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Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Adaptation to the Environment Learning—any process through which experience at one time can alter an individual’s behavior at a future time Adaptation to the Environment Conditioning—the process of learning the associations between environmental events and behavioral responses Learning Processes • Classical conditioning • Behaviorism • Operant conditioning • Social learning/modeling Pavlov’s Classical Conditioning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning • Ivan Pavlov • Terminology – Unconditioned Stimulus (UCS) – Conditioned Stimulus (CS) – Unconditioned Response (UCR) – Conditioned Response (CR) Unconditioned Stimulus eg. Food Always elicits a reflex action: an unconditioned response food blast of air •noise Unconditioned Response— eg. Salivation A response to an unconditioned stimulus—naturally occurring Salivation at smell of food Eye blinks at blast of air Startle reaction in babies Conditioned Stimulus—eg. Bell The stimulus that was originally neutral becomes conditioned after it has been paired with the unconditioned stimulus •Will eventually elicit the unconditioned response by itself Conditioned Response The original unconditioned response becomes conditioned after it has been elicited by the neutral stimulus Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning (NS) Neutral Stimulus Classical Conditioning Operant Conditioning (NR) No Response Changing Directions in the Study of Conditioning Observational Learning (UCS) Unconditioned Stimulus Classical Conditioning Operant Conditioning (UCR) Unconditioned Response Changing Directions in the Study of Conditioning Observational Learning Repeated pairings (NS) Neutral Stimulus (UCS) Unconditioned Stimulus (UCR) Unconditioned Response No response Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning (CR) Conditioned Response (CS) Conditioned Stimulus Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning at BGSU Video courtesy of David Johnson Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Acquisition (CS-US pairings) 15 10 5 0 Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Extinction (CS alone) 15 10 5 0 Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Spontaneous Extinction Recovery (CS alone) 15 10 5 0 Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning 24-hour rest Figure 6.2 The sequence of events in classical conditioning Figure 6.3 Classical conditioning of a fear response Basic Processes in Classical Conditioning • • • • • • Acquisition Extinction Spontaneous recovery Stimulus generalization Stimulus discrimination Higher-order conditioning Figure 6.6 Acquisition, extinction, and spontaneous recovery Figure 6.8 Higher-order conditioning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning John Watson Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning John B. Watson and Little Albert Conditioned emotional responses •Generalization •Extinction (CS) (US) White Rat Loud Gong (CR) (UR) Fear Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Little Albert Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning CS CR Skinner’s Operant Conditioning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning B. F. Skinner’s Operant Conditioning •Interested in emitted behaviors •Operant—voluntary response that acts on the environment to produce consequences B. F. Skinner’s Operant Conditioning Reinforcement—the occurrence of a stimulus following a response that increases the likelihood of the response being repeated Basic Processes in Operant Conditioning • • • • Acquisition Shaping Extinction Stimulus Control – Generalization – Discrimination Behavior Consequence Response Classical Conditioning Rewarding Stimulus Presented Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Patronize Elmo’s Diner Tendency to tell jokes increases Speaker Signal lights Lever Skinner Box To food dispenser Food pellet Electric grid To shock generator Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Cumulative Recorder Drum One response Not responding Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Series of rapid responses Pen Reinforcement slash Observational Learning Rat in a Skinner box Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Table 6.1 Comparison of Basic Processes in Classical and Operant Conditioning Reinforcement: Consequences that Strengthen Responses • Primary Reinforcers – Satisfy biological needs • Secondary Reinforcers – Conditioned reinforcement (ex. Money, good grades, praise, etc.) Priscilla the Pig Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Shaping – the reinforcement of closer and closer approximations to the desired behavior Cumulative Responses Rate decreasing Response extinguished High rate Rate increasing Time Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Reinforcement Schedules Continuous—every correct response is reinforced; good way to get a lowfrequency behavior to occur Partial—only some correct responses are reinforced; good way to make a behavior resistant to extinction Continuous Reinforcement Intermittent Reinforcement Response Reinforcer Response Response Reinforcer Response Response Reinforcer Response Response Reinforcer Response Response Reinforcer Response Response Reinforcer Response Response Reinforcer Response Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Reinforcer Reinforcer Reinforcer Partial Schedules—Ratio Ratio schedules are based on number of responses emitted Fixed ratio (FR)—a reinforcer is delivered after a certain (fixed) number of correct responses Variable ratio (VR)—a reinforcer is delivered after an average number of responses, but varies from trial to trial Cumulative Responses Fixed-ratio (FR) Lower resistance to extinction Rapid responding Short pause after reinforcement Note: Higher ratios generate higher response rates Time Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Cumulative Responses Variable-ratio (VR) Higher resistance to extinction High, steady rate without pauses Note: Higher ratios generate higher response rates Time Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Partial Schedules—Interval Interval schedules are based on time. Fixed interval (FI)—reinforcer is delivered for the first response after a fixed period of time has elapsed Variable interval (VI)—reinforcer is delivered for the first response after an average time has elapsed, differs between trials Cumulative Responses Fixed-interval (FI) Lower resistance to extinction Long pause after reinforcement yields “scalloping” effect Note: Short intervals generate higher rates overall Time Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Cumulative Responses Variable-interval (VI) Higher resistance to extinction Note: Low, steady rate without pauses Short intervals generate higher rates overall Time Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Operant Conditioning positive and negative reinforcement Positive reinforcement – following an operant with the addition of a reinforcing stimulus Negative reinforcement – Following an operant with the avoidance or removal of an aversive stimulus Behavior Consequence Response Press lever Classical Conditioning Rewarding Stimulus Presented Food delivered Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Tendency to press lever increases Behavior Consequence Response Press lever Classical Conditioning Aversive Stimulus Removed Shock turned off Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Tendency to press lever increases Positive or Negative Reinforcement? A toddler begins to cry in a toy store. The toddler’s mother gives her a toy to quiet her down. Next time they go to the store, the child starts crying again. Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Positive Reinforcement Escape (CS) (US) Light Shock (CR) (UR) Fear Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Avoidance Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Consequences: Reinforcement and Punishment • Increasing a response: – Positive reinforcement = response followed by rewarding stimulus – Negative reinforcement = response followed by removal of an aversive stimulus • Escape learning • Avoidance learning • Decreasing a response: – Punishment – Problems with punishment Punishment • • Type I (Positive) Punishment Presentation of an aversive stimulus following a behavior that acts to decrease the likelihood that the behavior will be repeated Type II (Negative) Punishment – Removal of a reinforcing stimulus following a behavior that acts to decrease the likelihood that the behavior will be repeated. *Problems with Punishment* 1. Does not teach or promote alternative, acceptable behavior 2. May produce undesirable results such as hostility, passivity, fear 3. Likely to be temporary 4. May model aggression Figure 6.16 Comparison of negative reinforcement and punishment Changing Directions in the Study of Conditioning • Biological Constraints on Conditioning – Instinctive Drift – Conditioned Taste Aversion – Arbitrary vs. ecological conditioned stimuli • Cognitive Influences on Conditioning – Latent learning – Signal relations – Response-outcome relations Figure 6.19 Latent learning Unconditioned Stimulus (Illness) (CR) (UR) Nausea Conditioned Stimulus (Taste of Berries) Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Snake Phobia Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Albert Bandura Classical Conditioning Operant Conditioning Changing Directions in the Study of Conditioning Observational Learning Observational Learning • Albert Bandura – Observational learning • Basic processes – attention – retention – reproduction – motivation Figure 6.20 Observational learning Famous Last Words??? Do as I say, not as I do. This will teach you to hit your brother! Why do you do that? You know you get in trouble for it.
