Download Chapter 5 Learning (Updated)

CHAPTER 5: LEARNING
WHY AND HOW DO PEOPLE AND ANIMALS LEARN?
LEARNING (7-9%)
AP students in psychology should be able to do the following:
• Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g.,
contingencies).
• Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination,
and higher-order learning.
• Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment).
• Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
• Interpret graphs that exhibit the results of learning experiments.
• Provide examples of how biological constraints create learning predispositions.
• Describe the essential characteristics of insight learning, latent learning, and social learning.
• Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.
• Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.
• Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner,
Edward Thorndike, Edward Tolman, John B. Watson).
CHAPTER 5.1: DEFINITION OF LEARNING
WHAT DOES THE TERM LEARNING REALLY MEAN?
LEARNING: A DEFINITION
 Learning is any relatively permanent change in behavior brought about
by experience or practice:
 What does “Relatively Permanent” mean?
 When you learn, your brain changes physically….but the memory
process makes this more complex (hold on until chapter 6)
2 Important Parts make up learning process:
1) Learning is a LASTING CHANGE. Reflexes are not learning
2) Learning as a mental process is much harder to observe and study
 Learning > Instincts
IS ANY KIND OF CHANGE LEARNING?
 Any change in an organisms BEHAVIOR is
learning
 Maturation: changes like, increase in
height or brain size are which genetic
(NOT Learning)
 Example: A baby cannot learn to walk
before maturation despite practice or
experience. It must wait until brain and
body have matured or developed
5.2: CLASSICAL CONDITIONING: “IT MAKES
YOUR MOUTH WATER”
HOW WAS CLASSICAL CONDITIONING FIRST STUDIED, AND WHAT ARE THE IMPORTANT ELEMENTS AND
CHARACTERISTICS OF CLASSICAL CONDITIONING?
IVAN PAVLOV AND CLASSICAL CONDITIONING
 One of most famous people in the study of
learning is Ivan Pavlov.
 Originally studying salivation and digestion,
Pavlov stumbled upon classical conditioning
while he was experimenting on his dog.
 Classical Conditioning: A form of learning in
which a previously neutral stimulus (stimuli
w/o reflex provoking power) acquires the
power to elicit the same innate reflex produced
by another stimulus.
PAVLOV’S EXPERIMENT
ELEMENTS OF CLASSICAL CONDITIONING
 (UCS) Unconditioned Stimulus: A naturally
occurring stimulus that leads to an involuntary
(reflex) response.
 “unlearned” or “naturally occurring”.
 Example: The food in Pavlov’s experiment
 (UCR)Unconditioned Response: An
involuntary (reflex) response to a naturally
occurring or unconditioned stimulus.
 Unlearned Response. Part of the “genetic
wiring”
 Example: The salivating in Pavlov’s experiment
ELEMENTS OF CLASSICAL CONDITIONING (CONTINUED)
 (NS) Neutral Stimulus: Stimulus that has no effect on the
desired response
 Example: The food bowl (before) or the Bell (before)
 (CS) Conditioned Stimulus: Stimulus that becomes able to
produce a learned reflex response by being paired with the
original unconditioned stimulus.
 Example: The Bell (after)
 (CR)Conditioned Responses: Learned reflex response to a
conditioned stimulus
 Example: The dog salivating in response to the bell
BASIC PRINCIPLES OF CLASSICAL CONDITIONING
 1) The CS must come before the UCS
 2) The CS and UCS must come very close together in
time-ideally, no more than 5 seconds apart
 3) The neutral stimulus must be paired with the
UCS several times, often many times before the
conditioning can take place
 4) The CS is usually some stimulus that is distinctive
or stands out from other competing stimuli
MR WRAY’S CLASSICAL CONDITIONING VIDEO
1. Describe how Mr Wray’s video explains each essential
piece of Classical Conditioning.
1. UCS:
2. UCR:
3. NS:
4. CR:
5. CS:
GENERALIZATION AND DISCRIMINATION
 Stimulus Generalization:The tendency to respond to a
stimulus that is only similar to the original conditioned
stimulus with the conditioned response
 Example: Feeling of anxiety at the sound of a dentist
drill = anxiety at the sound of a similar sounding
machine
 Stimulus Discrimination:The tendency to stop making a
generalized response to a timulus that is similar to the
original CS becaue the similar stimulus is never paired with
the UCS
 Example: Coffee grinder causes anxiety because it
sounds like dentist drill, but stops causing anxiety after a
few uses.
EXTINCTION AND SPONTANEOUS RECOVERY
 Extinction: The disappearance or weakening of a learned
response following the removal or absence of the UCS or
Reinforcer (operant conditioning)
 To acquire a CR, we repeatedly pair a neutral stimulus
with the UCS. But, if we want to reverse this learning,
we must weaken the strength of the connection
between the two stimuli.
 It is important to realize that extinction does not mean
complete elimination of a response.
 Spontaneous Recovery: The reappearance of a learned
response after extinction has occurred.
HOMEWORK
 Notes Chapter 5-3: Conditioned Emotional Responses
(Short Quiz next class)
 Finish notes for 5-2 if not completed in class
 Practice Quiz: pg 186 in notebook
CHAPTER 5.3: CONDITIONED EMOTIONAL
RESPONSES (RATS!!!!)
WHAT IS A CONDITIONED EMOTIONAL RESPONSE AND HOW DO COGNITIVE PSYCHOLOGISTS
EXPLAIN CLASSICAL CONDITIONING?
WATSON AND THE LITTLE ALBERT EXPERIMENT
 John B Watson: Founder of
behaviorism-believed that any behavior
could be explained in terms of learning
 “Little Albert” experiment paired a baby
with a white rat. While the baby was not
initially scared of the rat, Watson paired
the rat with a loud, scary noise (UCS)
 The UCS caused the baby to fear the rat.
Fear of the noise (UCR) caused fear or
phobia of the rat (CR)
CONDITIONED EMOTIONAL RESPONSES
 Conditioned Emotional Response
(CER): Emotional response that has
become classically conditioned to occur
to learned stimuli such as fear of dogs or
the emotional reaction that occurs when
seeing an attractive person.
 Emotional responses and stimuli vary:
 Example: A cute baby or puppy makes
you feel happy
 Example: Scary music or a growling dog
makes you feel fear
VICARIOUS CONDITIONING
 It is possible to become classically
conditioned just by watching other
people
 Vicarious Conditioning: Classical
Conditioning of a reflex response or
emotion by watching the reaction of
another person.
 Example: A baby starts crying after
watching another baby cry
 Example: You start to feel nautiouos
after watching someone else throw up
OTHER CONDITIONED RESPONSES IN HUMANS
 Conditioned Taste Aversion: Development of a nausea
aversive response to a particular taste because taste was
followed by a nausea reaction occurring after only one
association
 Example: Why food you eat when you’re sick makes you
nautious even after you’re no longer sick
 Biological Preparedness: Referring to the tendency of
animals to learn certain associations , such as taste and nausea,
with only one or few pairings due to the survival value of the
learning
 Example: Birds are averse to eating foods that look
like others that make them sick
WHY DOES CLASSICAL CONDITIONING WORK?
Stimulus Substitution: (Pavlov’s
original theory)
 Classical Conditioning occurs because the
conditioned stimulus became a substitute for the
unconditioned stimulus by being paired closely
together.
 Problem: If association in time is all that is needed, then
why would conditioning fail to happen when the CS is
presented immediately after the UCS?
Cognitive Perspective: (Modern
Theory)
 Classical Conditioning occurs because the
conditioned stimulus provides information or an
expectancy about the coming of the unconditioned
stimulus
DO NOW: REVIEW CLASSICAL CONDITIONING
 For each problem, identify the 5 components of classical conditioning: (UCS, UCR, NS, CS, CR) :
 1) One Day Aaron is eating his favorite food, chicken nuggets, in the cafeteria. As he is chowing down on his
delicious lunch, he begins to feel sick and projectile vomits all over the cafeteria. It turns out, the chicken
wasn’t cooked long enough. From that day on anytime Aaron even hears the word chicken, he feels sick to his
stomach.
 2) Have you ever noticed how many car commercials feature beautiful (and often scantily clad) women?
Enrique is at home one day watching his favorite TV show, “Jersey Shore”, when suddenly a commercial comes
on for the new Toyota Prius. Interestingly, in every shot of the commercial is a very attractive woman wearing
a very low cut shirt. Additionally a very sexy voice is used to narrate the commercial. From that day on, every
time Enrique sees a Toyota Prius, he feels arousal, which is very confusing to him. .
CHAPTER 5.4: OPERANT CONDITIONING
(WHAT’S IN IT FOR ME?)
HOW DOES OPERANT CONDITIONING OCCUR, AND WHAT WERE THE CONTRIBUTIONS OF
THORNDIKE AND SKINNER?
CLASSICAL VS OPERANT CONDITIONING
 With classical conditioning you can
teach a dog to salivate, but you cannot
teach it to sit up or roll over. Why?
 Salivation is an involuntary reflex,
while sitting up and rolling over are far
more complex responses that we
think of as voluntary.
OPERANT CONDITIONING
 An operant is an observable behavior
that an organism uses to “operate” in the
environment.
 Operant Conditioning: A form of
learning in which the probability of a
response is changed by its
consequences…that is, by the stimuli that
follows the response.
B.F. SKINNER AND THE SKINNER BOX
• The “Mac Daddy” of Operant
Conditioning.
• Nurture guy through and
through.
• Used a Skinner Box (Operant
Conditioning Chamber) to prove
his concepts.
• Law of Effect: The idea that
responses that produced
desirable results would be
learned, or “stamped” into the
organism.
SKINNER BOX: WHAT IS IT?
QUICK ACTIVITY: CLASSICAL OR OPERANT
CONDITIONING?
 We will watch a series of quick movie/TV clips that will show examples of classical or
operant conditioning. While watching each clip, indicate in your notebook if the clip is
an example of Classical Conditioning (CC) or Operant Conditioning (OC) and give a
short explanation as to why.
 Big Bang Theory:
 Two and a Half Men:
 The Office:
 Simpsons:
 Ed, Edd and Eddy:
 Doritos Commerical:
CHAPTER 5.5:THE CONCEPT OF
REINFORCEMENT
WHAT ARE THE IMPORTANT CONCEPTS IN OPERANT CONDITIONING?
REINFORCEMENT
 A reinforcer is a condition in
which the presentation or
removal of a stimulus, that occurs
after a response (behavior),
strengthens that response or
makes it more likely to happen
again in the future.
PRIMARY VS SECONDARY REINFORCEMENT
Primary Reinforcer
 Any reinforcer that is naturally
reinforcing by meeting a basic biological
need, such as hunger, thirst or touch.
 Similar to the UCR in classical
conditioning
 Example: Food=Hunger Drive, Liquid=
Thirst Drive, Touch=Pleasure Drive
Secondary Reinforcer
 Any reinforcer that becomes
reinforcing after being paired with a
primary reinforcer.
 Similar to the CS in classical
conditioning
 Example: Praise, tokens, gold stars,
money
POSITIVE VS NEGATIVE REINFORCEMENT
Positive Reinforcement
 A stimulus presented after a response
that increases the probability of that
response happening again.
 Examples:
 Getting paid money for good grades
 Getting a “Gold Star” for good
behavior at school
 Receiving an award for a top
performance
Negative Reinforcement

The removal of an unpleasant or averse
stimulus that increases the probability of that
response happening again

Examples:

When a child pouts and screams
(behavior) and the parents take the
vegetables off of their plate so they don’t
have to eat them. (removal of averse
stimulus)

Leaving the house early (behavior) to
avoid traffic (removal of averse stimulus)
VOLUNTEERS PLEASE? A QUICK EXAMPLE OF POSTIVE VS NEGATIVE
REINFORCEMENT
WHAT IS PUNISHMENT?
 Many people confuse punishment and
negative reinforcement.
 Punishment- any event or object
that, when following a response,
makes that response less likely to
happen again
 Punishment weakens responses
whereas Reinforcement strengthens
responses
PUNISHMENT BY APPLICATION VS PUNISHMENT BY
REMOVAL
Punishment by application (Positive
Punishment)
 The punishment of a response by the addition or
experiencing of an unpleasant stimulus
 Examples:
Punishment by Removal (Negative
Punishment)
 The punishment of a response by the removal of a
pleasurable stimulus
 Examples:

Spanking a child for an undesirable behavior

Grounding a child for breaking a rule

Scolding a child for an undesirable behavior

Fining someone for disobeying the law
REINFORCEMENT VS PUNISHMENT
IDENTIFY THE REINFORCEMENT TECHNIQUE
 1) Arnie’s father nags him to wash the family car. Arnie hates being nagged , so he
washes the car so his father will stop nagging him
 2) Trey learns that if he talks in a funny voice he gets lots of attention from
classmates, so now he talks in a funny voice often
 3) Allen is a server at a restaurant and always tries to smile and be pleasant because
that seems to lead to bigger tips
 4)An Li turns her report in to her teacher on the day it is due because papers get
marked down a letter grade for every day they are late
OPERANT CONDITIONING LAB: PARTNER PROJECT
HOMEWORK
 Finish Operant Conditioning Lab
 Notes: Chapter 5-6: Problems with Punishment
(Short Quiz next class)
 Practice Quiz: pg 195
CHAPTER 5.6 PUNISHMENT AND PROBLEMS
WITH PUNISHMENT
WHAT IS PUNISHMENT? WHAT ARE SOME OF THE PROBLEMS WITH USING PUNISHMENT?
HOW TO MAKE PUNISHMENT MORE EFFECTIVE
 1. Punishment should
immediately follow the behavior
it is meant to punish.
 2. Punishment should be
consistent.
 3. Punishment of the wrong
behavior should be paired,
whenever possible, with
reinforcement of the right
behavior
MORE CONCEPTS IN OPERANT CONDITIONING
 Shaping: The reinforcement of simple steps in
behavior that lead to a desired, more complex
behavior
 Example: training a dog to jump through a
hoop using smaller steps (Training dog to
run through hoop on ground, then using bait
to jump through hoop using bait, then
associating behavior with command instead
of treat)
 Successive Approximation: Small steps in
behavior, one after the other, that lead to a
particular goal behavior
EXTINCTION, GENERALIZATION AND SPONTANEOUS
RECOVERY IN OPERANT CONDITIONING
 Extinction – occurs if the behavior (response) is
not reinforced.
 Operantly conditioned responses also can be
generalized to stimuli that are only similar to the
original stimulus.
 Spontaneous recovery (reoccurrence of a once
extinguished response) also happens in classical
conditioning Extinction in Operant Conditioning
involves the removal of the reinforcer
One way to deal
with a child’s
temper
tantrum is to
ignore it. The
lack of
reinforcement
for the tantrum
behavior
will eventually
result in
extinction.
DO NOW: NEGATIVE REINFORCEMENT VS PUNISHMENT
GRAPHIC ORGANIZER PT 1
Behavior
Consequence
Is something
good or bad
taken away?
Is this negative
reinforcement or
punishment?
Will the behavior
increase or
decrease?
Taking an aspirin for a
headache
Headache goes away
Bad
Negative reinforcement
Increase
Running a Red Light
Driver’s License is
taken away
Cleaning your room so you
are no longer grounded
You are no longer
grounded
Staying out past your curfew
Your parents ground
you
Fastening your seatbelt when The buzzer stops
the buzzer is making a noise
DO NOW: NEGATIVE REINFORCEMENT VS PUNISHMENT
GRAPHIC ORGANIZER PT 1I
Behavior
Consequence
Drinking coffee in the You no longer feel
morning when you
tired
are very tired
Getting in a fight with Your friend will not
your friend
talk to you anymore
Driving your car until You can’t drive your
it runs out of gas
car anymore
*Create your own
Is something good
or bad taken away?
Is this negative
reinforcement or
punishment?
Will the behavior
increase or
decrease?
MORE PRACTICE: REINFORCEMENT VS PUNISHMENT
 Before we discuss reinforcement schedules, we need to be able to clearly identify the differences between
reinforcement and punishment (both positive and negative). While watching a set of TV and movie clips, you will
fill out the following chart to help you become more comfortable with reinforcement and punishment.
 If there are multiple characters/behaviors, choose 1 and illustrate your point
Movie
Mean Girls
Cinderella
Family Guy
Ghostbusters
Despicable Me
Behavior
Consequence
Positive or Negative
Corrective Action?
Reinforcement or
Punishment?
CHAPTER 5.7:THE SCHEDULES OF
REINFORCEMENT
WHAT ARE THE SCHEDULES OF REINFORCEMENT?
THE PARTIAL REINFORCEMENT EFFECT
 Partial reinforcement effect - the tendency
for a response that is reinforced after some, but
not all, correct responses to be very resistant to
extinction.
 Continuous reinforcement - the
reinforcement of each and every correct
response.
 Example: Alicia’s mom gives her 1 quarter
each time she puts her clothes in the hamper.
Bianca’s mom gives her a dollar at the end of
the week if she puts her clothes in the hamper
every night. Alicia learns quicker than Bianca
SCHEDULES OF REINFORCEMENT
 Fixed ratio schedule of reinforcement - schedule of reinforcement
in which the number of responses required for reinforcement is always
the same.
 Example: Getting a punch card from your favorite restaurant (after
10 punches you get a free sandwich)
 Variable interval schedule of reinforcement - schedule of
reinforcement in which the interval of time that must pass before
reinforcement becomes possible is different for each trial or event.
 Example: A teacher gives a pop-quiz so students learn to prepare
for the class, unsure as to when they might be faced with a quiz
 Example: Going fishing where the results vary and often long wait
and short waits can garner different responses or people may fear
taking the pole out of the water in fear that they’ll “miss” a bigger,
better fish.
SCHEDULES OF REINFORCEMENT (CONTINUED)
 Fixed interval schedule - of reinforcement schedule of
reinforcement in which the interval of time that must pass
before reinforcement becomes possible is always the same.
 Example(s): Receiving a paycheck every 2 weeks
(provided that you have shown up and performed your
job for those 2 weeks) or studying harder the closer you
get to an exam.
 Variable ratio schedule of reinforcement - schedule of
reinforcement in which the number of responses required
for reinforcement is different for each trial or event.
 Example: Using a slot machine. Putting the coins in
(response) but have no idea how many times they will
need to do this until they receive the reward or
“jackpot”.
SCHEDULES OF REINFORCEMENT: EFFECTIVENESS
GROUP POP QUIZ TIME!!!!
 In groups of 3-4, you will be working through your understanding of the Schedules of Reinforcement.
 Each group will be given one large sheet of paper, on which you are to write a heading for each of the Schedules
of Reinforcement: Fixed Interval, Fixed Ratio,Variable Interval,Variable Ratio and leave space under each
heading where the examples will go (space for 4-5 2 inch sheets of paper)
 Once all teams have prepared headings, each group will receive a set of 26 examples which they will attempt to
categorize into the correct section.
 Teams will be awarded points based on how quickly the puzzle is completed.
 In class we will work on practice problems to help with identifying different schedules of reinforcement
HOMEWORK
 Notes: Chapters 5.8 and 5.9 (It’s like 4 slides so no
complaining): Stimulus Control and Behavior Modification
(Short Quiz Next Class)
 In Notebook: 25 Questions Practicing the Schedules of
Reinforcement.
 ACE Vocab 5.7 – 5.9
CHAPTER 5.8: STIMULUS CONTROL “SLOW
DOWN IT’S THE COPS”
HOW DO OPERANT STIMULI CONTROL BEHAVIOR, AND WHAT KIND OF BEHAVIOR IS RESISTANT TO
OPERANT CONDITIONING?
OPERANT STIMULI AND STIMULUS CONTROL
 How do we know certain automatic responses?
(Slowing down when we see a cop, stopping for
a red traffic light, pushing or pulling on a door
handle)
 Our brain uses stimuli or cues to help us
determine what behavior(s) will get us what we
want
 Discriminative stimulus - any stimulus, such
as a stop sign or a doorknob, that provides the
organism with a cue for making a certain
response in order to obtain reinforcement
BEHAVIOR RESISTANT TO CONDITIONING
 Instinctive drift - tendency for an animal’s
behavior to revert to genetically controlled
patterns.
 Each animal comes into the world (and the
laboratory) with certain genetically
determined instinctive patterns of behavior
already in place.
 These instincts differ from species to species.
 There are some responses that simply cannot
be trained into an animal regardless of
conditioning.
CHAPTER 5.9: APPLYING OPERANT
CONDITIONING: BEHAVIOR MODIFICATION
WHAT IS BEHAVIOR MODIFICATION, AND HOW CAN BEHAVIORAL TECHNIQUES BE USED TO MODIFY
INVOLUNTARY BIOLOGICAL RESPONSES?
BEHAVIOR MODIFICATION
 Behavior modification - the use of operant conditioning
techniques to bring about desired changes in behavior.
 Token economy - type of behavior modification in which
desired behavior is rewarded with tokens.
 Time-out - a form of mild punishment by removal in which a
misbehaving animal, child, or adult is placed in a special area away
from the attention of others.
 Essentially, the organism is being “removed” from any possibility of positive
reinforcement in the form of attention.
 Applied behavior analysis (ABA) – modern term for a form
of behavior modification that uses shaping to mold a desired
behavior or response.
BIOFEEDBACK VS NEUROFEEDBACK
Biofeedback
 Using feedback about biological
conditions to bring involuntary
responses, such as blood pressure and
relaxation, under voluntary control
Neurofeedback
 Using EEG feedback and other brain
scanning devices to provide feedback
about brain activity in an attempt to
monitor behavior
DO NOW
 Prepare for Quiz over sections 5.8 and .5.9
TED TALKS: THE FIRST 20 HOURS: HOW TO LEARN
ANYTHING
 1. How long does it take to get “Reasonably Good” at something?
 2. If you break 20 hours a day into daily practice, how many minutes a day would it
take to learn something in a month?
 3. What are the 4 steps to a “rapid skill ____
”?
 4.”Feeling stupid is a _______________ to actually doing the work”
 5. At the end of the video, Josh states, "The major barrier to skill acquisition isn't
intellectual...it's emotional.” What does that mean? Do you agree with that
statement? Why or why not?
 6. How could the information from this video help you in your real life? How could
people in fields of education, medicine or psychology use this information?
CHAPTER 5.10: COGNITIVE LEARNING
THEORY
HOW DO LATENT LEARNING, LEARNED HELPLESSNESS, AND INSIGHT RELATE TO
COGNITIVE LEARNING THEORY?
COGNITIVE LEARNING THEORY
 In the early days of studying learning – the main focus
was on behavior.
 If it could not be measured or seen, it could not be
accurately studied
 By the 1950s and more intensely in the 1960s, many
psychologists were becoming aware that cognition,
the mental events that take place inside a person’s
mind while behaving, could no longer be ignored.
 Three important figures in cognitive learning theory
include:
 Edward Tohlman
 Wolfgang Kohler
 Martin Seligman
LATENT LEARNING
 Edward Tolman’s best-known experiments in
learning involved teaching three groups of rats the
same maze, one at a time (Tolman & Honzik, 1930).
 Group 1 – rewarded each time at end of maze.
 Learned maze quickly.
 Group 2 – in maze every day; only rewarded on 10th day.
 Demonstrated learning of maze almost immediately after receiving
reward.
 Group 3 – never rewarded.
 Did not learn maze well.
 Latent learning - learning that remains hidden
until its application becomes useful.
TOLMAN’S MAZE: AN EXAMPLE
TOLMAN’S MAZE:THE RESULTS
INSIGHT: KOHLER’S EXPERIMENT
 Kohler (1925): Placed a chimpanzee in a cage with a
banana just out of his reach. Chimpanzee would use “trial
and error” techniques to get the banana.
 Problem was made increasingly more difficult which
caused the Chimpanzee to need more than just “trial
and error” to solve
 Insight - the sudden perception of relationships among
various parts of a problem, allowing the solution to the
problem to come quickly.
 Cannot be gained through trial-and-error learning
alone.
 “Aha” moment.
SELIGMAN AND LEARNED HELPLESSNESS
 Seligman’s study of dogs was originally designed to study escape and
avoidance learning but instead discovered a theory called learned
helplessness.
 In this study presented the dogs with a tone followed by a harmless, but painful electric
shock
 One group of dog was harnessed so they could not escape the shock. The others were free
to escape the shock
 When unharnessed, the previously harnessed dogs still did not attempt to escape the shock
 Learned helplessness - the tendency to fail to act to escape from a situation
because of a history of repeated failures in the past.
 This theory is often attributed to human behaviors/diagnoses such as depression, learning
difficulties (I’m bad at math, I CAN’T do it), and cyclical destructive behaviors such as
abusive relationships
VIDEO QUESTIONS: LEARNED HELPLESSNESS VS LEARNED
OPTIMISM
 1. What is “Learned Optimism”? How does it relate to Learned Helplessness?
 2. Describe Seligman’s “Learned Optimism” experiment. What were the results/findings?
 3. How does the narrator describe his experiences with Learned Optimism and Learned Helplessness? Is this similar or
different from your own experiences?
 4. What are the “Benefits of Optimism”?
 5. What are the shared qualities of pessimists?
 6. Explain the components of explanatory style as they relate to optimists and pessimists:

Permanent:

Pervasive

Personal
 7. Why is it important to be a balanced optimist?
 8. Diagnose yourself: Are you more of an optimist or a pessimist? Do you believe that you can learn optimism/pessimism? Why
or why not? Explain.
IN CLASS ASSIGNMENT: DEAN FOR A DAY ASSIGNMENT
APPLYING LEARNING CONCEPTS
 Now it’s your turn to COMBINE all of the terms and theories we have been discussing over the last week. Your
job is to use these terms to apply them to common problems found in a learning institution (Metro High School)
 Using the sheet and wordbank provided, your job is going to be to APPLY the terms and concepts to real life
problems found right here in this high school
HOMEWORK
 Practice Quiz: Page 203
 ACE Vocab 5.10
 Reminder: Train Your Dog Projects due Thursday January 19th (B) or Friday January 20th (A)
 Article: Read and Review “The Psychology of Spanking” (Link to Article on website)
 Article Review should include 3 parts:
 Summary: What is the article about?
 Analysis: What is the POINT of the article? Why is it relevant
 Synthesis: How is this information related to concepts we are learning in class? Explain
DO NOW
SURVEY: WHICH OF THESE THINGS HAVE YOU DONE OR DO YOU
BELIEVE?
 1. Imitated something an older sibling or
relative did
 2. Enjoyed a song based on it’s tune without
knowing what the lyrics said
 3. Played Grand Theft Auto or Call of Duty
 4. Knows what a “Bobo Doll” is
 5. Have enjoyed a song that contains sexual or
violent lyrics
 6. Enjoys watching gory horror movies.
 7. Believes that watching violence on TV
influences children’s behavior
• 8. Believes that watching violence on TV DOES
NOT influence children’s behavior
• 9. Knows what happened at Columbine HS in
1999
• 10. Thinks the American Movie Rating system is
too lenient
• 11. Thinks cartoons are too violent
• 12. Knows about the Rodney King beating and
can describe what happened afterwards
• 13. Believes aggressive urges can be taken out
through “catharsis” (punching a pillow, working
out, etc.)
• 14. Believes that experiments conducted in
research laboratories can’t always transfer over
to real world settings
MUSIC VIDEO TIME!!!!
 We are going to watch 2 popular music videos. All you need to do for the time being
is WATCH the videos. No need to take notes or answer questions. Watch and
enjoy!!!
CHAPTER 5.11: OBSERVATIONAL LEARNING
WHAT OCCURS IN OBSERVATIONAL LEARNING, INCLUDING FINDINGS FROM BANDURA’S CLASSIC
BOBO DOLL STUDY AND THE FOUR ELEMENTS OF OBSERVATIONAL LEARNING?
BANDURA AND THE BOBO DOLL
 Bandura’s famous study involved having a preschool
aged child in a room in which the experimenter and
a model interacted with toys in the room in front
of the child. (Bandura et al 1961)
 In one condition the model interacted with the
toy in a non-aggressive manner. In the other, the
model became very aggressive toward the doll
 When child was left alone to play with the doll,
children who witnessed aggressive behaviors
imitated the same aggressive behaviors towards
the doll
OBSERVATIONAL LEARNING
 Observational learning - learning new
behavior by watching a model perform that
behavior.
 Learning/performance distinction -
referring to the observation that learning can
take place without actual performance of the
learned behavior.
FOUR ELEMENTS OF OBSERVATIONAL LEARNING
1. ATTENTION
To learn anything through observation, the learner must first pay attention to
the model.
2. MEMORY
The learner must also be able to retain the memory of what was done, such as
remembering the steps in preparing a dish that was first seen on a cooking
show.
3. IMITATION
The learner must be capable of reproducing, or imitating, the actions of the
model.
4. MOTIVATION
Finally, the learner must have the desire to perform the action.
(An easy way to remember the four elements of modeling is to remember the
letters AMIM, which stands for the first letters of each of the four elements).
OTHER EXAMPLES OF OBSERVATIONAL LEARNING:
HISTORICAL EXAMPLES
Prosocial Behavior
Antisocial Behavior
Non-violent
resistance as a
means of
peaceful
demonstration
Sesame Street
teaches kids how
to behave and
learn
1991 Rodney King
beating causing Los
Angeles race riots
Columbine
shooters inspired
by “Doom” and
other violent video
games
OTHER EXAMPLES OF OBSERVATIONAL LEARNING:
EVERYDAY EXAMPLES
FASHION TRENDS
NEW JOBS / JOB SHADOWING
MOVIES AND TV
Parents as Relationship
Scripts
SO WHAT ABOUT CARTOON VIOLENCE? VIDEO GAME
VIOLENCE?
 After watching the videos of common video game and cartoon violence answer the
following questions about observational learning.
 1. What types of violence are represented in the cartoon montage?
 2. What types of violence are represented in the video game montage?
 3. Compare the violence in the two montage(s). Which do you think has a larger impact
through observational learning?
 4. Critics blame video games and cartoons for increasing violence and violent behaviors in
children. How much truth do you feel there is to that argument? What factors might they
be missing?
A Case Study: Music Lyrics
 So… what were the two songs
about you listened to before?
Foster the People
“Pumped Up Kicks”
Robin Thicke
“Blurred Lines”
He'll look around the room
He wont tell you his plan
He's got a rolled cigarette
Hanging out his mouth
He's a cowboy kid
Yeah he found a six-shooter gun
In his dad's closet, in the box of fun things
I don't even know what
But he's coming for you, yeah he's coming for you
All the other kids with the pumped up kicks
You better run, better run, outrun my gun
All the other kids with the pumped up kicks
You better run, better run, faster than my bullet.
Daddy works a long day
He be coming home late, and he's coming home late.
And he's bringing me a surprise
'cause dinner's in the kitchen and it's packed in ice
I've waited for a long time.
Yeah the sleight of my hand is now a quick-pull trigger
I reason with my cigarette,
Then say, "Your hair's on fire, you must have lost your wits, yeah?"
Foster the People
“Pumped Up Kicks”
This song is about a
kid planning to carry
out a school shooting
Robin Thicke
“Blurred Lines”
This song is about a man trying to coerce
a woman into sex even though she’s resisting
(PARTIAL LYRICS; too many to fit)
•
•
•
Ok, now he was close
Tried to domesticate you
But you're an animal
Baby, it's in your nature
Just let me liberate you
You don't need no papers
That man is not your maker
And that's why I'm gon' take a
Good girl
I know you want it
You're a good girl
Can't let it get past me
You're far from plastic
Talk about getting blasted
I hate these blurred lines
I know you want it
But you're a good girl
The way you grab me
Must wanna get nasty
Go ahead, get at me
Hustle Gang Homie
One thing I ask of you
Lemme be the one you back that ass up to
From Malibu to Paris boo
Had a bitch, but she ain't bad as you
So, hit me up when you pass through
I'll give you something big enough to tear you’re
a** in two
•
Nothin’ like your last guy, he too square for you
He don’t smack that a** and pull your hair like that
So I’m just watching and waitin’
For you to salute the true big pimpin’
I’m a nice guy, but don’t get confused, this pimpin’
Shake your rump
Get down, get up-a
Do it like it hurt, like it hurt
What you don’t like work
Hey!
Baby, can you breathe
I got this from Jamaica
It always works for me
OBSERVATIONAL LEARNING: PSYCHS OF THE ROUND
TABLE
 In groups of 3 or 4 you will be discussing some major issues with observational
learning in modern society.You will be holding a discussion over the provided
questions. One person should be the discussion leader who will keep the discussion
on task and one person should be the secretary who will keep notes as the different
questions are discussed.
 If we have time we will bring the class together for a full class discussion of the same
questions.
OBSERVATIONAL LEARNING: DISCUSSION QUESTIONS
1. What affect do you think aggressive depictions in the media have on viewers?
2. The American rating system tends to give harsher ratings to movies
that depict sexual situations rather than violence. Given what we
know about observational learning, how do you feel about this?
3. As future parents, how will you utilize the theories of observational learning in raising your children?
4. One theory is that we watch aggressive television as a ‘cathartic’ experience, to relieve built up
tension and aggression in a safe manner. Do you think this is valid or not and why?
5. Many of the studies we have done are recorded in laboratory settings. How
much do you think these findings can transfer over to real world settings?
6. Do you think that suggestive, sexual, or violent music lyrics
are applicable to observational learning as well? Why or why not?
HOMEWORK
 Learning project due next class: January 19th (B) and January 20th (A)
 Notes chapter 5.12 (from book, not included on power point)
 ACE Vocab 5.10-5.12