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Transcript
CP PSYCHOLOGY CHAPTER 2 Learning Theories Section 2Q1 Glencoe Publishers Learning Theory (2Q1) Learning relatively permanent change in an organism’s behavior due to experience Classical Conditioning (2Q1) Ivan Pavlov 1849-1936 Russian physician/ neurophysiologist Nobel Prize in 1904 studied digestive secretions Classical Conditioning (2Q1) Classical Conditioning (Pavlovian) an old response becomes attached to a new stimulus organism comes to associate two stimuli together a neutral stimulus (NS) (unlearned) that signals an unconditioned response (UCR) which then begins to produce a response that anticipates and prepares for the unconditioned stimulus (UCS) Pavlov Rang a tuning fork (neutral stimulus) as meat powder placed on dog’s tongue Dog salivated even if no food was given with sound Classical Conditioning (2Q1) Classical Conditioning (2Q1) Unconditioned Stimulus (UCS): event that leads to a predictable response without training Unconditioned Response (UCR): reaction that occurs automatically to Unconditioned Stimulus Conditioned Stimulus (CS): neutral event that with training leads to a learned response Conditioned Response (CR): this is a learned response to a stimulus UCS (passionate UCR kiss) (sexual arousal) CS (onion breath) UCS (passionate UCR Kiss) (sexual CS arousal) (onion breath) CR (sexual arousal) Classical Conditioning (2Q1) Generalization: responding to a stimulus similar to the original one without training Drops of saliva 60 in 30 seconds 50 40 Strongest responses come from areas stimulated nearest the thigh 30 20 10 0 Pelvis Shoulder Front Hind paw paw Thigh Trunk Foreleg Part of body stimulated Classical Conditioning (2Q1) Discrimination: is responding differently to different, but similar, stimuli Generalization and Discrimination are “adaptive” and may aid in survival Practical Human Application: Problem of Bedwetting Classical Conditioning (2Q1) Extinction: is when a conditioned response dies out if not regularly linked to the unconditioned stimulus Strength of CR Acquisition (CS+UCS) Extinction (CS alone) Spontaneous recovery of CR Extinction (CS alone) Pause Classical Conditioning (2Q1) “Little Albert” Classical Conditioning: J. B. Watson and Raynor CP PSYCHOLOGY CHAPTER 2 Learning Theories Section 2Q2 Richard Martel, NHS Glencoe Publishers Operant Conditioning (2Q2) Operant Conditioning: learning from the consequences of behavior (operates on the environment) BF Skinner is most closely associated with this system of rewards and punishments Operant Conditioning (2Q2) Reinforcement: an event or stimulus that increases the chance a recent behavior will be repeated Schedules of Reinforcement: The timing and frequency of reinforcement Continuous Schedule: reinforces every time the desired behavior occurs Skinner Box Operant Conditioning (2Q2) Partial Schedule: reinforcing behavior intermittently to make it more predictable and last longer Four Basic Partial Schedules: Two based on time intervals, two based on number of responses - Fixed-Ratio Schedule: reinforcement depends on a fixed quantity of responses - Variable-Ratio Schedule: number of responses required varies from one time to the next - Fixed-Interval Schedule: reinforces the first response after a fixed time has elapsed - Variable-Interval Schedule: the time at which reinforcement becomes available changes Operant Conditioning (2Q2) Effects of Different Reinforcement Schedules - Fixed-Ratio: Organism responds at high steady rate … Ex. Piecework type jobs - Variable-Ratio: Organism responds at very high rate. Hard to extinguish. Ex. Gamblers in Casino - Fixed-Interval: Slow, steady responding … gets faster near reinforcement time. Ex. Schoolwork - Variable-Interval: Slowest but steady responding … doesn’t vary much over time. Ex. E-mail Operant Conditioning (2Q2) Number of responses 1000 Fixed Ratio Variable Ratio Fixed Interval 750 Rapid responding near time for reinforcement 500 Variable Interval 250 Steady responding 0 10 20 30 40 50 Time (minutes) 60 70 80 Operant Conditioning (2Q2) • Primary Reinforcer: satisfies a basic, natural need, such as hunger, thirst etc. • Secondary Reinforcer: a conditioned reinforcer that was previously a neutral stimulus • Stimuli associated with rewards or punishments often become signals for particular behavior Operant Conditioning (2Q2) •Aversive Control: unpleasant events or consequences are used to influence behavior •Negative Reinforcement: Painful/unpleasant stimulus is removed or not applied in order to elicit behavior •Escape Conditioning: Correct behavior causes an unpleasant event to stop •Avoidance Conditioning: Correct behavior prevents unpleasant stimulus from being applied Operant Conditioning (2Q2) Operant Conditioning (2Q2) Punishment: Unpleasant consequence is applied in order to decrease or eliminate undesired behavior •Punishment can produce unwanted side effects such as rage, aggression and fear. Operant Conditioning (2Q2) CP PSYCHOLOGY CHAPTER 2 Learning Theories Section 2Q3 Richard Martel, NHS Glencoe Publishers Factors that Impact Learning (2Q3) Feedback: Finding out the results of an action or performance Transfer: Previously learned responses that affect ability to learn a new response or skill Positive Transfer: When previously learned responses helps you learn a new task Negative Transfer: When a previously learned response hinders learning a new task Practice: the repetition of a task, helps bind responses together over time Factors that Impact Learning (2Q3) Learning Strategies (2Q3) •Learning to learn (problem solve) is often more important than what you’ve learned •Learned Helplessness: Results from repeated failures causing a person to give up on life or trying hard •Learned Laziness: Results from repeatedly being rewarded without effort (welfare critics) Learning Strategies (2Q3) Learning Complicated Skills • Shaping: using reinforcement to mold new responses out of an old response •Reward responses that closely & successively approximates desired new responses • Response Chains: Responses that follow one another in a specific sequence Modeling (2Q3) Modeling: learning by imitating others in one of three ways 1. Behavior of others increases chance we will do the same thing (clapping) 2. Observational learning, or imitation, results from copying behaviors we observe 3. Disinhibition results from seeing others engage in threatening behaviors without harm Observational Learning (2Q3) Alfred Bandura Pioneering researcher of observational learning Experiment with Bobo doll; brought out aggression in childrenModeling we look and we learn Observational Learning (2Q3) Antisocial Behavior family, neighborhood, TV, cultural models may have antisocial effects on a child Prosocial Behavior positive, constructive, helpful behavior may also be modeled This 14-month-old boy is imitating behavior he has seen on TV