Download week4 - Ms. Bishop`s Classroom

Warm Up: 1/30
 Identify the following as results of classical conditioning or
operant learning:
1. Ana got poisoning from some chicken wings at a local
restaurant. Now she says she can no longer eat chicken
wings.
2. Luke got a piece of Candy for doing his work, now he’s
more likely to do his work again.
3. Harley gave her boyfriend a compliment on his shirt, now
he’s more likely to wear that shirt or similar ones.
4. Your grandmother used to wear a very distinctive
perfume. Now whenever you smell that scent of perfume ,
you think of her.
5. Raphael failed his class, and his parents took away his
cell phone.
Timing is everything
 1. Continuous Reinforcement - the desired
behavior is reinforced every single time it occurs.
 2. partial reinforcement, the response is
reinforced only part of the time. Learned behaviors
are acquired more slowly with partial reinforcement,
but the response is more resistant to extinction.

There are four schedules of partial reinforcement:
Types of Partial Reinforcement
 Fixed-interval schedules -first response is rewarded only
after a specified amount of time has elapsed. This schedule
causes high amounts of responding near the end of the
interval, but much slower responding immediately after the
delivery of the reinforcer. (checking email at a certain time of
day when you know to expect one) (semi-annual sales)

Variable-interval schedules occur when a response is
reward ed after an unpredictable amount of time has passed.
This schedule produces a slow, steady rate of response.
(maintaining understanding of topic/not cramming. Checking
email regularly, not with as much enthusiasm.)
 *interval: think “time”
Types of Partial Reinforcement
 Fixed-ratio schedules are those where a response is
reinforced only after a specified number of responses.
This schedule produces a high, steady rate of responding
with only a brief pause after the delivery of the
reinforcer. (making money for every 5 shirts made)

Variable-ratio schedules occur when a response is
reinforced after an unpredictable number of responses.
This schedule creates a high steady rate of responding.
(Gambling and lottery games are good examples of a
reward based on a variable ratio schedule.)
 Ratio: think “# of behaviors”
Review: Homework
Shaping
 A procedure in Operant Conditioning in
which reinforcers guide behavior closer
and closer towards a goal.
Observational Learning
THE COGNITIVE SIDE OF LEARNING
Objective and DOL
Objective
DOL
 WWBAT explain
 3 mc questions on
observational learning
and the applications of
operant conditioning.
cognitive learning,
modeling, and
observational learning.
 Given a scenario, a
student will be able to
come up with a solution
to a behavior problem
using operant
conditioning.
Applications of Operant Conditioning
 Review: Recall some real life situations where
classical conditioning is used:

Fear elimination, bed wetting
 Operant conditioning: system of rewards and
punishments to shape behavior

Applications: biofeedback training and classroom
management
Biofeedback training
 BFT allows people to gain control of their autonomic
functions

“Autonomic” Fist-5
 Gives people reinforcement with information
 “Reinforcement” fist-5
 Examples: people can learn to control alpha waves
(associated with relaxation), muscles tension, heart
rates, and blood pressure
video
 What BFT looks like in practice
 http://www.youtube.com/watch?v=uxGIzYY43zA
Teacher uses
 Reinforcers- increase the frequency of a behavior;
not necessarily a pleasant event.

Can yelling at a student be a reinforcer?
 Operant conditioning can be used in the classroom
to train teachers how to reinforce positive behaviors
and ignore negative ones.



Whose approval do you think younger kids desire more? Peer
or teachers?
Older students?
How should this influence teacher behavior?
Warm Up
 How could facebook use be
reinforced through operant
conditioning?
What would be a
reinforcer/punishment?
Would it be positive or negative?
Interval or ratio?
Variable or fixed?
Cognitive factors in Learning
 Latent Learning
 Observational Learning
Latent Learning
 People can still learn without reinforcement
 When you go to the mall, have you been conditioned to turn
left or right like rats in a maze or have you simply remembered
which direction stores are?
 Latent- hidden or concealed
 Latent learning- learning still takes place, but the
effects are not evident
Latent Learning in the Laboratory
• Tolman had two groups of rats:
• 1. taught to go through maze with
food goals
•2. allowed to explore freely for ten
days
•After 1-2 reinforced trials with food, the
previously unreinforced rats reached the
food box as quickly as the rewarded rats
*Suggests they learned the maze as well
but the learning was hidden until they had
a motivation
Tolman’s Study
Latent Learning (continued)
 http://www.youtube.com/watch?v=dyQfIOKow_M
 Suggests reality of cognitive maps
 Rats were able to discover and use the quickest route
once they knew their goal and had motivation to seek
it.
Observational Learning
 We can learn operants through observation alone
 If you saw me rip up a students notebook for not taking notes, what
would you likely start doing?
 We learn what is likely to be reinforced or punished by watching
others, which influences our behavior.
 We also learn skills by watching others: cooking, cleaning,
fixing things (parents/TV)
 Observational Learning- the
acquisition (gaining) of knowledge
and skills through the observation
of others (who are called models)
rather than by means of direct
experience
Bandura’s Bobo Doll experiment
 When observing a model being reinforced we are
vicariously reinforced

What does this mean?
 Bandura’s study
Hypotheses
 Children witnessing an adult role model behaving in an overly




aggressive manner would be likely to replicate similar
behavior themselves, even if the adult was not present.
Subjects who had observed a non-aggressive adult would be
the least likely to show violent tendencies, even if the adult
was not present. They would be even less likely to exhibit this
type of aggression than the control group of children, who had
seen no role model at all.
Bandura believed that children would be much more likely to
copy the behavior of a role model of the same sex. He wanted
to show that it was much easier for a child to identify and
interact with an adult of the same gender.
The final prediction was that male children would tend to be
more aggressive than female children, because society has
always tolerated and advocated violent behavior in men more
than women.
http://www.youtube.com/watch?v=YclZBhn40hU
Results
 The results for the Bobo Doll Experiment showed, as expected
by prediction one, that children who were exposed to the
aggressive model were more likely to show imitative
aggressive behavior themselves.
 Prediction four was proved correct in that boys were nearly
three times more likely to replicate physically violent behavior
than girls.
 The measurements for verbally aggressive behavior again
showed that children exposed to aggressive role models were
more likely to imitate this behavior. The levels of verbal
aggression expressed were about the same for boys and girls.
 Subjects in the Bobo Doll Experiment exposed to the nonaggressive model, or no model at all, showed little imitative
aggressive behavior. This finding partially proved prediction
two, with children exposed to a passive role model showing
less imitative aggression.
More on social learning
 The findings of the Bobo Doll Experiment proved to be a
little inconclusive with most of the predictions not being
fully proved.
 It is not certain that children learn socially, but it is likely
that children observing an adult model utilizing violence
are more likely to believe that this type of behavior is
normal. They may, therefore, be more likely to use this
type of action themselves when confronted by similar
situations.
 Children, who witnessed the model being punished for
aggressive behavior, were much less likely to follow suit.
Interestingly, there was no change in aggression when
the model was rewarded for bad behavior.
Warm Up
 Finish the following sentences:
 I plan to study for tomorrow’s test by…
 I will devote _____ (time) to undistracted studying
for this test.
Review
 Number off.
 Number your study guide. There are extras on the
study table. Come up with a question or two on an
index card for your #. You may use your notes or the
book. You have three minutes to do this.
 Quiz-Quiz-Trade.
 As I play music, move around the room.
 When the music stops, read your question to your
partner, have them try to answer.
 Next person reads their card to their partner; try to
answer.
 When the music starts, trade cards and continue
moving.