* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Chapter 6 - Learning
Symbolic behavior wikipedia , lookup
Observational methods in psychology wikipedia , lookup
Learning theory (education) wikipedia , lookup
Thin-slicing wikipedia , lookup
Theory of planned behavior wikipedia , lookup
Attribution (psychology) wikipedia , lookup
Neuroeconomics wikipedia , lookup
Theory of reasoned action wikipedia , lookup
Insufficient justification wikipedia , lookup
Applied behavior analysis wikipedia , lookup
Descriptive psychology wikipedia , lookup
Adherence management coaching wikipedia , lookup
Verbal Behavior wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Psychophysics wikipedia , lookup
Behaviorism wikipedia , lookup
CHAPTER 6 LEARNING Psychology McGonigle CP + H Reinforcement • Skinner’s Box- rat deprived of food kept pressing the lever- 1st – accidental , it soon learned pressing the lever meant food. • Reinforcement- process by which a stimulus increases the chances that a behavior will occur again. Flooding- Classical Conditioning • Fear of High Places, Snakes, Claustrophobia. • Person is exposed to the harmless stimulus until fear responses are extinguished. • Look out several times from a six story building until fear ends. Sit in a room of small, un poisonous snakes. Classical Conditioning • Conditioning = Pairing of different stimuli to produce a response/reaction. • Classical Conditioning = One stimulus calls forth the response that is usually called forth by the other stimulus. Ivan Pavlov 1849-1936 • Studying relationship between nervous system & digestion. (dogs) • Dogs – began to salivate when they heard trays clink + assistants walk in. • These events meant that food was coming. Pavlov’s theory • Dogs could be trained to salivate at any stimuli he chose in an experiment. • Bell- rings and a second later, meat powder was placed on the dog’s tongue. (dog salivates) • Pavlov- replicates experiment several times. Experiment (cont’d) • Around the fourth or fifth time, Pavlov rings bell, but does not place meat powder on the tongue of the dog. • Dogs salivate anyway, they had been conditioned to salivate in response to the bell alone. Letters of Learning Pavlov’s Experiment • US – Unconditioned Stimulus – causes a response that is automatic, not learned. • UR – Unconditioned Response- salivation in response to meat is not learned it is natural. • CR – Conditioned Response- learned response to a stimulus that was previously neutral. • CS – Conditioned Stimulus – Through repeated association w/ the meat, the bell became a learned stimulus. Classical Conditioning- Taste Aversion • Learned avoidance of a particular food. • When food is poisonous or unhealthy, a taste aversion helps us to avoid them by keeping us away from them. ( Halloween) • In taste aversion- usually only one pairing of food and illness is enough. ( Aversion therapy) Extinction ( of conditioning) • When a bear cub matures, it may no longer need its scent of danger approaching. • Car alarm – constantly sounding, will eventually lose its effect. ( you won’t call police every time). • When a CS is no longer followed by an US, it will lose its ability to bring about a conditioned response. • Conditioned Stimulus is disconnected from unconditioned stimulus. Spontaneous Recovery • Extinguished response is not gone forever. • Organisms sometimes display responses that were extinguished earlier. • Dogs – stopped salivating after bell. However a few days later, when they hear the bell, they salivate again. • Response is a little weaker & there is less saliva. Generalization • The act of responding in the same ways to stimuli that seem to be similar, even if the stimuli are not identical. • Pavlov’s circle (CS) was presented w/ meat (US) – dog salivates at circle. • Any geometric shape close to a circle caused salivation from the dog- (generalization) Discrimination • Dog’s weaker response to figures that looked less like a circle is discrimination. • Act of responding differently to stimuli that are not similar to each other. • Bear cub is not afraid of all furry creatures - ( mouse , squirrel, chipmunk, etc.) Systematic Desensitization • When flooding is too fearful for patients. • Patient – is taught relaxation techniques. • They are exposed gradually to the stimulus that they fear while they remain relaxed. ( Shown pictures of snakes) Counterconditioning • A pleasant stimulus is paired repeatedly with a fearful one, thus counteracting the fear. • Peter- feared rabbits, but loved candy. • Eventually after eating candy, Peter felt comfortable enough to pet the rabbit. Bell & Pad Method for Bed-Wetting • Teaches children to wake up in response to bladder tension. • Child w/ wetting tendencies- sleeps on a special pad. • When he starts to wet, the water content triggers a bell & the ringing wakes the child up. • Bell in this case – is an unconditioned stimulus. Operant Conditioning • People learn to do certain things and not to do others, because of the results. • They learn from the consequences of their actions. • Studying – positive operant behavior = good grades. Not studying – negative operant behavior= bad grades. Primary Reinforcers • Reinforcers that function due to the biological makeup of the organism. • Food, water, adequate warmth can all be seen as primary reinforcers. ( Abraham Maslow) • Do not need to be taught to value these reinforcers. Secondary Reinforcers • These reinforcers must be learned. • They acquire their value by being paired with established reinforcers. • Money, attention & social approval are all usually secondary reinforcers. Positive Reinforcers • Increase the frequency of the behavior they follow when they are applied. • Food, fun activities, and social approval are examples of positive reinforcers. • Reinforcement must be specific to the person- to be effective. (athletes/sports) Negative Reinforcers • Behavior is reinforced = Something unwanted stops happening or is removed following the behavior. • Discomfort, fear, and social disapproval = all are negative reinforcers. (Kohlberg) • Tired = sleep, have an itch= scratch it! Reward • Similar to positive reinforcers, they increase the frequency of a behavior. • Students- go out for pizza after a long study session. (equate studying w/pizza) • Team – has no sprints if kicker makes the field goal! Punishment • Unwanted Events that when applied, decrease the frequency of the behavior they follow. • If a student fails two classes- he/she can not continue playing sports at their school. • Negative reinforcer as well= student does not want the embarrassment/shame of being thrown off team. Problems with Punishment • Does not teach alternate, acceptable behavior. • Tends to work only when it is guaranteed- all the time. • Punished people try to leave the situation rather than change behavior. • Punishment can create anger & hostility. • Punishment may have broader effects than desired. Schedules of Reinforcement • Refers to how often and when reinforcement to a behavior occurs. • Continuous reinforcement: Reinforcement of a behavior every time that it occurs. (Skinner) • Partial Reinforcement: A behavior is not reinforced every time that it occurs. Interval Schedules • Fixed Interval Schedule: A fixed amount of time must elapse between reinforcements of a behavior. ( 10:00, 10:05, 10:10, 10:15)) • Variable Interval Schedule: Varying amounts of time go between reinforcements. (unpredictable 10:00, 10:02, 10:09, 10:17) Ratio Schedule • Desired Response is reinforced every time, it is a 1:1 ratio of response to reinforcement. • If a response must occur five times before it is reinforced, the ratio is 5:1. • For fun: Try to guess the ratio schedule of a slot machine, scratch ticket, lottery ticket.. Shaping • Way of teaching complex behaviors in which one first reinforces small steps in the right direction. ( learning to ride a bicycle) • P. 144 – Squirrel!! (shaping) Albert Bandura- Observational learning • We acquire knowledge and skills by observing and imitating each other. • New student in school- learns it is ok to speak up in class after watching the other kids. • Children learn to speak, eat, and play by watching their parents and others do these things. Opinion Question • Are you in favor of rewarding positive behavior or punishing negative behavior? (Why?) • How would you punish a child who broke curfew, would you take away their privileges, yell at them, or would you tell them not to do it again? • Do you think a parent should give rewards to children who do well in school? Do you think a child should be internally motivated to do well? Group Work • In a group of 2/3 determine the following with regard to the Asch Experiment, The Elliott Experiment, and the Gardner Experiment: • • • • Unconditioned Stimulus Unconditioned Response Conditioned Stimulus Conditioned Response • Explain why this is so and if it does not exist, please also state this and why.. Essential Questions • How do we learn? • How do animals learn? • How is learning different from human to animal? • Is classical conditioning ethical with humans? • Is classical conditioning ethical with animals? • Is classical conditioning really learning? • Is positive reinforcement better than negative reinforcement? • Is observational learning always effective? Why or Why not? •