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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