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Biology, Cognition, and Learning Module 29 Biological Constraints on Classical Conditioning • An animal’s capacity for conditioning is constrained by its biology • Predispositions prepare animals to learn the associations that enhance its survival • Organism’s strong trait/sense will be more likely and easily conditioned • Strength of taste aversion (only one pairing needed) – James Garcia’s rat experiment • Two finding: 1. getting sick hours later forms an association 2. sickened only to taste, not sight/sound Biological constraints on operant conditioning • Type of reinforcer must match the biologically predisposed behavior • (ex) can train a hamster to dig with food because their natural behavior to obtain food is through digging • If trained against biological predisposition it will result in: instinctive drift – trained animals revert back to their biologically predisposed patterns Cognition’s influence on conditioning • Cognitive processing accompanies the CS and UCS • Organisms learn to expect an UCS, predictability • Ex. Alcohol laced with nauseating drug • Associations influence attitudes Cognition’s influence on conditioning • fixed-interval schedules – animals respond more frequently at the time approaching a reward (expectation) • Cognitive map – a mental representation of the layout of one’s environment . (rat/maze) • Latent Learning – E.C. Toleman– learning that occurs but is not apparent until there is an incentive to demonstrate it Cognition’s influence on conditioning • Insight – a sudden realization of a problem’s solution • Intrinsic motivation – a desire to perform a behavior effectively for its own sake • Overjustification effect – the effect of promising an award for doing what one already likes to do. The person may now see the reward, rather than intrinsic interest, as the motivation for performing the task • Extrinsic motivation – a desire to perform a behavior to receive promised rewards or avoid threatened punishment. Learning and personal Control • Coping – alleviating stress using emotional, cognitive, or behavioral methods • Problem-focused coping – attempting to alleviate stress directly – by changing the stressor or the way we interact with that stressor. • Emotion-focused coping – attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to one’s stress reaction Learning and Personal Control • Learned Helplessness – the hopeless and passive resignation an animal or human learns when unable to avoid repeated aversive events • Martin Seligman’s dog experiment • It’s important that we create environments that enhance our sense of control • People thrive under these conditions • But: “excess of freedom” in western cultures contributes to decreasing life satisfaction, increased depression, and sometimes decisional paralysis Learning and Personal Control • Personal control – the extent to which we perceive control over our environment • External locus of control – the perception that chance or outside forces beyond our personal control determine our fate • Internal locus of control – the perception that you control your own fate Personal Control • Self-control – the ability to control impulses and delay short-term gratification for greater long-term rewards • Willpower – finite resource that can be easily depleted • Individual differences in this trait in childhood • Marshmallow study: http://www.youtube.com/watch?v=lgCL3GnmIfY http://www.youtube.com/watch?v=amsqeYOk--w
