* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Unit 6 Behaviorism
Survey
Document related concepts
Applied behavior analysis wikipedia , lookup
Developmental psychology wikipedia , lookup
Verbal Behavior wikipedia , lookup
Cognitive science wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Insufficient justification wikipedia , lookup
Educational psychology wikipedia , lookup
Cognitive development wikipedia , lookup
Learning theory (education) wikipedia , lookup
Social cognitive theory wikipedia , lookup
Eyeblink conditioning wikipedia , lookup
Behaviorism wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Transcript
Unit 6 Learning and Behavior Analysis Behaviorism • Founded by John Watson (1878‐1958) – The chief goal of psychology is “the prediction and control of behavior” • Dominated American psychology for nearly 50 years. 國立交通大學通識教育中心 羅仕宇老師 1 Behaviorism XX X Neural system Neurotransmitters Endocrine systems Genes Environment Free will?? Hard to solve Behavior Easy to solve Behaviorism • But, how does the environment shape human behavior? – Classical conditioning – Operant conditioning • In the next hour, I’ll ask you to try to explain these behaviors by the two conditionings. – Caucasian models dominate the fashion industry – The color of red attracts attention – Anorexia nervosa 國立交通大學通識教育中心 羅仕宇老師 2 Classical Conditioning Classical Conditioning • Ivan Pavlov’s (1849‐1936) exp 國立交通大學通識教育中心 羅仕宇老師 3 Classical Conditioning • Ivan Pavlov’s (1849‐1936) exp Classical Conditioning • Processes of conditioning Less Efficient 國立交通大學通識教育中心 羅仕宇老師 4 Classical Conditioning • Processes of conditioning Classical Conditioning • Stimulus generalization 國立交通大學通識教育中心 羅仕宇老師 5 Classical Conditioning • Contingency is important What is contingency? • If A is contingent on B – When B happens, A will happen – When B doesn’t happen, A won’t happen 國立交通大學通識教育中心 羅仕宇老師 6 Classical Conditioning • Applications Classical Conditioning • Two stimuli can be paired, if they co‐occur intensively. – But can any two stimuli be equally paired? 國立交通大學通識教育中心 羅仕宇老師 7 Classical Conditioning • Biological constraints – E.g, humans are biological prepared to fear snakes, spiders. – Taste‐aversion learning • You would avoid some food, when you ate it before a diarrhea – With only one pairing Operant conditioning 國立交通大學通識教育中心 羅仕宇老師 8 Operant conditioning • Law of effect – A response leads to a satisfactory outcome • You will continue doing it. – A response leads to an unsatisfactory outcome • You will avoid doing it Operant conditioning • B.F. Skinner’s exp 國立交通大學通識教育中心 羅仕宇老師 9 Operant conditioning • http://www.youtube.com/watch?v=U1kj6_7x 4PY Operant conditioning • Reinforcement – Positive • Get a sticker when doing well – Negative • No spank when doing well • Punishment – Positive • Get a spank when doing wrong – Negative • No sticker when doing wrong 國立交通大學通識教育中心 羅仕宇老師 10 Operant conditioning • Reinforcers – Primary reinforcer – Conditioned reinforcer • Money, grades Operant conditioning • Learning theories and parenting? 國立交通大學通識教育中心 羅仕宇老師 11 Operant conditioning • Coercion model – Children are at risk for antisocial behavior • when their parents issue threats in response to small misbehaviors • Mulvaney & Mebert, 2007 – The more the chidren had been spanked early in life • The more likely they showed increases in aggressive behavior at 36 months and first grade Operant conditioning • Shaping – Break the ultimate goal into smaller steps 國立交通大學通識教育中心 羅仕宇老師 12 Exercise • Can classical conditioning or operant conditioning explain the following behaviors? Exercise • The fashion industry is dominated by Caucasian models. 國立交通大學通識教育中心 羅仕宇老師 13 Exercise • The color of red attracts attention more easily than other colors. Practice • Anorexia nervosa 國立交通大學通識教育中心 羅仕宇老師 14 Please keep in mind • The exercises above were just examples. They might be able to explained by theories other than behaviorism. • Psychology is a SCIENCE, any theory can be proved or disproved by evidence provided. Cognitive influence on learning 國立交通大學通識教育中心 羅仕宇老師 15 Cognitive influence on learning • Some learning can’t be explained by classical conditioning or operant conditioning – Cognitive map • Training stage: – The rat is exploring a maze • Testing stage: – The original route has been blocked – The rat can find the shortest route – Even this shortest route hasn’t been learned Cognitive influence on learning • Some learning can’t be explained by classical conditioning or operant conditioning – Conceptual behavior • The concepts of “same” and“difference” 國立交通大學通識教育中心 羅仕宇老師 16 Cognitive influence on learning • Observational learning – Albert Bandura’s experiment • https://www.youtube.com/watch?v=zerCK0lRjp8 Cognitive influence on learning • Observational learning – In 1977, a research team collected the TV‐ watching data of a group of 557 children. – 15 years later, their aggressiveness was assessed by the interviews with themselves and their spouses (Huesmann et al., 2003) 國立交通大學通識教育中心 羅仕宇老師 17 Cognitive influence on learning • Observational learning Summary • What is classical conditioning? – UCS, UR, CS, CR? – Extinction? Spontaneous recovery? – Contingency? Generalization? • What is Operant condition? – Reinforcement? • Positive? Negative? – Punishment? • Positive Negative? – Shaping? • Can the two types of conditioning explain all learning behaviour? 國立交通大學通識教育中心 羅仕宇老師 18