Download Unit 6 powerpoint - Wando High School

Unit 6:
Learning
What is learning?
 Learning: The
process of
acquiring new
and relatively
enduring
information or
behaviors.
How Do We Learn?
 Associative learning: certain
events occur together.
 Classical Conditioning:
Associate 2 stimuli together
and anticipate events.
 Operant Conditioning:
Associate a response and its
consequence
How Do We Learn?
 Cognitive learning: acquisition of
mental learning
 Observational learning
Lets us learn from others experience
ex. Vicarious Experience in athletics
Through language
I. Classical Conditioning
I. Classical Conditioning
A. Ivan Pavlov
 Medical degree
 Russia’s 1st Nobel
prize in 1904
 30 years studying
Psychology
Classical Conditioning
Stimulus-Response Relationship
Stimulus-Response Relationship
Parts of Classical Conditioning
 Unconditioned stimulus (UCS)
 a stimulus that unconditionally –
naturally and automatically – triggers a
response.
 Example: Food in mouth
Parts of Classical Conditioning
 Unconditioned response (UCR)
 the unlearned, naturally occurring
response to the unconditioned stimulus
 Example: Salivation when food is in
mouth
Parts of Classical Conditioning
 Neutral stimulus (NS)
 The conditioned stimulus BEFORE
conditioning actually takes place.
 Example: Bell, light, object, touch
Parts of Classical Conditioning
 Conditioned stimulus (CS)
 an originally irrelevant stimulus that,
after association with an unconditioned
stimulus (US), comes to trigger a
conditioned response.
 Tone of the bell
Parts of Classical Conditioning
 Conditioned response (CR)
 the learned response to a previously
neutral (but now conditioned) stimulus
(CS).
 Example: Salivation when tone present
Pavlov’s Experiments
Classical Conditioning
Pavlov’s Experiments
Acquisition
 In CC: the initial stage,
when one links a neutral
stimulus and an
unconditioned stimulus
so that the neutral
stimulus begins
triggering the conditioned
response.
 In OC: the strengthening
of a reinforced response.
Pavlov’s Experiments
Higher Order Conditioning
 Procedure in which the
CS in one conditioning
experience is paired with
a new NS.
 Creates a second (often
weaker) CS.
 Examples?
Pavlov’s Experiments
Extinction and Spontaneous Recovery
 Extinction:
The diminishing of a conditioned response;
occurs in CC when an US does not follow a CS; occurs in OC
when a response is no longer reinforced.
Pavlov’s Experiments
Extinction and Spontaneous Recovery
 Spontaneous recovery:
the
reappearance, after a pause, of an extinguished
conditioned response.
Pavlov’s Experiments
Generalization
 Generalization:
the tendency to respond
to stimuli that is similar to
the CS.
Pavlov’s Experiments
Discrimination
 Discrimination
in CC, the learned ability to
distinguish between a conditioned stimulus and
stimuli that do not signal an unconditioned
stimulus.
Pavlov’s Legacy
E. Applications of Classical Conditioning
 John Watson and Baby Albert
Little Albert
 11-month-old infant
 Watson and his assistant,
Rosalie Rayner, conditioned
Albert to be frightened of
white rats
 Hammer on steel bar
 Led to questions about
experimental ethics
Little Albert – During Conditioning
Little Albert - Generalization
Research?
 What is your psychological research example…
 What is your US
 What is your UR
 What is your NS
 What is your CS
 What is your CR
I. Classical Conditioning
B. John B. Watson
 Behaviorism: View that
psychology:
#1: Should be an objective science
#2: Studies behavior without reference
to mental processes
 How we respond to stimuli in our
environment with no regard to
thoughts, feelings and motives.
 Most psychologists today agree with #1
but not with #2.
II. Operant Conditioning
B. B. F. Skinner
 College English
major/aspiring writer
 Graduate school for
Psychology
 Modern
Behaviorisms most
influential and
controversial figure
 Work elaborated on
“the law of effect”
 Operant conditioning: a type of learning in
which behavior is strengthened if followed by
a reinforcement or diminished if followed by a
punishment.
A. Edward Thorndike’s “Law of Effect”
 Behaviors with
favorable
consequences will
occur more frequently.
 Behaviors with
unfavorable
consequences will
occur less frequently.
 Created puzzle boxes
for research on cats
Thorndike’s Puzzle Box
 Operant Chamber (Skinner Box)
 Containing a bar or key that an animal can
manipulate to obtain a food or water
reinforcer; attached devices record the
animal’s rate of bar pressing or key pecking.
Shaping Behavior
 Shaping: procedure in which reinforcers guide
behavior toward closer and closer
approximations of the desired behavior.
 Discriminative stimulus: a stimulus that elicits
a response after association with
reinforcement (in contrast to related stimuli
not associated with reinforcement).
 In everyday life we continually reward and shape others’
behavior, often doing so unintentionally.
 Ben: Could you tie my shoes?
 Dad: (Continues to read the paper)
 Ben: Dad, I need my shoes tied.
 Dad: Uh-hu, yeah, wait just a minute.
 Ben: DAAAAD, TIE MY SHOES!
 Dad: How many times have I told you not to whine? Now
give me your shoe…
 Ben’s whining is reinforced because he gets something
desirable, his dad’s attention
 Dad’s response is reinforced because he gets rid of
something aversive, Ben’s whining.
Skinner’s Experiments
C. Parts of Operant Con.-
1. Reinforcer: any event that
strengthens the behavior it follows.
Types of Reinforcers
 Positive reinforcement:
 increasing behaviors by
presenting positive
stimuli
 Any stimulus that, when
presented after a
response, strengthens
the response.
 Examples?
Types of Reinforcers
 Negative reinforcement:
 increases behaviors by
stopping or reducing
negative stimuli,
 Any stimulus that, when
removed after a response,
strengthens the response
 (Note: negative
reinforcement is NOT
punishment).
 Examples?
Skinner’s Experiments
Types of Positive Reinforcers
 Primary
reinforcer:
 Something that is
naturally
reinforcing
 Examples: food,
warmth, water, etc.
Skinner’s Experiments
Types of Reinforcers
 Conditioned/
Secondary reinforcer:
Something that a
person has learned to
value or finds
rewarding because it is
paired with a primary
reinforcer.
Skinner’s Experiments
Reinforcement Concepts
 Immediate vs. Delayed reinforcer
Immediate reinforcement is more
effective than delayed reinforcement
 Rat does the correct deed and miss it…
Ability to delay gratification predicts
higher achievement
 Paycheck at the end of the week…
2 Main Types of
Reinforcement Schedules
Skinner’s Experiments
Reinforcement Schedules
 Continuous reinforcement:
 Reinforcing the desired
response every time it occurs.
 Most useful way to
establish a behavior.
 Extinguish quickly
once reinforcement
stops.
 Examples?
Skinner’s Experiments
Reinforcement Schedules
 Partial (intermittent) reinforcement
 Reinforcing a response only part of the time
 Initial learning is slower
 Greater resistance
to extinction
 Examples?
Skinner’s Experiments
Reinforcement Schedules
Skinner’s Experiments
Reinforcement Schedules
 Fixed-ratio schedule
 Reinforces a response only
after a specific number of
responses.
 Faster the subject
responds, the more
reinforcements they will
receive.
 Examples?
Skinner’s Experiments
Reinforcement Schedules
 Variable-ratio schedule
 Reinforces a response
after an unpredictable
number of responses.
 This schedule is very
resistant to extinction.
 Examples?
Skinner’s Experiments
Reinforcement Schedules
 Fixed-interval schedule
 Reinforces a response
only after a specified
time has elapsed.
 Examples?
Skinner’s Experiments
Reinforcement Schedules
 Variable-interval schedule
 reinforces a response
at unpredictable
time intervals.
 Slow, steady
responding.
 Examples?
Skinner’s Experiments
2 Main Parts of Operant Conditioning
2. Punishment: an event that decreases the
behavior that it follows.
 Positive punishment
 Administer an aversive stimulus
 A behavior is followed by an undesirable event
 Negative punishment
 Withdraw a desirable stimulus
 Behavior ends a desirable event
Skinner’s Experiments
Punishment
Skinner’s Experiments
Punishment
 Negatives of using punishment
 behavior is suppressed not forgotten
 teaches discrimination
 can teach fear, anxiety and
lower self-esteem
 Physical punishment may
increase aggression
Skinner’s Experiments
Punishment
 Positives of using punishment
 Can effectively control certain behaviors.
 Teaching to NOT do a dangerous behavior
 Most still suggest reinforcing an
incompatible behavior rather than using
punishment
Extending Skinner’s Understanding
Cognition and Operant Conditioning
 Latent learning:
 Learning that takes
place in absence of an
apparent reward
 Cognitive map
 Mental
representation of
the layout of one’s
environment.
 Rats after exploring
a maze.
Extending Skinner’s Understanding
Cognition and Operant Conditioning
 Insight learning
 a sudden and
often novel
realization of the
solution to a
problem.
Extending Skinner’s Understanding
Cognition and Operant Conditioning
 Intrinsic Motivation
 a desire to perform a behavior effectively for
its own sake.
Extending Skinner’s Understanding
Cognition and Operant Conditioning
 Extrinsic Motivation
 a desire to perform a behavior to receive
promised rewards or avoid threatened
punishment.
Contrasting Classical and Operant
Conditioning
III. Learning by Observation
Introduction
 Observational learning:
learning by observing
 Social learning
 Modeling:
the process of
observing and imitating a specific
behavior.
Mirrors in the Brain
 Mirror neurons: frontal lobe neurons that fire when:
 performing certain actions
 when observing another doing something
 The brain’s mirroring of another’s action may enable
imitation and empathy.
Bandura’s Experiments
 Albert Bandura
 Bobo doll
 We look and we learn
Bandura’s Experiments
Applications of Observational Learning
Prosocial vs Antisocial Effects
 Prosocial effects: positive, constructive, helpful
behavior. The opposite of antisocial behavior.
 Antisocial effects
The End