaping
 Ch. 6 Test: Friday, May 6
Learning Target: Describe the different ways people learn.
Provide examples of how learning is adaptive. Explain how
we learn through operant and classical conditioning.
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Tuesday, May 3
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Review Negative Reinforcement and
Punishment (T chart)
Begin discussing Schedules of Reinforcement
Quiz Wednesday (5/4)
Test Friday (5/6)
Learning Target: Differentiate between
negative reinforcement and punishment
Monday, May 2
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Return Classical Conditioning Worksheet
Collect Chapter 6 Guided Reading
Discussion of Reinforcement
Guided Practice
Video clip (if time permits)
Quiz Wednesday (5/4) Test Friday (5/6)
Learning Target: Differentiate between
positive and negative reinforcement
Friday, April 29
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Collect Classical Conditioning worksheet
Mind Reading Game
Contrast Classical and Operant Conditioning
Complete T chart
Ch. 6 Guided Reading (Due Monday, 5/2)
Quiz Wednesday (5/4) Test Friday (5/6)
Learning Target: Be able to identify 3 ways that
classical conditioning differs from operant
conditioning
Thursday, April 28
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Review Classical Conditioning
Guided Practice: Classical Conditioning in Action
Begin Discussing the Principles of Conditioning
Homework:
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Ch. 6 Guided Reading (Due Monday, 5/2)
Classical Conditioning Worksheet (Due Friday, 4/29)
Learning Target: Describe the classical
conditioning paradigm
Wednesday, April 27
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Ticket to Enter (What is learning?)
Discuss Classical Conditioning
Chapter 6 Guided Reading due Monday 5/2
Learning Target: Describe the classical
conditioning paradigm
Monday, December 14
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Return Ch. 6 Test
Test Retakes (if necessary)
Brain Games
Thursday, April 30
Collect Schedules of R+
 Return Quiz
 Review for Test
 Start Prewriting
 Ch. 6 Test: Friday, May 1
Learning Target: Describe the different ways
people learn. Provide examples of how learning
is adaptive. Explain how we learn through
operant and classical conditioning.
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Wednesday, November 11
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Handout ACT Reading
Collect Ch. 6 Reviews
Review for Ch. 6
Chapter 6
Learning
TICKET TO ENTER
1.
2.
3.
What is learning? How can you tell if
someone has learned?
Describe a good learning experience
you’ve had (in or out of school). How did
you learn?
Describe a time you taught someone
something. How did you teach them?
Learning: A relatively permanent
change in behavior due to experience or
practice
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What words are important in that definition?
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Relatively permanent
Change in behavior
Practice
1). Classical Conditioning
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Ivan Pavlov: Pavlov was a Russian
physiologist whose pioneering studies of the
digestive system led to decades of research to
identify the principles of
classical conditioning
1). Classical Conditioning
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Labeling the parts of classical
conditioning
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Unconditioned Response: A simple
unlearned response. A reflex
Examples:
1). Classical Conditioning
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Labeling the parts of classical
conditioning
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Unconditioned Stimulus: A stimulus that
triggers a response reflexively or
automatically
Examples:
1). Classical Conditioning
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Labeling the parts of classical
conditioning
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Neutral Stimulus: Does not elicit (bring
about) the unconditioned response
1). Classical Conditioning
When has conditioning occurred?
Conditioning has occurred when the
neutral stimulus ALONE elicits (causes)
the unconditioned response
1). Classical Conditioning
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Labeling the parts of classical
conditioning
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Conditioned Stimulus: The conditioned
stimulus is the previously neutral stimulus
that, through conditioning (learning) gains
the power to cause the response
1). Classical Conditioning
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Labeling the parts of classical
conditioning
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Conditioned Response: The conditioned
response is the previously unconditioned
response. It is elicited by (caused by) the
conditioned stimulus.
Pavlov’s Experiment
Practice
UCS
UCR
(Before Conditioning)
NS + UCS
UCR
(Acquisition Phase)
CS
CR
(After Conditioning)
http://www.youtube.com/watch?v=nE8pFWP5QDM
Classical Conditioning in Action
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Scenario 1
A cat is always fed her canned cat food by her owners after they open it with
an electric can opener. Whenever her owners use the electric can opener, the
cat comes running into the kitchen in hopes of getting some food.
Unconditioned
Stimulus
Unconditioned
Response
Conditioned
Stimulus
Conditioned
Response
Classical Conditioning in Action
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Scenario 2
A man goes to a nice restaurant and gets his favorite dish—shrimp.
After eating at the restaurant, he gets food poisoning and is violently ill.
After the food poisoning, he never wants to eat shrimp again.
Unconditioned
Stimulus
Unconditioned
Response
Conditioned
Stimulus
Conditioned
Response
Classical Conditioning in Action
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Scenario 3
Advertisers will often use famous people and celebrities to endorse their
products in commercials. For example, they assume if people like a person
such as Britney Spears, then they will be more likely to buy a product such
as Pepsi.
Unconditioned
Stimulus
Unconditioned
Response
Conditioned
Stimulus
Conditioned
Response
Classical Conditioning in Action
Come up with your own scenario that shows
classical conditioning in action:
Unconditioned
Stimulus
Unconditioned
Response
Conditioned
Stimulus
Conditioned
Response
1). Classical Conditioning
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Principles of Conditioning (These
same principles also apply to operant
conditioning)
 Stimulus Generalization: The
organism responds NOT ONLY to the
conditioned stimulus (CS) but also to
similar stimuli
1). Classical Conditioning
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Stimulus Generalization Example:
(Little Albert) https://www.youtube.com/watch?v=FMnhyGozLyE
1). Classical Conditioning
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Principles of Conditioning
 Stimulus Discrimination: The
organism responds ONLY to the stimulus it
was conditioned to. (The organism
responds differently to different stimuli)
1). Classical Conditioning
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Principles of Conditioning
 Extinction: After repeated presentation
of the conditioned stimulus (CS) without
the unconditioned stimulus (UCS) the
conditioned response (CR) fades away and
eventually stops.
1). Classical Conditioning
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Principles of Conditioning
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Spontaneous Recovery: After extinction,
and a lapse of time, the conditioned
response reappears
The two factors needed for spontaneous
recovery to occur are:
1. extinction
2. rest period (lapse of time)
1). Classical Conditioning
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Principles of Conditioning
 Counter Conditioning: A new
response is conditioned to an old
stimulus
2) Operant Conditioning
Classical Conditioning vs. Operant Conditioning
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Bhvr is involuntary
Organism is passive
R+ comes BEFORE
Learn through
associating 2 stimuli
1.
2.
3.
4.
Bhvr. is voluntary
Organism is active
R+ comes AFTER
Learn from
consequences of
behavior
2) Operant Conditioning
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Laws of Effect (E.L. Thorndike):
 Positive Law of Effect:
If a behavior is followed by a satisfying
state of affairs, the likelihood of the
behavior occurring again increases.
 Negative Law of Effect:
If a behavior is followed by an unpleasant
state of affairs, the likelihood of the
behavior occurring again decreases
2) Operant Conditioning
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Reinforcement:
Reinforcement ALWAYS increases the
likelihood of a behavior
2) Operant Conditioning
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Primary Reinforcement: something that
is naturally rewarding, such as food (if you
are hungry), warmth (if you are cold), and
water (if you are thirsty). Primary reinforcers
are inherently valued. They return the body to
homeostasis
2) Operant Conditioning
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Secondary Reinforcement: something
you have learned is rewarding because it’s
been paired with a primary reinforcer.
Examples are
2) Operant Conditioning
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Positive Reinforcement: Something
pleasant is added in order to increase a
response
http://www.youtube.com/watch?v=guroaQRFsX4
2) Operant Conditioning
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Negative Reinforcement:
Something unpleasant
is removed in order to
increase a response
…
2) Operant Conditioning
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Punishment: Always decreases the
likelihood of a response
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Something unpleasant that decreases the
likelihood of a response
2) Operant Conditioning
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Some disadvantages of using punishment:
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Punishment doesn’t teach acceptable behavior
Punishment can create anger and hostility
Punishment can only work when it is guaranteed
2) Operant Conditioning
Negative Reinforcement vs. Punishment
Something unpleasant is
REMOVED
Something unpleasant
PRESENTED
Behavior INCREASES in
likelihood
Behavior DECREASES
in likelihood
2) Operant Conditioning
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Schedules of Reinforcement: when and
how often the reinforcement occurs
 Continuous
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Partial/Intermittent
2) Operant Conditioning
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Continuous Reinforcement Schedules:
Each and every correct behavior is reinforced
(This is extremely rare in everyday life)
Examples:
2) Operant Conditioning
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Partial/Intermittent Reinforcement:
Only some response are rewarded
Variable: changes
Fixed: unchanging
Interval: time
Ratio: # of responses
2) Operant Conditioning
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Fixed Ratio: The number of responses
needed for reinforcement is unchanging
Examples:
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Variable Ratio: The number of responses
needed for reinforcement changes
Examples:
2) Operant Conditioning
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Fixed Interval: The time between
reinforcement is unchanging
Examples:
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Variable Interval: The time between
reinforcement changes
Examples:
Questions to ask yourself to help decide the type
of schedule
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Can you predict when reinforcement is
coming?
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Yes=Fixed
No=Variable
If you do the behavior more, will you get
more reinforcement?
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Yes=Ratio
No=Interval
Directions: Identify the type of intermittent reinforcement schedule being used. You have four choices:
Fixed interval (FI); Fixed Ratio (FR); Variable Interval (VI);Variable Ratio (VR)
1). _______________________ Being paid $10 for every 20 puzzles solved.
2). _______________________Studying for a class that has surprise quizzes.
3). _______________________Slot machines are based on this schedule.
4). _______________________Trolling for fish in a lake in the summer.
5). _______________________Selling a product door to door.
6). _______________________Doing 20 pushups to stay fit.
7). _______________________Winning a Bingo game.
8). _______________________Getting a paycheck at the end of 2 weeks.
9). _______________________Getting a strike in bowling (at least for most of us).
10. _______________________Frequent flyer program where one gets a free flight after a specific
number of miles flown.
11). _______________________A child who runs to the television to hear the theme
music from Jeopardy every afternoon at 3:30.
12). _______________________Trying to find a parking spot at UWM with a meter that works.
13). _______________________A wife is watching a boxing match with her husband. She receives
a kiss from him at the end of every 3-minute round.
14). _______________________Waiting for a sunny day to go to the beach.
15). _______________________You have a Psychology quiz every Friday.
•Can you predict when reinforcement is coming?
Yes=Fixed
No=Variable
•If you do the behavior more, will you get more reinforcement?
Yes=Ratio
No=Interval
2) Operant Conditioning
2) Operant Conditioning
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Behaviors are learned most rapidly when
reinforced on a continuous reinforcement
schedules
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However, behaviors extinguish the fastest
when reinforced on a continuous schedule
2) Operant Conditioning
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Behaviors reinforced on partial
schedules of reinforcement (especially
variable schedules) are the most difficult
to extinguish because it takes the
organism a long time to figure out the
reinforcement has stopped
2) Operant Conditioning
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Guided Practice
Being rewarded for very third correct answer.
Giving a rat pellet of food for pressing a bar on the
AVERAGE of every two minutes.
Giving a student a blow pop every time he/she provides
a correct answer.
Paying telemarketers a bonus for every 5 sales he/she
makes in excess of the company’s quota.
Trying to reach a friend by telephone when you get a
busy signal.
2) Operant Conditioning
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Shaping: Reinforcing behaviors that move
closer and closer to the target behavior
When is shaping used?
Shaping is used when
trying to teach a
complex or difficult
task