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Chapter Introduction Section 1: Classical Conditioning Section 2: Operant Conditioning Section 3: Social Learning Chapter Objectives · Section 1 Classical Conditioning Describe classical conditioning, the learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus. Chapter Objectives · Section 2 Operant Conditioning Explain how operant conditioning occurs when the consequences that follow a behavior increase or decrease the likelihood of that behavior occurring again. Chapter Objectives · Section 3 Social Learning Discuss how social learning involves people making decisions and acting upon the information available to them. Main Idea People acquire certain behaviors through classical conditioning, a learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus. Vocabulary • classical conditioning • generalization • neutral stimulus • discrimination • unconditioned stimulus (US) • extinction • unconditioned response (UR) • conditioned stimulus (CS) • conditioned response (CR) Objectives • Describe the principles of classical conditioning. • Outline the techniques of classical conditioning. Have you exhibited any behavior related to conditioning in the past hour? A. Yes B. No C. Not sure 0% C B A 0% A. A B. B 0% C. C Classical Conditioning • Classical conditioning is a learning procedure in which associations are made between a neutral stimulus and an unconditional stimulus. – Ivan Pavlov discovered this type of learning accidentally while using dogs to study the process of digestion. – Learning is a relatively permanent change in a behavioral tendency that results from experience. Classical Conditioning Experiment Classical Conditioning (cont.) • Neutral stimulus • Unconditioned stimulus (US) • Unconditioned response (UR) • Conditioned stimulus (CS) • Conditioned response (CR) Classical Conditioning Experiment Leaving class when the bell rings is best described as what? A. Neutral stimulus B. Unconditioned response C. Conditioned stimulus D. Conditioned response 0% A A. B. C. 0% D. B A B C 0% D C 0% D General Principles of Classical Conditioning • Acquisition of a classically conditioned response that occurs gradually and increases each time the CS and US are paired. • The timing of the association between the conditioned stimulus and the unconditioned stimulus also influences learning. General Principles of Classical Conditioning (cont.) • Pavlov also experimented with generalization and discrimination (using circles and ovals): – Generalization – Discrimination – Extinction Ivan Petrovich Pavlov General Principles of Classical Conditioning (cont.) • If a rest period is given following extinction, the CR may reappear when the CS is presented again but not followed by the US. • Such a spontaneous recovery does not bring the CR back to original strength, however. What explains a different response to foods that you like and foods that you dislike? A. Acquisition B. Generalization C. Discrimination D. Extinction 0% A A. B. C. 0% D. B A B C 0% D C 0% D Classical Conditioning and Human Behavior • John B. Watson and Rosalie Rayner used conditioning on a human infant in the case of Little Albert. • O. Hobart and Mollie Mowrer discovered a solution to bed-wetting by using classical conditioning. Examples of Common Conditioned Responses Classical Conditioning and Human Behavior (cont.) • Classical conditioning is an example of a behaviorist theory. • Behaviorism is the attempt to understand behavior in terms of relationships between observable stimuli and observable responses. • Behaviorists are psychologists who study only those behaviors that they can observe and measure. Classical Conditioning vs. Operant Conditioning If the sound of a tornado siren is the CS, what is the UR? A. A spinning funnel B. Freight train sound C. Distress D. Taking shelter 0% A A. B. C. 0% D. B A B C 0% D C 0% D Main Idea Operant conditioning occurs when the consequences that follow a behavior increase or decrease the likelihood of that behavior occurring again. Vocabulary • operant conditioning • variable-interval schedule • reinforcement • shaping • primary reinforcer • response chain • secondary reinforcer • aversive control • fixed-ratio schedule • negative reinforcement • variable-ratio schedule • escape conditioning • fixed-interval schedule • avoidance conditioning Objectives • Outline the principles of operant conditioning. • Describe applications of operant conditioning. Have you experienced operant conditioning? A. Yes B. No 0% C A 0% A. A B. B 0% C. C B C. Not sure Operant Conditioning • Operant conditioning – The term operant is used because the subject operates on or causes some change in the environment. – The participant in operant conditioning must engage in a behavior in order for the programmed outcome to occur. Operant Conditioning What are some differences between classical and operant conditioning? A. how the experimenter conducts the experiment D. UR is elicited 0% D A B 0% C D C 0% A C. engage in a behavior in order for the programmed outcome to occur A. B. 0% C. D. B B. CS and US independent of the participant’s behavior Reinforcement • Burrhus Frederic Skinner is the psychologist most closely associated with operant conditioning. • He believed that most behavior is influenced by a person’s history of rewards and punishments. Reinforcement (cont.) • Reinforcement – Positive reinforcement occurs when something the animal wants is added after an action. – Negative reinforcement occurs when something unpleasant is taken away if the animal performs an action. Reinforcement (cont.) • A primary reinforcer is a stimulus that is naturally rewarding, such as food or water. • A secondary reinforcer is a stimulus, such as money, that becomes rewarding through its link with a primary reinforcer. Do you agree with the following statement “Extinction will occur if a dog does not receive his treat after shaking hands.” A. Yes 0% D 0% A D. Sometimes C C. Not sure A. A B. B C. 0%C 0% D. D B B. No Schedules of Reinforcement • Behavior that is reinforced every time it occurs is said to be on a continuous schedule of reinforcement. • When positive reinforcement occurs only intermittently, or on a partial schedule. • Ratio schedules are based on numbers of responses, while interval schedules are based on time. Schedules of Reinforcement (cont.) • Four basic methods, or schedules, of intermittent reinforcement have been studied: – Fixed-ratio schedule – Variable-ratio schedule – Fixed-interval schedule – Variable-interval schedule Partial Schedules of Reinforcement Which of the following is an example of a variable-interval schedule? A. Pop-quiz B. Bi-weekly paycheck C. Three strikes in baseball D. Sales commission 0% A A. B. C. 0% D. B A B C 0% D C 0% D Shaping and Chaining • Shaping • Response chain – Chains of responses are organized into larger response patterns. In order to teach a dog to shake which of the following would you use? A. Shaping B. Chaining 0% D C 0% A D. Response patterns B C. Response chains A. A B. B 0% C. 0%C D. D Aversive Control • Aversive control • Two ways in which unpleasant events can affect our behavior: – Negative reinforcement – Punishers—an unpleasant consequence occurs and decreases the frequency of the behavior that produced it. Aversive Control (cont.) • Two uses of negative reinforcement: – Escape conditioning – Avoidance conditioning Aversive Control (cont.) • Disadvantages: – Aversive stimuli can produce unwanted side effects such as rage, aggression, and fear. – People learn to avoid a person delivering the aversive consequences. – Punishment is likely to suppress, but not eliminate, bad behavior. – Punishment alone does not teach appropriate and acceptable behavior. Do you feel that punishment has any advantages? A. Very much so B. Somewhat C. Not very much D. Not at all 0% A A. B. C. 0% D. B A B C 0% D C 0% D Main Idea Social learning, consisting of cognitive learning and modeling, involves how people make decisions and act upon the information available to them. Vocabulary • social learning • cognitive learning • cognitive map • latent learning • learned helplessness • modeling • behavior modification • token economy Objectives • Cite the principles involved in cognitive learning and modeling. • Identify the principles of learning used in behavior modification. How often do you engage in modeled learning? A. Very often B. Somewhat often C. Not very often D. Rarely or never 0% A A. B. C. 0% D. B A B C 0% D C 0% D Social Learning • Two types of social learning: – Cognitive learning – Modeling If you study hard for a test and still do poorly, how do you feel? A. Ready to study some more B. Glad the test is over C. Hopeless D. Depressed 0% A A. B. C. 0% D. B A B C 0% D C 0% D Cognitive Learning • Two examples of cognitive learning: – Latent learning – Cognitive maps Cognitive Learning (cont.) • Psychologists have shown that general learning strategies can affect a person’s relationship to the environment. • If a person has numerous experiences in which his or her actions have no effect, he or she may be taught a general strategy of learned helplessness. • Martin Seligman believes learned helplessness is a major cause of depression. Learned Helplessness Cognitive Learning (cont.) • When people are unable to control events in their lives, they respond in one of the following ways: – They may be less motivated to act and thus stop trying. – They may experience a lowered sense of self-esteem and think negatively about themselves. – They may feel depressed. Cognitive Learning (cont.) • Three important elements of learned helplessness: – Stability—a person’s belief that the state of helplessness results from permanent characteristics. – Globality—generalization—a student believing he or she fails tests because he or she is “dumb.” – Internality—attributing undesirable outcomes to one’s own inadequacies instead of blaming them on external circumstance. How does learned helplessness develop? A. parents punish children constantly for any and all offenses D. All of the above 0% D A B 0% C D C 0% A C. a student is placed in an advanced math course without proper preparation A. B. 0% C. D. B B. you are overly critical of all your friend’s actions Modeling • Three different types of effects of modeling: – Observational learning – Disinhibition How strongly do you feel that children model the violence they witness on television? A. Very strongly B. Somewhat strongly C. Not very strongly D. Not strongly at all 0% A A. B. C. 0% D. B A B C 0% D C 0% D Behavior Modification • Three types of behavior modification: – Computer-Aided Instruction – Token economy – Self-control How Social Learning Works Behavior Modification (cont.) • Classical and operant conditioning and social learning work together to determine what and how we learn. Improving Study Habits Would earning money for good grades encourage you to work harder in school? A. Yes B. No C A 0% A. A B. B 0% C. C 0% B C. I don’t know Classical Conditioning Experiment Pavlov’s students used this apparatus. The tube leading from the dog’s mouth allowed saliva to be measured and recorded on the kymograph. Examples of Common Conditioned Responses If you have pets and feed them canned food, what happens when you use the can opener? The animals may come running even when you are opening a can of peas. Classical Conditioning vs. Operant Conditioning Classical conditioning and operant conditioning both involve the establishment of relationships between two events. Classical conditioning and operant conditioning, though, use very different procedures to reach their goals. Operant Conditioning We do not just react to our environment, we behave in ways that seem designed to produce certain environmental changes. For example, I flip the light switch to illuminate a room. I say, “Please, pass the salt,” to get the salt shaker. Partial Schedules of Reinforcement B.F. Skinner pointed out many examples of how schedules of reinforcement maintain and control different behaviors. The different schedules produce different response rates. Learned Helplessness What happens when it is impossible for a learner to have an effect on the environment? What happens when a learner is punished and cannot escape the punishment? The learner may give up trying to learn. How Social Learning Works Social learning theorists argue that much learning results from observing the behavior of others and from imagining the consequences of our own behavior. Improving Study Habits Studying effectively is an active process. By using successive approximations (reading one more page each time you sit down to study) and positive reinforcements (rewarding yourself for productive studying), you can improve your study habits. The SQ4R and PQ4R methods are active methods of studying. Ivan Petrovich Pavlov 1849–1936 “While you are experimenting, do not remain content with the surface of things. Don’t become a mere recorder of facts, but try to penetrate the mystery of their origin.” Chapter Concepts Transparencies Using Classical Conditioning to Conquer Fears Schedules of Partial Reinforcement Select a transparency to view. classical conditioning: a learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus neutral stimulus: a stimulus that does not initially elicit any part of an unconditioned response unconditioned stimulus (US): an event that elicits a certain predictable response typically without previous training unconditioned response (UR): an organism’s automatic (or natural) reaction to a stimulus conditioned stimulus (CS): a onceneutral event that elicits a given response after a period of training in which it has been paired with (occurred just before) an unconditioned stimulus conditioned response (CR): the learned reaction to a conditioned stimulus generalization: responding similarly to a range of similar stimuli discrimination: the ability to respond differently to similar but distinct stimuli extinction: a gradual disappearance of a conditioned response when the conditioned stimulus is repeatedly presented without the unconditioned stimulus operant conditioning: learning in which a certain action is reinforced or punished, resulting in corresponding increases or decreases in occurrence reinforcement: stimulus or event that follows a response and increases the likelihood that the response will be repeated primary reinforcer: stimulus that is naturally rewarding, such as food or water secondary reinforcer: stimulus such as money that becomes rewarding through its link with a primary reinforcer fixed-ratio schedule: a pattern of reinforcement in which a specific number of correct responses is required before reinforcement can be obtained variable-ratio schedule: a pattern of reinforcement in which an unpredictable number of responses are required before reinforcement can be obtained fixed-interval schedule: a pattern of reinforcement in which a specific amount of time must elapse before a response will elicit reinforcement variable-interval schedule: a pattern of reinforcement in which changing amounts of time must elapse before a response will obtain reinforcement shaping: technique in which the desired behavior is “molded” by first rewarding any act similar to that behavior and then requiring ever-closer approximations to the desired behavior before giving the reward response chain: learned reactions that follow one another in sequences, each reaction producing the signal for the next aversive control: process of influencing behavior by means of unpleasant stimuli negative reinforcement: increasing the strength of a given response by removing or preventing a painful stimulus when the response occurs escape conditioning: training of an organism to remove or terminate an unpleasant stimulus avoidance conditioning: training of an organism to respond so as to prevent the occurrence of an unpleasant stimulus social learning: process of altering behavior by observing and imitating the behavior of others cognitive learning: forms of altering behavior that involves mental processes and may result from observation or imitation cognitive map: a mental picture of spatial relationships or relationships between events latent learning: alteration of a behavioral tendency that is not demonstrated by an immediate, observable change in behavior learned helplessness: condition in which repeated attempts to control a situation fail, resulting in the belief that the situation is uncontrollable modeling: learning by imitating other; copying behavior behavior modification: systematic application of learning, principles to change people’s actions and feelings token economy: conditioning in which desirable behavior is reinforced with valueless objects, which can be accumulated and exchanged for valued rewards To use this Presentation Plus! product: Click the Forward button to go to the next slide. 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