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Transcript
Chapter 6 Learning Learning Learning A pretty permanent change in behavior or mental processes due to experience Experience is our teacher What are somethings you can think of that you learned from experience/observation? Applies to good and bad behaviors Good news, you can unlearn through retraining, counseling, and perseverance Types: classical, operant, cognitive-social, and evolution Classical Conditioning Diagram 6.1 page 207 (Extremely important!) Classical conditioning: learning through involuntarily paired associations Pavlov discovered through studying dogs’ salivary responses Tone (neutral stimulus or NS) Presented with food (unconditioned stimuli or UCS) Dog would salivate (unconditioned response or UCR) Over time, the pairing of NS with the UCS causes conditioning to occur NS → Conditioned Stimulus (CS) UCR → Conditioned Response (CR) Anytime the dogs heard a tone, they began to salivate Classical Conditioning At the start Tone Food Salivate (NS) (UCS) (UCR) Over time Tone Salivate (CS) (CR) Components of Classical Conditioning Neutral Stimulus (NS): stimulus that doesn’t make the response happen Unconditioned Stimulus (UCS): brings about the unconditioned response Unconditioned Response (UCR): unlearned (natural) reaction to unconditioned stimulus Conditioned Stimulus (CS): once neutral stimulus that because of conditioning brings about the conditioned response Conditioned Response (CR): learned reaction to the conditioned stimulus because of conditioning *CS and CR only happen because of the UCS* Extinction-Classical Extinction: gradual disappearance of the CR over time, and happens only if the UCS is withheld whenever the CS is presented Example: Pavlov stopped presenting the food Behavior doesn’t become unlearned, however, and re-conditoning doesn’t take as long. Operant Conditioning Operant Conditioning: learning through voluntary behavior and its consequences Reinforcement: strengthens response, making the chances of it recurring increase Punishment: weakens response, making the chances of it recurring decrease Reinforcement Increase in behavior Punishment Decrease in behavior Behavior A Little Operant Conditioning History Thorndike Law of effect: probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence Cat box Skinner (Remember, Skinner was a behaviorist. No emotions, just observable behaviors) Reinforcer and punishment must come after the response Watch responses → make sure getting an increase/decrease as desired Example: Praise shy students for speaking in class, but instead of them speaking more they speak less because they are embarrassed by the attention Skinner Box (pg. 223) Types of Reinforcers and Reinforcements Types of Reinforcers Primary reinforcers: stimuli that increases response because it satisfies a biological need (ex: food and water) Secondary reinforcers: stimuli that increases response because of a learned value (money and possessions) Types of Reinforcements Positive: adding a stimulus, strengthening a response and making it more likely to recur Example: Make a joke and the class laughs. More likely to make a joke (or that joke) again. Negative: removing a stimulus, strengthening a response and making it more likely to recur Example: Have a headache, take an aspirin, headache goes away. More likely to take an aspirin in the future if headache returns. **Table 6.2 page 217** Types of Punishments Positive: adding a stimulus, weakening a response and making it less likely to recur Example: Kid missed curfew, parents give him more chores as a punishment. Negative: removing a stimulus, weakening a response and making it less likely to recur Example: Kid missed curfew, parents take away his car keys as a punishment. Side Effects of Punishment Punishing the desired behaviors: yelling at a dog for not coming immediately when you call Passive aggressiveness: not being directly confrontational, but indirectly (ie not yelling back, but instead “forgetting” to do something) Avoidance: avoid punisher Inappropriate modeling: punisher displays inappropriate response Temporary suppression vs. elimination: just on good behavior when punisher is present Learned helplessness: learn to give up, hopeless Increased aggression: frustration builds and individual begins to act out Extinction-Operant Extinction: lack of reinforcement could lead to regressing back to old behaviors Stop Extinction Continuous Reinforcement: every correct response is reinforced faster initial learning Partial (Intermittent) Reinforcement: some, but not all, correct responses are reinforced Switch to partial reinforcement when response is well learned More resistant to extinction Cognitive-Social Learning Cognitive-Social Theory: emphasizes the roles of thinking and social learning in behavior Stimulus-Organism-Response Attitudes, beliefs, expectations, motivations and emotions influence learning Learn new behaviors through observation and imitation Kohler Insight: sudden understanding of the problem, and determine the solution Example: chimp Tolman Cognitive map: mental image of space Latent learning: hidden learning that exits without behavioral signs Example: rats in a maze Cognitive-Social Learning Observational Learning: learn new behaviors by watching or imitating others learn from others avoid dangerous situations teaches us to think and feel shows how to act and interact socially Example: Bandura’s Bobo doll study 4 Steps to Observational learning 1. Attention: watching, focused 2. Retention: remember directions/demonstrations 3. Reproduction: imitate behavior 4. Reinforcement: increasing the likelihood of the behavior to recur Evolution’s Influence on Learning Evolutionary Learning: instincts one is born with Taste aversion: classically conditioned negative reaction to a particular taste that has been associated with nausea or other illness Example: soda can and ants or jello with fruit in it Biological preparedness: built-in readiness to form associations between certain stimuli and responses Example: Quickly associating nausea with food or drink helps us to avoid it again in the future (ie cavemen getting sick by eating a certain plant) Instinctive Drift: conditioned responses regress back to innate responses Example: Brelands, a chicken, and baseball