Download Learning - Forensic Consultation

PowerPoint  Lecture Notes Presentation
Chapter 9: Learning
1
Lecture Overview





Classical Conditioning
Operant Conditioning
Cognitive-Social
Learning
The Biology of Learning
Using Conditioning and
Learning Principles
2
Introductory Definitions

Learning (relatively permanent change in
behavior or mental processes resulting from
practice or experience)

Conditioning (process of learning associations
between environmental stimuli and behavioral
responses)
3
Classical Conditioning

Pavlov’s Contribution
•
Classical
Conditioning: learning
that occurs when a
neutral stimulus (NS)
becomes paired
(associated) with an
unconditioned
stimulus (UCS) to
elicit a conditioned
response (CR)
4
Pavlov’s Original Experiment
5
Classical Conditioning--Key Terms



Neutral Stimulus (NS): stimulus that,
before conditioning, doesn’t naturally
bring about the response of interest
Unconditioned Stimulus (UCS): stimulus
that elicits an UCR occurring without
previous conditioning
Unconditioned Response (UCR):
unlearned reaction to an UCS occurring
without prior conditioning
6
Classical Conditioning--Key Terms
(Continued)

Conditioned Stimulus (CS): previously NS
that, through repeated pairings with an
UCS, now causes a CR

Conditioned Response (CR): learned
reaction to a CS occurring because of
previous repeated pairings with an UCS
7
8
Why Study Psychology? It Helps You
Understand Popular Cartoons!
9
Classical Conditioning (Continued)
10
Classical Conditioning (Continued)

Conditioned Emotional
Response (CER):
Watson demonstrated
how emotions can be
classically conditioned to
a previously neutral
stimulus (NS).
John B. Watson
11
Watson and Rayner Created a Fear of Rats
(a CER) in Little Albert
12
Classical Conditioning’s Basic
Principles

ALL
Snakes
bite!
Stimulus
Generalization:
learned response
to stimuli that are
similar to the
original conditioned
stimuli (CS)
13
Classical Conditioning’s Basic
Principles (Continued)

Stimulus
Discrimination:
learned response
to a specific
stimulus, but not to
other, similar
stimuli
Now I know
that some
snakes are
nice!
14

Extinction: gradual
weakening or suppression of
a previously conditioned
response (CR)

Spontaneous Recovery:
reappearance of a previously
extinguished conditioned
response (CR)
15
Classical Conditioning’s Basic Principles
(Continued)

Higher-Order Conditioning:
neutral stimulus (NS) becomes a
conditioned stimulus (CS) through
repeated pairings with a previously
conditioned stimulus (CS)
16
Classical Conditioning’s Basic Principles
(Continued) Higher-Order Conditioning
17
Operant Conditioning

Operant
Conditioning:
learning in which
voluntary responses
are controlled by their
consequences
18
Operant Conditioning (Continued)

Thorndike’s Contribution
•
Law of Effect: the
probability of an action
being repeated is
strengthened when
followed by a pleasant or
satisfying consequence
19
Operant Conditioning (Continued)

Skinner’s
Contribution
•
Conducted
systematic
research using a
Skinner box
20
Operant Conditioning’s Basic
Principles

Reinforcement:
strengthening a
response
21
Operant Conditioning’s Basic
Principles (Continued)

Primary Reinforcers:
normally satisfy an
unlearned biological
need (e.g., food)

Secondary Reinforcers:
learned value
(e.g., money, praise)
22
chapter 9
External and internal
reinforcers
External reinforcers
Reinforcers not inherently related to the behavior being reinforced
Internal reinforcers
Reinforcers inherently related to the behavior being reinforced
External reinforcers may undermine internal
reinforcers.
Operant Conditioning’s Basic Principles
(Continued)
•
Positive
Reinforcement: adding
(or presenting) a
stimulus, which
strengthens a
response and makes it
more likely to recur
(e.g., praise)
24
Operant Conditioning’s Basic Principles
(Continued)
•
Negative Reinforcement:
taking away (or
removing) a stimulus,
which strengthens a
response and makes it
more likely to recur (e.g.,
headache removed after
taking an aspirin)
25
Operant Conditioning’s Basic Principles
(Continued)
26
Operant Conditioning’s Basic Principles:
Four Partial Schedules of Reinforcement
1.
Fixed Ratio (FR): reinforcement occurs
after a predetermined set of responses;
the ratio (number or amount) is fixed
2. Variable Ratio (VR): reinforcement
occurs unpredictably; the ratio (number
or amount) varies
27
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)
3.
Fixed Interval (FI): reinforcement occurs
after a predetermined time has elapsed;
the interval (time) is fixed
4. Variable Interval (VI): reinforcement
occurs unpredictably; the interval (time)
varies
28
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)
29
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)

If you want to
increase the
overall number of
responses, which
schedule of
reinforcement
should you
choose?
30
Operant Conditioning’s Basic Principles
(Continued)

Shaping:
reinforcement is
delivered for
successive
approximations of the
desired response
31
Operant Conditioning’s Basic Principles
(Continued)

Punishment:
weakening a
response
32
Operant Conditioning’s Basic Principles
(Continued)
•
Positive Punishment:
adding (or
presenting) a
stimulus that
weakens a response
and makes it less
likely to recur (e.g.,
shouting)
33
Operant Conditioning’s Basic Principles
(Continued)
•
Negative Punishment:
taking away (or
removing) a stimulus
that weakens a
response and makes
it less likely to recur
(e.g., restriction)
34
chapter 9
Punishment
The process by which a stimulus weakens or
reduces the probability of the response that it
follows.
Primary punishers are inherently punishing.
Secondary reinforcers are stimuli that have acquired punishing
properties through associations with other punishers.
chapter 9
Types of punishment
Positive punishment
When an unpleasant consequence
follows a response, making the
response less likely to recur.
Negative punishment
When an pleasant consequence is
removed following a response,
making the response less likely to
recur.
chapter 9
Your turn
Your first time camping in the woods, you are bitten over
45 times by mosquitoes, resulting in lots of swollen,
itchy bumps on your arms, legs, and back. You never
want to go camping again. What kind of consequence
did you confront on your first camping experience?
1.
2.
3.
4.
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
chapter 9
Your turn
Your first time camping in the woods, you are bitten over
45 times by mosquitoes, resulting in lots of swollen,
itchy bumps on your arms, legs, and back. You never
want to go camping again. What kind of consequence
did you confront on your first camping experience?
1.
2.
3.
4.
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
Side Effects of Punishment

Judging by this woman’s
expression, is she
experiencing an example of
increased aggression,
passive aggressiveness,
avoidance behavior,
modeling, temporary
suppression, or learned
helplessness?
39
Cognitive-Social Learning

Cognitive-Social Theory:
emphasizes the roles of
thinking and social
learning in behavior
40
Cognitive-Social Learning (Continued)

Kohler’s chimps
demonstrated
insight learning
(sudden understanding
of a problem that
implies the solution).
41
Cognitive-Social Learning (Continued)

Tolman’s rats built a cognitive
map (a mental image of a threedimensional space). They also
displayed latent learning
(hidden learning
that exists without
behavioral signs).
42
Cognitive-Social Learning (Continued)

Observational
Learning: learning
new behaviors or
information by
watching others
Bandura's Famous
Bobo Doll study
43
Observational Learning and
Modeling

Note the increasing bicep circumference of these
G.I. Joe action figures. What are the effects of this
type of modeling?
44
Cognitive-Social Learning (Continued)
•
Observational Learning
involves four processes:
1.
Attention
Retention
Motor Reproduction
Reinforcement
2.
3.
4.
45
The Biology of Learning:
Neuroscience and Learning

When we learn
something, we
experience the creation
of new synaptic
connections and
alterations in many brain
structures.
46
The Biology of Learning: Evolution
and Learning

Classical Conditioning
 Taste Aversion:
classically conditioned
negative associations
of food to illness
47
The Biology of Learning: Evolution and
Learning (Continued)

Biological Preparedness: built-in (innate)
readiness to form associations between
certain stimuli and responses

Instinctive Drift: conditioned responses
shift (or drift) back toward innate response
pattern
48
Using Conditioning and Learning
Principles

Classical Conditioning
can be seen in:
•
Marketing
Prejudice
Medical Treatments
Phobias
•
•
•
49
50
Using Conditioning and Learning
Principles (Continued)

Operant
Conditioning
can be seen in:
•
Prejudice
Biofeedback
Superstitions
•
•
51
Using Conditioning and Learning
Principles (Continued)

Cognitive-Social
Theory
can be seen in:
•
Prejudice
Media Influences
•
52