Download Unit 4: Learning

Unit 4: Learning
PRETEST/ POSTTEST
Mark true (T) or false (F) for each statement.
Pretest
Posttest
_____ 1.
Learning mainly occurs in classrooms.
_____
_____ 2.
All major theories about learning incorporate a role
for thought or mental processes.
_____
_____ 3.
It is just as easy to "unlearn" fear behaviors as it is to
unlearn any other kind of behavior.
_____
_____ 4.
Punishment is just as effective as reward in changing
behavior.
_____
_____ 5.
Negative reinforcement is the same thing as
punishment.
_____ 6.
If you want a behavior to persist even when you cannot
be around to reward it, the best thing to do is to reward
the behavior each time it occurs.
_____
_____ 7.
People who are punished physically may become more
aggressive.
_____
_____ 8.
Learning is always evident as soon as it occurs.
_____
_____ 9.
We can only learn by experiencing something directly.
_____
_____ 10.
Voluntary and involuntary behaviors are probably
learned through the same processes.
Unit 4: Learning
In the Griggs text, read:
Chapter 4. Learning, pp. 106-141
_____
_____
You may skip over the information on “Biological Preparedness in Learning” on pp. 132143.
Do all Concept Checks, but on Concept Check 3, just do the last 2
questions.
Pay careful attention to Figures 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,
4.9.
Do the Key Terms Exercise and Practice Test Questions (except #9)
on pp. 138-140.
Optional (recommended):
Read Watson’s paper on Little Albert and the White Rat:
Watson, J.B. & Rayner, R. (1920). Conditioned emotional reactions. Journal of
Experimental Psychology, 3(1), 1-14. This paper is available online through the Classics
in the History of Psychology website at:
http://psychclassics.yorku.ca/Watson/emotion.htm.
Read one of the papers on Bandura’s classic “Bobo doll” studies:
Bandura, A., Ross, D., & Ross, S.A. (1961). Transmission of aggression through
imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575582. This paper is available online through the Classics in the History of Psychology
website at: http://psychclassics.yorku.ca/Bandura/bobo.htm.
Read one of Tolman’s classic papers on “cognitive maps”:
Tolman, E.C. (1948). Cognitive maps in rats and men. The Psychological Review,
55(4), 189-208. This paper is available online through the Classics in the History of
Psychology website at: http://psychclassics.yorku.ca/Tolman/Maps/maps.htm.
Resources we will use in class:
Classical Conditioning - simulation from PsycLab:
http://www.uwm.edu/~johnchay/cc.htm
Operant Conditioning – simulation from PsycLab:
http://www.uwm.edu/~johnchay/oc.htm
Operant Conditioning – reinforcement contingency simulation from PsycLab:
http://www.uwm.edu/~johnchay/oc2.htm
Upon successful completion of this unit, you should be able to:
1.
Define learning.
2.
Outline the basic elements of:
a.
classical conditioning (also called respondent or Pavlovian conditioning)
b.
c.
d.
operant conditioning (also called instrumental conditioning)
observational learning (also called vicarious or social learning)
cognitive learning
3.
Identify examples of each of the above types of learning in real life and
hypothetical situations.
4.
Compare the types of behavior which can be learned by each method listed in #2
and the conditions which are necessary for each type of learning to occur.
5.
Compare and contrast classical conditioning and operant conditioning.
6.
Describe how acquisition and extinction occur in classical and operant
conditioning.
7.
Define reinforcement and punishment.
8.
Identify examples of positive and negative reinforcement.
9.
Compare and contrast negative reinforcement with positive and negative
punishment.
10.
Identify examples of primary and secondary reinforcers.
11.
Interpret cumulative records, as used in operant conditioning.
12.
Identify the advantages and disadvantages of using punishment to control behavior.
13.
Explain how operant responding can be controlled by discriminative stimuli.
14. Compare and contrast stimulus discrimination and stimulus generalization in
operant and classical conditioning.
15. Define continuous and intermittent schedules of reinforcement and explain how
particular schedules of reinforcement influence rates and patterns of responding and
resistance to extinction in operant conditioning.
16. Define and, given a hypothetical situation, be able to identify, each of the following:
a.
unconditioned stimulus (US) i.
reinforcer
b.
conditioned stimulus (CS)
j.
primary reinforcer
c.
unconditioned response (UR) k.
secondary reinforcer
d.
conditioned response (CR)
l.
punishment
h.
e.
stimulus
m.
discriminative stimulus
f.
appetitive stimulus
n.
latent learning
g.
aversive stimulus o.
insight
response
p.
modeling
17. Define motivation and compare and contrast the major theories of motivation,
including:
a.
drive reduction theory
b.
incentive theory
c.
arousal theory
18. Describe the relationship between arousal and performance as predicted by the
Yerkes-Dodson law.
19. Distinguish between intrinsic and extrinsic motivation, and discuss the effects of
each type of motivation on behavior.
20. Explain the interaction between extrinsic and intrinsic motivation and the
“overjustification effect.”
OUTLINE
I.
Definition of LEARNING
II.
Two broad types of learning
A.
Learning that occurs through connections: Classical and Operant
Conditioning
B.
Learning that incorporates the role of cognitions: Cognitive and
Observational Learning
III.
a.
b.
Learning based on connections - two types
A. Classical Conditioning
1.
Definition and viewpoint
2.
Pavlov's and Watson's experiments
3.
Terms
stimulus
response
c.
unconditioned stimulus (US)
d.
unconditioned response (UR)
e.
conditioned stimulus (CS)
f.
conditioned response (CR)
4.
Processes in Classical Conditioning
B.
IV.
a.
acquisition - (role of timing)
b.
extinction
c.
stimulus discrimination
d.
stimulus generalization
5.
Classical Conditioning in the real world
Operant or Instrumental Conditioning
1.
Definition and viewpoint
2.
Thorndike’s law of effect
3.
Reinforcers
a.
characteristics of reinforcers
b.
stimuli
i.
appetitive
ii.
aversive
c.
types
i.
positive reinforcers
ii.
negative reinforcers
iii. primary reinforcers
iv.
secondary reinforcers
4.
Punishment
a.
definition
b.
uses of punishment
c.
problems with punishment
d.
alternative strategies
5.
Processes in Operant Conditioning
a.
acquisition - shaping
b.
extinction
6.
Control of responding by discriminative stimuli
a.
stimulus discrimination
b.
stimulus generalization
7.
Schedules of reinforcement
a.
continuous schedules
b.
partial or intermittent schedules
i.
ratio schedules
aa. fixed
bb. variable
ii.
interval schedules
aa. fixed
bb. variable
8.
Real life uses of operant conditioning
Cognitive theories of learning
A.
Definition and viewpoint
B.
C.
Latent learning - Tolman
Insight – Kohler
V.
Social (Observational) Learning
A.
Definition and viewpoint
B.
Requirements for observational learning to occur
C.
Bandura and the Bobo doll experiment (1965)
VI.
Motivation
A.
Definition
B.
Theories of motivation
i.
drive reduction
ii.
incentive theory
iii. arousal theory
C.
Relationship between arousal and performance – the Yerkes-Dodson law
D.
Types of motivation
i.
extrinsic
ii.
intrinsic
iii. overjustification effect