Download Learning Principles - Bearcat Social Studies Corner

Classical Conditioning
Operant Conditioning
Social Learning
 Can
reinforcement be positive and negative?
 Is it possible for punishment to be positive?
 What is the difference between
reinforcement and punishment?
 How do you model an idea so that others can
learn from it?
 Describe
the principles of classical
conditioning.
 Outline the techniques of classical
conditioning.
 Reinforcement:
stimulus or event that
follows a response and increases the
likelihood that the response will be
repeated
 Punishment: unpleasant consequence
occurs and decreases the frequency of
the behavior that produced it
 Modeling: learning by imitating others;
copying behavior
 Lemonade
Experiment
 The
relatively permanent change in
behavior that results from
experience.
 Includes…



Classical conditioning
Operant conditioning
Social learning
 Learning
procedure associated with a natural
and neutral stimulus
 Attributed to Ivan Pavlov

Understand why a dog’s stomach prepares to
digest food
 Neutral
stimulus (NS): stimulus that
does not elicit a response
 Unconditioned stimulus (UCS): event
that has a predictable response without
training
 Unconditional response (UCR):
automatic/natural reaction to stimulus
 Conditioned Stimulus (CS): event that
produces a response after training
 Conditioned Response (CR): learned
reaction to a conditioned stimulus
 NS
– the ringing of the bell
 UCS – the meat
 UCR – salivation
 CS – the ringing of the bell
 CR – salivation
 How
does this work with the lemonade?
 Acquisition
= more frequent it occurs,
the more it brings a conditioned
response
 Generalization = responds to a second
stimulus similar to the original
 Discrimination = respond differently to
stimuli
 Extinction = not reacting to a
previously powerful stimulus
 Spontaneous Recovery = rest period
that allows for CR to come back
 Students
will review the principles of
classical conditioning that were discussed
previously. Students will be presented with
various scenarios to analyze the parts to
classical conditioning.
Classical Conditioning
Operant Conditioning
Social Learning
 Learning
the Reverse Alphabet
 Describe
the principles of classical
conditioning.
 Outline the techniques of classical
conditioning.
 Usefulness
of certain abilities that
increase their chances of survival.
 Taste aversion = associating a sensory cue
with getting sick

Avoid unpleasant situations
 Positive/negative
emotion paired
with a pleasant or painful event
 Associated with John Watson and
behaviorism
 Little



Albert
Curious to see how innate emotions can be
triggered by stimuli
UCS = loud noise, UCR = fear
Generalization takes place
 Stimulus

substitution theory
Neutral stimulus becomes the CS
 Contiguity

Conditioning occurs when they are paired close
in time
 Cognitive

theory
perspective
Conditioning occurs b/c they learn what to
expect
 Choose
5 different advertisements and
complete the following for each:


List the NS, UCS, UCR, CS, CR
Identify the message of the advertisement and
what conditioned emotional response is elicited
(explain how the advertisement does this)
Classical Conditioning
Operant Conditioning
Social Learning
 Review
Classical Conditioning as seen in “The
Office” Season 3: Phyllis’ Wedding

How do we see the parts of classical conditioning
in Jim’s example with Dwight?
 Review

conditioned emotional response.
What type of emotion do these songs elicit?
 Outline
the principles of operant
conditioning.
 Describe applications of operant
conditioning.
 Suppose
your dog is wandering around the
neighborhood, sniffing trees, checking
garbage cans, looking for a squirrel to
chase. A kind neighbor sees the dog and
tosses a bone out the kitchen door to it.
The next day, the dog is likely to stop at
the same door on its rounds, if not go
directly to it. Why?
 What
is operant conditioning?
 How do we see this in experiments?
 Fill
in the blanks labeling each examples as
either a stimulus or a response.
 In
order for the behavior to occur again there
must be a consequence (punishment,
reinforcement)
 Edward Thorndike

Law of Effect
 B.F.

Skinner
Antecedent + Behavior = Consequences

Providing a response that can be easily measured
 Target
the Behavior – set a goal
 Preparation – be consistent
 Reinforce – give praise
 Shaping – taking over the process
 Reinforcement


Positive: presentation of a
stimulus, increases chances it will
occur again
Negative: unpleasant stimulus
whose removal increases chances
it will occur again
 Primary:

Stimulus that is innately satisfying, requires no
learning
 Secondary:

Stimulus that requires a reinforcing factor
through experiences
 Punishment


Positive: presenting an unpleasant stimulus to
decrease the chances it will recur.
Negative: removing a reinforcing stimulus to
decrease the chances it will recur.
 Complete
Activity B
Classical Conditioning
Operant Conditioning
Social Learning
 OC
Experiment (E)
 Outline
the principles of operant
conditioning.
 Describe applications of operant
conditioning.
 Important




factors are timing and frequency
Predictable schedule = fixed
Unpredictable schedule = variable
Number of correct responses = ratio
Based on time = interval
 Fixed-ratio

Specific number of responses
 Variable-ratio

Unpredictable number of responses
 Fixed-interval

Specific amounts of time
 Variable-interval

Changing amounts of time
 Chaining

Learned reactions that follow in sequence
 Aversive


Control
Influence behavior by means of unpleasant
stimuli
Escape v. Avoidance Conditioning
 Punishment

Disadvantages



Can produce unwanted side effects
Change more than one behavior
Avoidance of person delivering punishment
Classical Conditioning
Operant Conditioning
Social Learning
 Quiz
over Reinforcement,
Punishment and Schedules in Operant
Conditioning
 Outline
the principles of social learning.
 Describe applications of social learning.
 B.F.

Skinner
Focus on observable behavior
 Edward

Explore hidden mental processes through
cognitive mapping and latent learning
 Albert

Tolman
Bandura
Learning results from watching, imitating,
and modeling

No reward necessary
 Learned


helplessness
Belief that the situation is uncontrollable
Elements



Stability – permanent characteristic
Globality – internal reason
External – outside reason
 Learn


Increase chances it will occur again through
practice (no learning)
Imitation, perform later (observational learning)


by imitating others; copying behavior
The Bobo Doll experiment
Disinhibition

Behavior that does not bring punishment
 Refer

to the Bobo Doll experiment
Girls were more likely to perform the behavior
when it was rewarded
 Learning-performance

distinction
Learning occurs but the subject does not perform
the behavior

Example: swearing
 Social

Cognitive Theory
Emphasizes observation, imitation, and selfreward


Not necessary to perform observable behaviors
No rewards necessary
 Attention:
focus on what is said
 Memory: store information
 Imitation: use information to guide actions
 Motivation: incentives presented
 Attention
 Memory
 Imitation
 Motivation
 The
Suzuki
Method

Bandura and Suzuki
focus on how
children can learn
by watching,
imitating
 Behavior

Modification
Series of well-defined steps
 Computer

Learning through frames
 Token

Assisted Instruction
Economies
Desirable behavior is reinforced with
valueless objects
 Self-Control

Set up personal system of rewards
Insight
 Sudden, unexpected solution “ah-ha”
 Different for animals and humans
 Imprinting
 Inherited tendencies at birth
 Critical Period
 Most important time to learn
 Preparedness
 Recognize, attend to, and store certain cues
over others


What is the best way to deal with noncompliance?