Download in conditioning - Everglades High School

Be Able to Apply Every Term to
Your own Life.
We look at three types of learning
1.Classical Conditioning
(Pavlov/Watson)
2. Operant Conditioning
(Skinner)
3. Observational Learning
(Bandura)
Learning
• A relatively durable change in behavior or
knowledge that is due to experience
Associative Learning
= learning that certain events occur
together. The events may be two stimuli (as in
classical conditioning) or a response and its
consequence (as in operant conditioning).
Behavioral or Learning
Perspective is least
concerned about causes of
Behaviors
Unit 6-Learning Review-Behavioral
Perspective
Classical Conditioning-Pavlov
Russian Physiologist- digestion in
dogs
• UCS (Natural-food)
• UCR (Natural to UCR-Salivation)
• CS (Paired with-UCS-food and bell –
Neutral -CS) RESULT=
• CR (Salivation is Result of CS-bell)
Figure 6.1 Classical conditioning apparatus
n
Some Natural Reactions
Real Life
Classical/Pavlonian
Conditioning
• You see him or her (UCS)
your hear beats, you get
nervous, butterflies in
your stomach (UCR).
This love wears AXE (CS
that is paired with
UCS=him). You are
walking down the hall,
you smell AXE (CS), you
get nervous and get
butterflies (CR) in your
stomach.
The UCR and CR are
always the same=
Butterflies
Classical Conditioning: More Terminology
• Trial = pairing of UCS (food) and CS
(bell)
• Acquisition = initial stage in learning
• Stimulus contiguity = occurring
together in time and space
• The CS (once a neutral stimulus) must
occur before the UCS in Classical
Conditioning=usually a few seconds is
best
Figure 6.3 Classical conditioning of a fear response
Processes in Classical Conditioning
• Extinction=disappearance of a conditioned response
Cause=no pairing of UCS (food) and CS (bell) over
time
• Spontaneous Recovery-reappearance of an
extinguished response
• Stimulus Generalization-responding same way to
the stimuli similar (a buzzer) to CS (Bell)
• Discrimination-not responding to similar stimuli as
the CS-only respond to the original bell tone
• Higher-order conditioning-conditioned stimulus
function as if it were an unconditioned stimulus=
bell tone used to condition dog to salivate to a light
Figure 6.10 Higher-order conditioning
Little Albert
Watson Father of
BehaviorismFirst to use Classical
Conditioning on
Human
UCS=Loud sound
UR=Fear
CS=Furry Bunny
CR=Fear
Generalization=all furry
things
Classical Conditioning
aversive conditioning = punishment /unpleasant
stimulation used to reduce the frequency of an undesirable
response; learn to associate something negative with
what I enjoy, but the enjoyed “thing” is bad
EX: I snap the rubber band on my wrist when I curse
Alcohol spiked with nausea producing substance
Operant Conditioning
or Instrumental Learning (Thorndike)
• *Edward L. Thorndike (1913) – Law of Effect –
behaviors followed by positive consequences are
strengthened (have a better chance of occurring in
future); behaviors followed by negative
consequences are weakened.
Did pioneering work on how cats learn
• Premack Principle=using high probability behaviors
(watching television) to reward low probability
behaviors (Doing homework)/
Use something I like to do to reward something I don’t
like to do
Operant ConditioningBF Skinner (1953)
• A form of learning in which
responses come to be
controlled by their
consequences
• Criticism of Skinner=Felt
Environment causes
behavior-Did not consider
cognitive processes or
how thoughts impact
learning
Operant Conditioning
• B.F. Skinner (1953) – principle of
*reinforcement =occurs when an
event (you answer teachers
question) following a response
(candy) increases an organism’s
tendency to make that response
(answering questions)
–Operant chamber or Skinner
Box
Unit 6 –Learning Review
Operant Conditioning – BF Skinner
Goal of Reinforcement =increase behaviors
Positive Reinforcement=increase behavior
(buckling seat belt); money pops out of
dash(reward)
Response to a reward is called an Operant
Response
Negative Reinforcement=increases behavior by
removing a noxious stimulus (seat belt buzz, I
buckle; painful sound ends)
Schedules of reinforcement
1. Continuous best for new learning
INTERMITTANT
Interval=amount of time that passes between rewards
Ratio= #of responses need before a reward
2. Fixed Ratio Set # of responses prior to reward
3. Fixed Interval Set Amount of time Prior to reward
4. Varied Ratio Average # of responses before
reward
5. Varied Interval Average amount of time passes
before reward
1. every time rolls over 2. dog rolls over 3X
3. After 2 minutes 4. after an average of 3Xs
5. Average of every 1.5 minutes
VARIED MOST RESISTANT TO EXTINCTION
More on Operant Conditioning
Acquisition= initial stages of learning influenced by
Shaping= reward close behaviors (successive
approximations) to desired behavior (ex. Potty
training)
Chaining=rewarding a series of behaviors
Discrimination= only responding to the original
reward
Or only picks round peg, as trained, from many pegs
Generalization= Responding to any peg, regardless
of shape..(learning that spoons are table wear, but
realizing that forks are table wear)
Extinction= no reward given in Operant
Conditioning, so response stops=child stops throwing
tantrum when does not get attention; child in class
no longer misbehaves when ignored
Unit 6 Learning
• Robert Rescorla’scontingency model of
classical conditioning=cognition plays a role
in conditioning-must realize my behavior leads
to outcome
• Latent learning= using things learned at a later
time then when learned (esp. with modeling)
• Learned helplessness (Seligman)= do not try
since your actions do not result in good outcome
• Biofeedback = use awareness of physiological
responses to change those responses
• Habituation=No longer react to a repeated
stimuli
Figure 6.13 Skinner box and cumulative recorder
Reinforcement:
Consequences that Strengthen Responses
• Primary Reinforcers
–Satisfy biological needs
• Secondary Reinforcers are
–Conditioned reinforcers=
learned (money, good grades,
attention, cars, etc…)
Consequences:
Reinforcement
• Escape learning-response that
ends an aversive stimuli
(shock)
• Avoidance learning-an
aversive stimuli is prevented
from occurring
Figure 6.19 Escape and avoidance learning
Figure 6.18 Positive reinforcement versus negative reinforcement
Operant Conditioning
• Decreasing a response:
–Punishment (consequences
weaken a response)
1. Positive Punishment(give
something-spanking)
2. Negative Punishment(take
something-car, driver’s license;
grounded for a week)
Figure 6.20 Comparison of negative reinforcement and punishment
Changes in Our Understanding
of Conditioning
– *Preparedness (Seligman1971) we are
predisposed to be conditioned in certain
ways but not in others-Certain phobias are
more common than others:
Most Common Phobias-Snakes, spiders,
heights, darkness-Most common Phobias
Even after painful experiences with knifes,
hot stove and electrical outlets, fears are
infrequent.
Changes in Our Understanding
of Conditioning
• Biological Constraints on Conditioning
– Instinctive Drift-animals instincts interfere
with conditioning (raccoons and rubbing
pennies)
– Conditioned Taste Aversion (aka-Garcia
Effect, 1989- When a food is paired with
nausea, even hours later, we still avoid that
food and do not relate the nausea to other
stimuli present (our girlfriend, our parents,
a fork)
Both of the above protect us.
Figure 6.22 Conditioned taste aversion
Recognizing Cognitive Processes in
Conditioning
• Cognitive Influences on Conditioning
Robert Rescorla realized it was more than just
mindless mechanism-Response-outcome
relations ( animals can learn the predictability
of an event)----A response followed by a positive
outcome is more likely if the person or animal
thinks the response caused the outcome.
– I realize my perfume and dressing caused me to
get attention; I do it again..I have to realize, make
the cognitive realization
Albert Bandura-Observational
Learning
Observational Learning (also called Social
Learning Theory): Basic Processes
• Albert Bandura (1977, 1986)
– Observational learning –we learn by
watching and imitating models
– Vicarious conditioning-classical and
operant conditioning takes place
vicariously, through observational learning
(You start to respond to my questions
because you saw others get candy)
Figure 6.25 Observational learning
Bandura’s BoBo
Doll Experiment
and observational
learning
*Showed that
children
learned to be
aggressive by
watching
aggression
Applications of Observational
Learning
Prosocial vs Antisocial Effects
• Prosocial effects
• Antisocial effects
Other Important Learning Concepts
Insight Learning-sudden solution to a problem, an “ahha” experience (Kohler-banana in ceiling
experiment)
Cognitive Maps-Tolman-a mental representation in the
brain of the layout of the environment-rats took
shorter paths (with food present) in a maze because
they remembered cognitive maps o the maze when
they were in there with no food present-Tolman
called this: latent learning
• The Overjustification Effect external rewards
diminish intrinsic motivations (I love reading; school
gives prize for summer reading; I don’t enjoy reading
as much)
• Token Economy