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Learning Unit 6 Intro • Animals live by instinct/genetic code (think salmon) • Humans have instinct, but also think/change with environment • 3½ learning types… • Classical conditioning • Operant conditioning • Observational learning • Language (?) • Learning = relatively permanent behavior change due to experience • We learn by association = connecting events that occur in succession • Good – birthday song cake! • Bad—bright flash lightning! • Habituation = lessening of a response due to familiarity Classical conditioning st (1 type) • Ivan Pavlov – godfather of behaviorism • Behaviorism – focus on observable, measurable behaviors • Noticed dogs naturally salivate at sight of food… • …wondered if they’d unnaturally salivate to something else. • Rang a bell before food. Again, again, again, … • …until dogs salivated at sound of bell. • Tubes in salivary glands measured the response. Cont. (these show up as test questions) • 4 parts to classical conditioning… 1. UCS – unconditioned stimulus = natural stimulus (this biologically happens) • Food 2. UCR – unconditioned response = natural response (this biologically happens) • Salivate 3. CS – conditioned stimulus = unnatural stimulus associated w/ UCS • Bell 4. CR – conditioned response = response (always same as UCR) • Salivate 5 conditioning processes 1. Acquisition – initial learning of stimulus-response 2. Extinction – diminished response of UCS & CS (food & bell) 3. Spontaneous recovery – re-emergence of association after a “time out” 4. Generalization – response to a similar CS (dogs respond to piano) 5. Discrimination – NOT responding to a stimuli b/c it’s too different (dogs don’t respond to horn honk) John B. Watson • Another main behaviorist (along with Pavlov) • Worked with Little Albert • Placed baby down, placed white rat on his lap • Baby was not scared • Snuck up behind Albert, clanged two metal bars BANG! • Scared Albert, he cried • Did it again, again, again • Albert would then cry at sight of the rat • UCS, UCR, CS, CR? Cont. • Then, added a rabbit, dog, fur coat, toy. • Generalization – furry critter-like Albert cried • Discrimination – NOT furry critter-like Albert was okay • Ethical issues? • Do no harm • Informed consent? • Debriefing? • Epilogue – Watson was fired, married his assistant, worked for Maxwell House & started the “coffee break” Pavlov’s legacy • Behaviorists – anything mental doesn’t matter; may over-estimate this • Cognitive processes are at play • Behaviorists say animals are only machines that react • Martin Seligman experiment on learned helplessness • Caged dogs, shocked them • They cowered in fear • Opened-the cage • They still cowered in fear • They had learned/think they are helpless • People do this with depression…what we think matters Cont. • Biological predispositions are at play too • Animals are hard-wired by biology • We’re not just machines that react, but good/bad at things • Rats – awesome taste associations • Humans – good taste associations too (food poisoning?) • Pigs picking up “$” & depositing in piggy bank • Men – seem attracted to color… • …red • Legacy of Pavlov • Classical conditioning can be applied often (addiction, bed-wetting) • An abstraction like “learning” can be objectively studied Operant conditioning nd (2 type) • Difference from Classical Cond. – C.C. is biological & automatic, O.C. involves a decision • E. L. Thorndike – behaviorist, 1st in operant cond. • Law of Effect = a reinforced behavior is likely to be repeated • Made “puzzle boxes”, put cats in them… • …cat had to figure his way out, get a treat. • …came up with learning curve Operant (cont.) • B. F. Skinner – behaviorist, 2nd big name in operant (likely the biggest name in behaviorism) • Made “Skinner boxes” where animals could manipulate things, get reinforcements. Typical box… • …food, water, light, sound, lever, shocker • Skinner was obsessed with measuring/graphing results • Shaping = slowly getting the animal to do what’s desired, step-by-step • Discriminative stimulus = animal can distinguish one from another Cont. • Punishment = discourages a behavior • Reinforcement = encourages a behavior • Positive reinforcement = encourages behavior by adding something good • Ex.: roll over, get a cookie • Negative reinforcement = encourages behavior by removing something bad • Ex.: hit the snooze button, stops the annoying alarm • Primary reinforcers = natural & unlearned (food, no pain) • Conditioned or secondary reinforcers = learned by attaching to a primary Schedules of reinforcement • Answers, “When will reinforcement occur?” 4 types: • Fixed ratio = after set number of behaviors • Ex.: you get paid after each box you ship • Variable ratio = after random number of behaviors • Ex.: you win after unknown number of slot machine tries • Fixed interval = after set amount of time (time on a clock) • Ex.: you get paid every hour • Variable interval = after random amount of time • Ex.: you catch a fish after unknown amount of time Skinner’s legacy (operant) • Until death, Skinner shunned the cognitive. We’re robots. • Evidence says he may be wrong (5 ways)… 1. Latent learning – learning that doesn’t show up until later. • Edward Tolman – rats in a maze. 2 groups…(a) reward at each correct turn, (b) reward at the end. • Group (b) did better b/c they formed a mental map. 2. Insight learning – learning that comes all-at-once. You’re stuck, then suddenly, ah-hah! “I got it!” Cont. 3. Intrinsic motivation – remember Seligman and learned helplessness? A dog/person who says, “My actions matter! I can deal with this!” is intrinsically motivated. • AKA: internal locus of control 4. Extrinsic motivation – A dog/person who says, “My actions don’t matter. I give up,” is extrinsically motivated. • AKA: external locus of control 5. Biological pre-dispositions – certain animals are good at certain things. Remember pigs picking up “$ chips” for food? Skinner’s lasting works • His vision—teach via computer w/ points & rewards. • Sports—we can learn/master skills step-by-step. • Work—reinforcement should be specific & immediate. • Home—parents can shape good/desired behavior. • Self—we can put ourselves on a “point system” to do better. • Review…what’s the difference between classical & operant? Observational Learning rd (3 type) • Def. = learning by watching others without our own experience • Mirror neurons support this. While watching others do something, brain neurons fire like we are doing it. • Ex.: empathy—mirror neurons help us feel others’ pain • Ex.: yawning is contagious, hard to smile when seeing a frown • Albert Bandura is tops in observational learning • Bobo doll experiment • Kids watch adults punch it… • …then kids do it. Modeling matters. Takeaways • Business – modeling is great for training • Role models matter, can be very positive to kids. • Hypocritical parents (“Do as I say, not as I do.”)… • …grow kids who do as the parents do. • Abusive parents more likely to raise abusive kids/adults. • Nature or nurture? Monkey study leans toward nurture. • TV – 75 year old will watch 9 years of TV • By middle school, 8,000 murders and 100,000 violent acts • Unpunished 74% of time No pain 58% of time • “Justified” 50% of time Attractive person 50% of time • 1950s…TV came to U.S., homicide went up (ditto for other nations) • 2 results: imitation & desensitization (we mimic, it doesn’t bother us) Language learning th (4 type) • We can learn through words… • …we hear & we learn. • …we read & we learn. • Neither is experiencing it firsthand (like C.C. or O.C.)… • …neither is observing anything (like obs. learn.)… • …but we still learn through words.