* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Notes_7 Learning - Biloxi Public Schools
Symbolic behavior wikipedia , lookup
Observational methods in psychology wikipedia , lookup
Thin-slicing wikipedia , lookup
Attribution (psychology) wikipedia , lookup
Theory of planned behavior wikipedia , lookup
Neuroeconomics wikipedia , lookup
Descriptive psychology wikipedia , lookup
Theory of reasoned action wikipedia , lookup
Insufficient justification wikipedia , lookup
Applied behavior analysis wikipedia , lookup
Adherence management coaching wikipedia , lookup
Learning theory (education) wikipedia , lookup
Verbal Behavior wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Psychophysics wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Social cognitive theory wikipedia , lookup
Classical conditioning wikipedia , lookup
Chapter # 7 Learning Unconditioned Stimulus (UCS) Unconditioned Response(UCR) Conditioned Stimulus (CS) Conditioned Response (CR) Delayed Conditioning Arrangements Trace Conditioning Arrangements Simultaneous Conditioning Arrangements Backward Conditioning Arrangements Stimulus Generalization Stimulus Discrimination Higher Order Conditioning -the thing that the organism naturally, reflexively responds to -ex: meat powder for a dog -natural, unlearned, largely reflexive response to the UCS -ex: excitement or anticipation at the presentation of meat powder (dogs salivate) -“what is the learner now responding to that he did not previously respond to in this way?” -initially meaningful stimuli -new, learned response to the CS -ex: dog learned to respond to sound of bell -ex: dog drooling at sound of bell -sub-division of forward conditioning (CS is presented b4 the US) -the CS is present until the US begins -CS is removed some time before the US is presented -CS and US are presented at the same time US is presented before the CS -typically ineffective -when the subject cannot distinguish among similar but distinct stimuli -ex: Albert was afraid of all other fluffy white objects (similar to rat) -when the subject can distinguish among similar but distinct stimuli -ex: if the dog salivates only at the bell -a previous CS is used as the US -in theory can go up to any order as new CSs are linked to old ones -rarely effective beyond the second order -ex: dogs salivating at the sound of metronome, pair that sound with a red night and get conditioning to it, red light would not be paired with the meat powder Chapter # 7 Learning Extinction Spontaneous Recovery Aversion therapy Systematic Desensitization + and reinforcement + and punishment Escape and Avoidance Responses Shaping -the elimination of the conditioned response -achieved by presenting CS without the US repeatedly -the reappearance of a learned response after its apparent extinction -suppression of an undesirable responses by associating it with aversive (painful or uncomfortable) stimuli -learning involving an unpleasant or harmful stimulus or reinforcer -a guided reduction in fear, anxiety, or aversion -treatment for phobias -trained to relax to increasingly fearful stimuli + encourages behavior, pleasurable consequence delivered upon completion of desirable action; increases likelihood that particular type of response will repeat – removal of aversive event, not same as punishment, increases probability that given type of response will be repeated; unpleasant condition is removed when a desired behavior is completed -decreases behavior -positive punishment: discomfort follows response, ex: spanking -negative punishment: positive state removed after response, ex: grounded -avoidance: behavior takes away the unpleasant stimulus before it begins -escape: behavior takes away the unpleasant stimulus after it has already started -reinforcing a subject as it takes successive steps toward the goal behavior -primary –unlearned and are inherently reinforcing to most members of a species -secondary – learn to value these things Primary and Secondary Reinforcers -a series of steps that change behavior to a desired response Successive Approximations pattern -ex: white rat without the loud noise - primary: food, water, love/attachment/sex - secondary: money Chapter # 7 Learning Skinner Box Continuous vs. Partial Reinforcement Fixed Interval (Reinforcement) Variable Interval (Reinforcement) Fixed Ratio (Reinforcement) Variable Ratio (Reinforcement) Latent Learning -empty box except for a lever and hole to deliver food pellets -trained rats to press the lever in order to get food; used shaping: rat first receives a food reward for being near the lever, then for touching the lever, and finally for pressing the lever -in the end, only rewarded for pressing the lever, process known as: differential reinforcement of successive approximations -continuous – consequence is delivered after every instance of the goal behavior; produces rapid learning and rapid extinction -partial – intermittent, not all responses are reinforced; produces slow learning and slow extinction -reinforcement is delivered based on a specified passage of time -reinforcement is delivered after some established period of time but it changes from one reinforcement to the next -reinforcement will be delivered after a specified number of desired responses -ex: awaiting mail on Friday but the delivery time is different each week, you would check more often to see if it has arrived since you do not know exactly when it will get there -ex: being paid by an employer for every 7 toys assembled -reinforcement will be delivered after some number of responses but the amount is not specified -ex: playing the lottery -Edward Tolman -learning that is not demonstrated until the subject is reinforced for doing so -research with rats and maze completion tasks showed that rats who had been exposed to a maze several times were more likely to run it efficiently and with few errors if there was a reinforcement in the goal box -ex: reward for reading a certain number of books will stop once the reward is discontinued Overjustification -predicts that if you begin to reinforce a behavior that the individual is already disposed to perform it may actually Effect Modeling -ex: paycheck every other Friday discourage the subject from continuing to do it -much of what we learn comes from observation -if an adult is modeling a behavior a child is likely to imitate that model, especially if the adult’s behavior is reinforced in some way Chapter # 7 Learning Bandura’s Bobo -Albert Bandura Doll experiment -adult models videotaped punching and kicking doll Ivan Pavlov B.F. Skinner John Watson Albert Bandura Herman Ebbinghaus Studied the role of observational learning -children who watched the video were placed in same room as depicted in video imitated adult models, beating on Bobo -children in control group who did not view video played in same setting and did not behave in such ways -studied digestive system of dogs, noted dogs responded to previously neutral stimuli -presented meat powder which makes a dog salivate and previously neutral stimulus -used metronomes and other tones -present sound followed by meat powder led to salivation response in dogs -dog begins to salivate at sound of metronome -pioneered the study of operant conditioning -ran many operant-conditioning experiments -“Skinner Box” apparatus -behavior is a series of behavior-reward pairings and cognition is not as important to learning process (psychologists abandoned this view) -with Rosalie Rayner demonstrated classical conditioning with Little Albert -no fear of small animals but showed fear when steel bar banged w/ a hammer -presented child with a rat and banged the steel bar at the same time = child cried -Albert cried any time he was presented with the rat – even w/o the noise -became afraid of other fluffy white objects -famous study in social or observational learning; Bobo doll studies -response-reward relationship not necessary for observational learning -for observational learning to occur: learner must pay attention to the behavior in question, retention of observed behavior (must be remembered), motivation for the learner to produce behavior, potential for reproduction must exist -postulated in his “forgetting curve” that we have rapid decay of memory for nonsense syllables but that decay will flatten out at ~20-30% in long term retention (it doesn’t all fade) -info forgotten because of interference (proactive and retroactive)