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Learning
A relatively permanent change in behavior
due to an interaction with the environment.
Classical Conditioning
pairing naturally occurring stimulus and response chain with
different stimulus in order to produce response which is not
naturally occurring.
causes an
UCR
UCS
Unconditioned Response
Unconditioned Stimulus
when paired with an
NS
Neutral Stimulus
becomes a
+
UCS
UCR
which causes a
CS
Conditioned Stimulus
CR
Conditioned Response
Classical Conditioning:
An Example
causes a
Loud noise (UCS)
Startle (UCR)
when paired with a
White Rat (NS)
+
becomes a
White Rat (CS)
Anything white & fuzzy
Loud noise (UCS)
Startle (UCR)
which causes a
Startle/Fear (CR)
Operant Conditioning
aka: Instrumental conditioning
Learning by Consequences
 Use of Pleasant and Unpleasant
Consequences to Control Behavior
 Reinforcing Consequences Increase
Likelihood Behavior Will Be Repeated
Punishing Consequences Decrease
Likelihood Behavior Will Be Repeated
Consequences
Response
Role of Consequences:
Reinforcement
Primary
Reinforcement
Water,Sleep,Warmth,Food
Secondary
Reinforcement
Candy,$$$,Car,TV
Role of Consequences:
Reinforcement
Premack
Principle
“If you clean up
your room before
your cousins arrive,
we’ll go to the
movies when they
get here.”
Reinforcement
 Positive
Reinforcement
Rewards
 Negative
Reinforcement
Withdrawal of Punishments
Punishment
Undesirable consequences
Reinforcement Examples
 Positive Reinforcement
 A Gold Star for an Assignment Well
Completed
 Encouragement for Effort
 Negative Reinforcement
 Not Having to Re-Write a Well-Written
Paper
 Recess Starting on Time Once All
Students are Seated Quietly
Reinforcement Examples
 Intrinsic
Reinforcers
 Playing the Violin for Its Own Sake
 Reading a Good Book for Pleasure
 Extrinsic Reinforcers
 Doing Algebra Homework to Avoid Bad Grade
 Receiving Praise for Writing Strong Essay
Schedules of Reinforcement
• fixed-interval schedule:
– Reinforcement given for first correct response
after fixed time period, tends to result in flurry of
responding right before reward is due.
• variable-interval schedule:
– Reinforces first correct response after an
unpredictable period of time, tends to result in
slow but steady pattern of responding as learner
keeps testing for next payoff
©Prentice Hall 2003
5-32
Schedules of Reinforcement
• fixed-ratio schedule:
– behavior rewarded after fixed number of correct
responses
– result is high rate of responding because faster
responses yield quicker payoffs.
• variable-ratio schedule:
- behavior rewarded after varying number of
correct responses
©Prentice Hall 2003
5-33
Punishment
• imposing
something
unpleasant or
aversive on
person or animal
in response to
unwanted,
disobedient or
morally wrong
behavior.
Shaping
Reinforcing
Successive
Approximations
of a
Desired
Outcome
Extinction
Weakening
and Eventual
Elimination of
Learned
Behavior with
Removal of
Reinforcement.
• Humans develop not only
actions and behaviors, but
also self concepts.
• Charles Horton Cooley’s
Looking Glass Self:
•
“We see ourselves as we
think other people see us.”
• Thus, other’s perceptions of
us can become a
self-fulfilling prophecy or
Pygmalion Effect.
Pygmalion (mythology), name
of sculptor who created ivory
statue, Galatea,
and fell in love with it.
Albert Bandura’s
Social Learning Theory
Developmental theory arguing that
personality is learned through interactions
with environment We model after others.
 Modeling
Observational Learning
1. Attentional Phase
2.Retention Phase
3. Reproduction Phase
4. Motivational Phase
Cognitive Theory of Learning
Rat maze experiments led to theory of
latent learning which describes learning
that occurs in absence of an obvious reward.
Cognitive Map by Edward Tolman
General Assumptions of Cognitive Theories
•Some learning processes may be unique to human beings.
•Cognitive processes are the focus of study.
•Objective, systematic observations of people's behavior should be focus of
scientific inquiry, however, inferences about unobservable mental processes can
often be drawn from such behavior.
•Individuals are actively involved in the learning process.
•Learning involves formation of mental associations that are not necessarily
reflected in overt behavior changes.
•Knowledge is organized.
•Learning is a process of relating new information
to previously learned information.
Jean Piaget
4 Levels of Cognitive Development
Edward Tolman
Cognitive Map
Robert Sternberg
Triarchic Theory of
Cognitive Learning
Howard Gardner
Multiple Intelligences
Wolfgang Kohler
Insight Learning
LEARNING
Insight Learning
Wolfgang Kohler
Insight learning is type of learning or
problem solving that happens all-of-asudden through understanding
relationships to various parts of a
problem rather than
through trial and error.
The Law of Effect
Trial & Error Learning
Actions that are
followed by favorable
consequences are more
likely to be repeated
than actions followed by
unfavorable
consequences.
Edward Thorndike
• Psychoanalytic
Theory—S. Freud
– Basic human drive is
sexual and destructive
– Purpose of socialization
is to divert dangerous
impulses into socially
acceptable forms
– Proper negotiation of
stages of development is
critical in first 6 years
Psychodynamic Theory
• Development theory—
– Children and adults go
through universal
developmental
processes; 8 Stages!
– Human nature neither
inherently good nor
bad, but unfolding
through contact with
social environment
Erik Erikson