Download File - Ms. Beam`s Class

How did you go about trying to make the
record play?
Functional Fixedness
Learning

Learning
 relatively
permanent
change in an
organism’s
behavior due
to experience
Test Corrections
Vocab: Write the correct answer
Multiple Choice: Write the page # from
textbook OR slide # from PPT
(msbeam.weebly.com) AND a brief
explanation of concept
FRQ: Write/edit answer
Association
 We learn by association
 Our minds naturally connect events that
occur in sequence
 Associative Learning
 learning that two events occur together
 two stimuli
 a response and its consequences
Association
Event 1
Event 2
 Learning to
associate two
events
Sea snail associates splash with a tail shock
Seal learns to expect a snack for its showy antics
Classical or Pavlovian
Conditioning
 We learn
to
associate
two stimuli
Operant Conditioning
 We learn to
associate a
response and
its
consequence
Classical
Conditioning
 Ivan Pavlov
 1849-1936
 Russian physician/
neurophysiologist
 Nobel Prize in 1904
 studied digestive
secretions
 Noticed salivation
when putting meat
powder in dogs’
mouths.
Pavlov’s Classic
Experiment
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
Classical
Conditioning
 Pavlov’s device
for recording
salivation
Classical Conditioning
• This is passive learning
(automatic…learner does
NOT have to think).
• First thing you need is a
unconditional
relationship.
• Unconditioned Stimulus
(UCS)- something that
elicits a natural,
reflexive response.
• Unconditioned Response
(UCR)- response to the
UCS.
Classical Conditioning
Next you find a Neutral Stimulus
(NS): something that elicits no
response on its own
You present the stimulus with the
UCS a whole bunch of times.
After a while, the body begins to link
together the NS with the UCS.
Classical Conditioning
• We know learning takes
places when the
previously NS elicits a
response without the
UCS
• At this point the
neutral stimulus is
called the conditioned
stimulus (CS) and the
unconditioned response
becomes the
conditioned response
(CR).
Classical
Conditioning
 Classical Conditioning
 organism comes to associate two stimuli
 a neutral stimulus that signals an
unconditioned stimulus begins to
produce a response that anticipates and
prepares for the unconditioned stimulus
Behaviorism
 John B. Watson
 viewed psychology as
objective science
 generally agreed-upon
consensus today
 recommended study of
behavior without reference
to unobservable mental
processes
 not universally accepted by all
schools of thought today
Classical
Conditioning
 Unconditioned Stimulus (UCS)
 stimulus that unconditionally--automatically
and naturally--triggers a response
 Unconditioned Response (UCR)
 unlearned, naturally occurring response to
the unconditioned stimulus
 salivation when food is in the mouth
Classical
Conditioning
 Conditioned Stimulus (CS)
 originally irrelevant stimulus that, after
association with an unconditioned stimulus,
comes to trigger a conditioned response
 Conditioned Response (CR)
 learned response to a previously neutral
conditioned stimulus
Pavlov spent the rest of his life
outlining his ideas. He came up
with 5 critical terms that
together make up classical
conditioning.
Acquisition
Extinction
Spontaneous Recovery
Generalization
Discrimination
Bell Work
In Pavlov's experiments with dogs,
salivation was the
conditioned response.
neutral stimulus.
unconditioned stimulus.
unconditioned response.
conditioned stimulus.
Debriefing
What do you think the purpose of
yesterday’s activity was?
Debriefing
What did you learn about learning?
How did you learn this?
Closure
Lucy has learned to avoid a furry, black
cat. However, she still plays with her
grandmother's short-haired tabby. Lucy’s
response demonstrates
negative transfer.
extinction.
discrimination.
successive approximation.
how intelligent children are.
Classical
Conditioning
 Acquisition
 the initial stage in classical conditioning
 the phase associating a neutral stimulus
with an unconditioned stimulus so that
the neutral stimulus comes to elicit a
conditioned response
 in operant conditioning, the
strengthening of a reinforced response
Does timing matter?
•The NS/CS should come before the UCS
•They should be very close together in
timing.
•Why do you think the NS/CS should come
before the UCS?
Classical Conditioning
• Acquisition does
not last forever.
• The moment the
CS no longer elicits
the UCS, we have
EXTINCTION.
Timing Matters
• Delayed Conditioning: present CS, while CS is still there,
present UCS.
• Trace Conditioning: present CS, short break, then present
UCS.
• Simultaneous Conditioning: CS and UCS are presented at the
same time.
• Backward Conditioning: UCS is presented, then CS is
presented.
Classical
Conditioning
 Extinction
 When the CS begins to stop
eliciting the UCS
 in classical conditioning, when a
UCS does not follow a CS
 in operant conditioning, when a
response is no longer reinforced
Classical
Conditioning
 Spontaneous Recovery
 reappearance, after a rest period, of an
extinguished CR
 Generalization
 tendency for stimuli similar to CS to elicit the CR
 Discrimination
 the ability to distinguish between a CS and
similar stimuli, causing the CR to not be
elicited
Generalization and Discrimination
Generalization
Discrimination
 Something is so similar
to the CS that you get a
CR.
 Something so different
to the CS so you do not
get a CR.
Classical
Conditioning
UCS
(passionate
kiss)
CS
(onion
breath)
CS
(onion
breath)
UCR
(sexual
arousal)
UCS
(passionate
Kiss)
CR
(sexual
arousal)
UCR
(sexual
arousal)
Classical
Conditioning
Strength
of CR
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of
CR
Extinction
(CS alone)
Pause
Generalization
Drops of saliva
in 30 seconds
60
50
40
30
20
10
0
Pelvis
Hind
paw
Thigh
Shoulder
Trunk
Front
paw
Foreleg
Part of body stimulated
Nausea Conditioning in
Cancer Patients
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
CR
(nausea)
Classical Conditioning and Humans
• John Watson brought Classical Conditioning
to psychology with his Baby Albert
experiment.
This type of Classical Conditioning is also known as Aversive Conditioning.
Learned Taste Aversions
• When it comes to
food being paired
with sickness, the
conditioning is
incredibly strong.
• Even when food and
sickness are hours
apart.
• Food must be
salient (noticeable.)
First-Order and Second-Order Conditioning
First Order Conditioning.
•Bell + meat = salivation.
•Bell = Salivation.
Second Order Conditioning
(After first order
conditioning has occurred)
•Light + Bell = Salivation.
•Light = Salivation.
Operant Conditioning
The Learner is NOT passive.
Learning based on consequence!!!
Operant Conditioning
 Operant Conditioning
 type of learning in which behavior is
strengthened if followed by reinforcement or
diminished if followed by punishment
 Thorndike’s Law of Effect
 Thorndike’s principle that behaviors followed
by favorable consequences become more
likely, and behaviors followed by unfavorable
consequences become less likely
The Law of Effect
• Edward Thorndike
• Locked cats in a cage to
make them try and escape
• Behavior changes because
of its consequences.
• Rewards strengthen
behavior.
• If consequences are
unpleasant, the StimulusReward connection will
weaken.
• Called the whole process
instrumental learning.
Closure
Classical conditioning is most often used
to condition
reflexes.
short-term behavior.
negative behavior.
positive behavior.
all behavior.
Operant Conditioning
 Operant Behavior
 operates (acts) on environment
 produces consequences
 Respondent Behavior
 occurs as an automatic response to
stimulus
 behavior learned through classical
conditioning
Operant Conditioning
 B.F. Skinner
(1904-1990)
 elaborated
Thorndike’s Law
of Effect
 developed
behavioral
technology
B.F. Skinner
• The Father of
Operant
Conditioning.
• Nurture guy
through and
through.
• Used a Skinner Box
(Operant
Conditioning
Chamber) to prove
his concepts.
Operant Chamber
 Skinner Box
 chamber with a
bar or key that an
animal
manipulates to
obtain a food or
water reinforcer
 contains devices
to record
responses
Skinner Box
Operant Conditioning
 Reinforcer
 any event that strengthens the
behavior it follows
 Shaping
 operant conditioning procedure in
which reinforcers guide behavior
toward closer approximations of a
desired goal
Reinforcers
• A reinforcer is anything
the INCREASES a
behavior.
Positive Reinforcement:
• The addition of something
pleasant.
Negative Reinforcement:
• The removal of something
unpleasant.
• Two types of NR
• Escape Learning
• Avoidance Learning
(Getting kicked out of class
versus cutting class)
How do we actually use Operant
Conditioning?
Do we wait for the
subject to deliver
the desired
behavior?
Sometimes, we use a
process called
shaping.
Shaping is reinforcing
small steps on the
way to the desired
behavior.
To train a dog to get
your slippers, you
would have to
reinforce him in small
steps. First, to find
the slippers. Then to
put them in his mouth.
Then to bring them to
you and so on…this is
shaping behavior.
To get Barry to become a better student,
you need to do more than give him a
massage when he gets good grades. You
have to give him massages when he studies
for ten minutes, or for when he completes
his homework. Small steps to get to the
desired behavior.
Operant Conditioning
Principles of
Reinforcement
 Primary Reinforcer
 innately reinforcing stimulus
 i.e., satisfies a biological need
 Secondary Reinforcer
 stimulus that gains its reinforcing
power through its association with
primary reinforcer
 secondary reinforcer
 Money or grades
Token Economy
Every time a
desired behavior is
performed, a token
is given.
They can trade
tokens in for a
variety of prizes
(reinforcers)
Used in homes,
prisons, mental
institutions and
schools.
Reinforcement Schedules
How often do you give
the reinforcer?
Every time or just
sometimes you see
the behavior.
Schedules of
Reinforcement
 Continuous Reinforcement
 reinforcing the desired response each time it
occurs
 Partial (Intermitent) Reinforcement
 reinforcing a response only part of the time
 results in slower acquisition
 greater resistance to extinction
Continuous v. Partial Reinforcement
Continuous
 Reinforce the behavior
EVERYTIME the behavior
is exhibited.
 Usually done when the
subject is first learning
to make the association.
 Acquisition comes really
fast.
 But so does extinction.
Partial
• Reinforce the behavior
only SOME of the
times it is exhibited.
• Acquisition comes more
slowly.
• But is more resistant
to extinction.
• FOUR types of Partial
Reinforcement
schedules.
Schedules of
Reinforcement
 Fixed Ratio (FR)
 reinforces a response only after a
specified number of responses
 faster you respond the more rewards you
get
 different ratios
 very high rate of responding
 like piecework pay
Schedules of
Reinforcement
 Variable Ratio (VR)
 reinforces a response after an
unpredictable number of responses
 average ratios
 like gambling, fishing
 very hard to extinguish because of
unpredictability
 Acquisition is also very difficult
Schedules of
Reinforcement
 Fixed Interval (FI)
 reinforces a response only after a
specified time has elapsed
 response occurs more frequently as
the anticipated time for reward
draws near
Schedules of
Reinforcement
 Variable Interval (VI)
 reinforces a response at unpredictable
time intervals
 produces slow steady responding
 like pop quiz
Schedules of
Reinforcement
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
Punishment
 Punishment
 aversive event that decreases the
behavior that it follows
 powerful controller of unwanted
behavior
Punishment
Meant to decrease a
behavior.
Positive Punishment
• Addition of something
unpleasant.
Negative Punishment
(Omission Training)
• Removal of something
pleasant.
Punishment works best
when it is immediately
done after behavior
and if it is harsh!
Bell Work
Punishment is most effective in
suppressing behavior when it is
immediate, consistent, and intense.
delayed, consistent, and mild.
immediate, consistent, and mild.
delayed, inconsistent, and intense.
concomitant, inconsistent, and intense.
Punishment
Cognition and Operant
Conditioning
 Cognitive Map
 mental representation of the layout of
one’s environment
 Example: after exploring a maze, rats act
as if they have learned a cognitive map of
it
 Latent Learning
 learning that occurs, but is not apparent
until there is an incentive to demonstrate it
Latent Learning
Latent Leaning
• Edward Toleman
• Three rat
experiment.
• Latent means hidden.
• Sometimes learning is
not immediately
evident.
• Rats needed a reason
to display what they
have learned.
Insight Learning
Wolfgang Kohler
and his
Chimpanzees.
Some animals
learn through the
“ah ha”
experience.
Cognition and Operant
Conditioning
 Overjustification Effect
 the effect of promising a reward for
doing what one already likes to do
 the person may now see the reward,
rather than intrinsic interest, as the
motivation for performing the task
Cognition and Operant
Conditioning
 Intrinsic Motivation
 Desire to perform a behavior for its
own sake and to be effective
 Extrinsic Motivation
 Desire to perform a behavior due to
promised rewards or threats of
punishments
Operant vs Classical
Conditioning
Observational
Learning
 Observational Learning
 learning by observing others
 Modeling
 process of observing and imitating a
specific behavior
 Prosocial Behavior
 positive, constructive, helpful behavior
 opposite of antisocial behavior
Observational Learning
Albert Bandura and
his BoBo Doll
We learn through
modeling behavior
from others.
Observational
learning + Operant
Conditioning =
Social Learning
Theory
Observational
Learning
 Mirror Neurons
 frontal lobe neurons that fire when
performing certain actions or when
observing another doing so
 may enable imitation, language
learning, and empathy