Download Learning - Mr. Hunsaker`s Classes

Learning
What is Learning?
• The process of acquiring new and
relatively enduring information
• Any relatively permanent change in
behavior brought about by
experience or practice.
– When people learn anything, some part
of their brain is physically changed to
record what they have learned.
– Any kind of change in the way an
organism behaves is learning.
How do we learn?
• Learn by association
– Our minds connect events that occur in
a sequence
How do we learn?
• Two types of associative learning:
– Classical Conditioning
– Operant Conditioning
• Other types of learning:
– Cognitive learning
– Observational learning
Classical Conditioning
• Major People:
– Ivan Pavlov
– John Watson
• Pioneers of behaviorism
– The view that psychology
• Should be an objective science
• Studies behavior without reference to
mental processes
Classical Conditioning
• A condition where one learns to links
two or more stimuli to anticipate
events
• Learning to make a reflex response
to a stimulus other than the original,
natural stimulus that normally
produces the reflex.
Pavlov’s Experiments
Pavlov’s Experiments
Pavlov’s Experiments
Pavlov’s Experiments
Classical Conditioning
Conditioning can occur
without an Unconditioned Stimulus (US)
Classical Conditioning
Conditioning can occur
without an Unconditioned Stimulus (US)
Classical Conditioning
Conditioning can occur
without an Unconditioned Stimulus (US)
Classical Conditioning
Classical Conditioning in
The Office
Classical Conditioning
• Although classical conditioning
happens quite easily, there are a few
basic principles that researchers
have discovered:
– The UR (unconditioned response) and
CR (conditioned response) are
essentially the same – salivation.
– The CS (conditioned stimulus) must
precede the US (unconditioned
stimulus) in order for conditioning to
occur – bell can’t follow food.
Classical Conditioning
Check for understanding:
An experimenter sounds a tone just before
delivering an air puff to your blinking eye.
After several repetitions, you blink to the
tone alone.
NS = tone before procedure
US = air puff
UR = blink to air puff
CS = tone after procedure
CR = blink to tone
Classical Conditioning
Lemon powder demonstration
Classical Conditioning
Extinction & Spontaneous Recovery
• What happens if the CS occurs
repeatedly without the US?
– The CR diminishes (extinction)
– However, if a period of time goes by and
the CS is presented, the CR reappears
(usually weak). This is spontaneous
recovery.
Classical Conditioning
Classical Conditioning
Generalization
• What happens if something similar to
the CS is presented after the
conditioning has taken place?
• The similar stimulus elicits a similar
response.
• Toddlers taught to fear moving cars
will also fear trucks & motorcycles.
Classical Conditioning
Classical Conditioning
John B. Watson and the
Little Albert experiment
Operant Conditioning
• A type of learning in which behavior
is strengthened if followed by a
reinforce or diminished if followed by
a punisher.
• The learning of voluntary behavior
through the effects of pleasant and
unpleasant consequences to
responses.
Operant Conditioning
• Major persons:
– Edward Thorndike
– B. F. Skinner
• Law of effect
Behaviors followed by favorable
consequences become more likely,
and behaviors followed by unfavorable
consequences become less likely.
Operant Conditioning
Operant Conditioning
Skinner Box
Operant Conditioning
• Reinforcement: in operant
conditioning, any event that
strengthens the behavior it follows
• Shaping: an operant conditioning
procedure in which reinforcers guide
behavior toward closer and closer
approximations of the desired
behavior
Types of Reinforcers
• Positive Reinforcement: the
reinforcement of a response by the
addition or experiencing of a
pleasurable stimulus (a reward
following a response).
• Negative Reinforcement: the
reinforcement of a response by the
removal, escape from, or avoidance
of an unpleasant stimulus.
Types of Reinforcers
The child earns
good grades and
receives a
pleasurable
consequence: a
hug.
The noise outside
a child's window
is preventing the
child from
sleeping. The
child removes
the unpleasant
stimulus (the
loud noise) by
wearing
headphones.
Types of Reinforcers
• Primary Reinforcer: any reinforcer
that is naturally reinforcing by
meeting a basic biological need, such
as hunger, thirst, or touch.
• Secondary Reinforcer: a taught
reinforcer; such as praise, tokens, or
gold stars.
Great job!!!!!
Reinforcement Schedules
• It matters when, and how often the
reinforcement is given.
• Animals must receive immediate
reinforcement for the learning to
occur.
• Humans have the ability to respond
to delayed reinforcers.
Reinforcement Schedules
Reinforcement schedules vary
• Reinforcing a response every time it occurs
is called Continuous Reinforcement
– Learning is rapid, but so is extinction
• Partial (intermittemt) Reinforcement
is when the response is reinforced part of
the time
– Learning is slower, but resistant to extinction
Reinforcement Schedules
Punishment
• Reinforcement increases behavior,
punishment does the opposite.
• A punisher is any consequence that
decreases the frequency of the
behavior that precedes it.
• Just as there is positive and negative
reinforcement, there is also positive
and negative punishment.
Punishment
Punishment
• Negatives of using punishment
– Punished behavior is
suppressed not forgotten
– Punishment teaches
discrimination
– Punishment can teach fear
– Physical punishment may
increase aggression
• 1. A—This situation uses positive reinforcement instead of the punishment
used in situation B.
• 2. B—Getting a reward in this situation is likely to decrease TV watching.
• 3. B—Grounding that is not contingent on a behavior to remove it is less
effective than indefinite grounding. Indefinite grounding is punishment
whereas grounding with contingencies is negative reinforcement.
• 4. B—Time out or omission training is a form of punishment, and it is not as
effective as positive reinforcement in decreasing such behaviors as whining.
Situation B offers the child an alternative to whining rather than simply
discouraging whining.
• 5. A—This situation describes negative reinforcement in which the negative
stimulus(shocking) is removed when the desired behavior is performed.
Situation B is less likely to develop the desired behavior since there is no real
connection established between the head bobbing and the consequence.
• 6. B—The positive reinforcement of lowered insurance premiums (especially if
the teen is paying for these himself!) is more likely to encourage careful driving
than receiving a speeding ticket. Although speeding may decrease in the time
immediately after getting the ticket, it won’t last as long as it would if it were
tied to the reward of lowered premiums in the long run.
• 7. B—The child is more likely to behave in public if he or she is rewarded for
being nice rather than being negatively reinforced for throwing tantrums. In
essence, the child is being rewarded for misbehaving and the parent is being
negatively reinforced to stop the misbehavior. If the parent wants the child to
stop misbehaving, they should reward proper behavior.