* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download 2016 behaviorism PP to Bandura Assignment File
Survey
Document related concepts
Cognitive science wikipedia , lookup
Learning theory (education) wikipedia , lookup
Theory of planned behavior wikipedia , lookup
Theory of reasoned action wikipedia , lookup
Insufficient justification wikipedia , lookup
Attribution (psychology) wikipedia , lookup
Applied behavior analysis wikipedia , lookup
Neuroeconomics wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Verbal Behavior wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Behaviorism wikipedia , lookup
Psychophysics wikipedia , lookup
Transcript
Behaviorism or Learning Unit Assumptions of Behaviorists: Occam’s razor or reductionism Only observable data valid Learning formed from associations Learning is created by environment Learning is external rather than internal (BB) Pavlov Classic Conditioning: Always associated with Ivan Pavlov (1849-1936).. Stimuli (S): event (things) that can be measured and brings about a change in behavior. Must be simple. Response (R) any reaction to a stimuli that can be measured. Must be simple. Classic conditioning: idea in which a neutral stimuli will elicit the same response as an existing reflex response. Pavlov Cont. Unconditioned response (UR): A reflex response to a stimuli (a pupil contracting with light, or salivation) Unconditioned Stimuli: (US): a stimuli that elicits an unlearned or unconditioned response (The light that makes the pupil contract or food) Neutral Stimulus: a stimulus that provides no specific response other that getting attention (in this case ringing a bell or a buzzer or showing a black square) Conditioned Response (CR): a learned response (salivating to the bell) Conditioned Stimulus (CS): a stimuli that (because of parings with an US) elicits a learned response (The bell becomes the CS) Works by forming as association between the US and the CS Video start at 5:20 http://www.learner.org/series/discoveringpsychology/08/e08expand.html Extending classical conditioning What is the US Mint/Mint in mount UR Salivation CR Salivation/hand out CS Windows sound Extending CC Acquisition: Extinction: Spontaneous recovery: Generalization: Discrimination: ◦ When a NS becomes a CS eliciting a CR (.5 seconds) ◦ Not pairing the CS (tone/bell) with the US (food) ◦ That there will be a CR to a CS even after extinction-important ◦ That a similar CS (bell…telephone) will elicit the same CR ◦ creating a CR for a particular CS (Black square and grey square) Stop for demonstration 1. 2. Classical Conditioning Toy Watergun Demonstration We have discussed the following (among other things) Stimulus (UNS &CS) Response (UNR &CR) Stimulus Discrimination and Generalization Extinction Spontaneous recovery During the demonstration you must take specific notes So you must observe and record all the following: Label the US, CS, UR, CR Please note and explain what you observed as they relate to A. B. C. D. E. 3. 4. Stimulus Discrimination (unlike sounds) Generalization (like sounds) Extinction Spontaneous recovery Habitation ((getting use to the situation or a decrease in response to a stimulus after repeated presentations)) Was this an accurate demonstration of classical conditioning? Explain. What others issues/developments did you notice? Did the volunteer develop more that one CR? Explain Biology: Garcia and Bait Shyness John Garcia and Robert Koelling (1966) Garcia gave the rats a specific taste/sight/sound (CS) and later gave them drug or radiation (US) that induced sickness (UR). Results: ◦ First, even if the drug given several hours later (up to 24 hours)—rats avoided the flavor (violating ideas of US and CS must being placed together). ◦ Second, rats developed aversion to taste but not to sight or sound (violating idea that any stimuli can be act as a CS). The point? 1. Point is that it supports Darwin’s idea of Natural selection. Learning enables animal to adapt to their environment. (Wolves) 2. The more ecologically relevant the idea is—the more durable and stronger is the behavior. 3. Behaviorism is limited—need to consider cognitive and biological aspects. Important in that people going through chemo will do the same thing--food will again cause illness. Cognitive: Predictability A challenge to CC is of course you cannot just look at environment that there are mental/cognitive processes as well that need to be addressed. One example is predictability: When rats presented with an electric shock and tone associated together and then sometimes a light: ◦ the rats react to the tone--not the light—as cognitively they recognize that the tone is a better predictor of the shock—the animal learns an expectancy of a shock John Watson and Little Albert John Watson and Little Albert Theory: One can condition an emotion such as fear What were the method and results? STEP I ◦ ◦ ◦ ◦ ◦ ◦ Healthy 9 (11) month old (evaluated to see if he was fearful of rats) Rats were neutral stimuli Loud noise startled the boy (US was the loud noise) (crying is the UR) Pair the US (noise) with the CS (rat) result is the crying 7 times of pairing—CS (rat) produces CR (crying) Thus a conditional emotional response was created STEP II (Generalization) ◦ Then Watson introduced other furry objects such as white ball of cotton, Santa Claus beard and found that Albert had generalized his fear STEP III (Extinguishing) ◦ Did not work Why? They tried for three weeks and found that it did not work—then Albert had to leave Discussion 1. 2. 3. 4. 5. ◦ Some conditioning is effective—launched Behaviorism as a school of thought Can emotions be the product of association and conditioning? Yes Smack in the face of Freud (Freudian complexity and ‘silliness’ Vs, behaviorist simplicity) Prompted rise of ethical considerations in research—at least for humans Little Albert allowed to leave—not reconditioned—but may not have been fearful of “fur”—exposure. Two possible reasons why reconditioning did not work: Idea of fear… If the fear is generalized… Extinction: …yet Spontaneous recovery: stress. What happened to Albert? Edward Thorndike Law of Effect ONLY FOR AP!!!! Law of Effect: (the most Important) Behavior is affected by its consequence. ◦ Responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation ◦ Responses that produce a discomforting effect become less likely to occur again in that situation. activity Print off the Bandura Study for next period Using the Behaviorist Guide #2 and the book: ◦ Fill out the section on B.F. Skinner (326-332) ◦ Biological Challenges: Imprinting 156 ◦ Cognitive challenges: Latent Learning: 334 Learned helplessness: 625-626 Operant Conditioning http://www.youtube.com/watch?v=Mt4N9GSBoMI B.F Skinner and Operant Conditioning Claimed that the mind is inaccessible and irrelevant to behavior The main thing is responses and reinforcement. Skinner was called a radical behaviorism Know for a series of experiments and use of the Skinner box—how to shape people behavior. Operant Conditioning: learning through rewards and punishments-shaping behavior Reinforcers: is a stimulus which, when it follows a response, results in an increase in the probability of the response recurring. (Example is the delivery of a pellet of food—the stimulus comes afterward). Reinforcement: The process by which a reinforcer increases the probability of a response. It works! Sometimes No really it works Except when it doesn’t Reinforcers Primary Reinforcer Secondary Reinforcer Positive Reinforcer Food Water Shelter Attention Praise Money Negative Reinforcer Physical blow Burning heat Electric shock Being ignored Criticism Fines Reinforcement: The process by which a reinforcer increases the probability of a response. 1. Positive Reinforcement: When the arrival of a stimulus (getting praise) following a response makes that response (answering a question) more likely to recur (Example: using a biscuit to get a kid to eat peas) 2. Negative Reinforcement: The removal of some stimulus (unpleasant) following a response makes the response more likely to recur. 3. Punishment: (is the opposite of reinforcement) A response is followed by a negative reinforcer and decreases the likelihood that the response will occur again. Two parts: A. Positive punishment: The arrival of a stimulus (such as a shock, or nagging, or a lecture) decreases the likelihood that the response will occur again. B. Negative punishment: The removal of a stimulus (such as taking a reward or food or a privilege) decreases the likelihood that the response will occur again. Sometimes called Omission http://www.youtube.com/watch?v=jaM6oEcFzPM Reinforcer side notes 1. Must remember that experience may change the value of a reinforcer—a positive reinforcer may become a negative reinforcer, and visa versa. A. Child wants attention so it acts out B. Hugs and mom 2. Importance is that the subject/person/individual determines the significant of the reinforcer. Taking aspirin (response/behavior) to relieve a headache (Stimulus)—taking aspirin is being strengthen or increased Fanning oneself (response/behavior) to escape heat (Stimulus) Leaving a movie theater (response/behavior) if the movie is bad (Stimulus)— Turing down the volume (response/behavior) of a loud radio (Stimulus) Putting up an umbrella (response/behavior) to protect oneself against the rain (Stimulus) Saying uncle (response/behavior) to stop being beaten (Stimulus) How does one reinforce other? Fixed Ratio Schedules—Simplest to understand. A reinforcer occurs after every ___time. Fixed Interval Schedules: A fixed period of time must elapse, then the behavior will be reinforced. (examples of this are elevator doors, pain medication—has to be __hours before you request the medication. (note the responses come at a cluster near the approximated time—lot of lull time in between) Variable Ratio Schedule—The average number of the responses before reinforcement. It varies and is unpredictable—generally around some number ◦ (Performance tends to be better with Variable ratio. Why? Behavior is maintained even over the “long” stretches—this is mainly due to the idea that you could be waiting for a bigger payout—rather like gambling or fishing. Variable Interval Schedules: The average times that must elapse before a behavior is reinforces varies unpredictable around some averaged time. Biological challenges/issues with OC Imprinting: (Konrad Lorenz 1967) Certain birds and animals form attachment during a critical period in early development (generally first 12-17 hours). This is to learn behaviors and characteristics of their species. https://www.youtube.com/watch?v=LGBqQyZid04 Cognitive Challenges/issues with OC Edward Tolman Latent Learning (1930) Maze had 3 routes a, b and c. 3 sets of rats Group 1: one trial per day and received no food in the goal box—result: rats showed little improvement from day to day in the time it took them to get to the goal box Group 2: one trial per day and received food in the goal box—result: rats improved considerably from day to day in the time it took to get to goal box. Group 3: one trial per day and received no food in the goal box, but on the 11th and 12th day the rats received food. Interesting is that on the 12th day the rats were as fast as the rewarded group 2 rats. Conclusion: 1. It seems that many animals, not just humans, are able to form a mental representation (cognitive maps) of an environment. 2. The rats used prior experience (knowledge of environment) to get to goal, learning was show only when it was needed, there is a difference between learning and performance. Rewards impacts what we do rather than what we learn Cognitive Challenges/issues with OC Over-justification effect Child likes toys Child is rewarded for playing with toys Child no longer likes playing with toys. Result: Intrinsic reward changes to “work.” Cognitive Challenges/issues with OC Martin Seligman Learned helplessness (1975) Two groups of dogs Group one: the dogs are strapped into a harness and given a series of shocks from which they could not escape. In a later sequence, they were required to learn avoidance behaviour where they had to jump a barrier within 10 seconds of a warning signal or suffer 50 seconds of painful shock. Results: Control dogs, which had not been strapped, learned to jump very quickly in order to escape the painful shocks but 2/3 of the experimental dogs did not. Some dogs had to be pushed over the barrier more than 200 times before the learned helplessness stopped. Conclusion According to Seligman, the dogs had learned that they could not do anything to escape the shock; they had learned to be helpless. Seligman used this to argue that depression in humans can be explained in terms of ’learned helplessness’. https://www.youtube.com/watch?v=gFmFOmprTt0 Marine Mammal Program https://www.youtube.com/watch?v=3N1naUgOSKQ Samples 1) Robert gets a ticket for driving under the influence that results in a $500 fine and suspension of his driving license. 1. Is this classical or operant conditioning? 2. What's the behavior involved? Will it increase or decrease? 3. (3) Jacob's date was wearing a very alluring cologne on their recent date. The date itself was quite passionate. The following day when Jacob gets into his car he smells the lingering scent of his date's cologne and becomes transfixed with joy. 1. Is this classical or operant conditioning? 2. What is the unconditioned stimulus? Conditioned stimulus? Unconditioned and conditioned response? 3. Is this an example of stimulus generalization or discrimination? 4. Can Jacob forget about his date and just go purchase a bottle of the cologne? Will his reaction subside? What kind of consequence is involved? 2) Chris is bitten by the neighbor's German Shepherd. Now whenever she sees a dog in the neighborhood, she becomes afraid and runs away. She still enjoys petting her own family's cocker spaniel. 1. Is this classical or operant conditioning? 2. What is the conditioned stimulus? Unconditioned stimulus? Conditioned and unconditioned response? 3. Is this an example of stimulus generalization? Stimulus discrimination? (4) Martin has a panic attack during a plane ride. Now the mere thought of an airplane makes him very nervous. Twenty years pass and Martin is still afraid of airplanes even though he never took another flight. 1. Is this classical or operant conditioning? 2. What are the US, CS, UR, and CR? 3. Why hasn't this response extinguished? Examples Cont. (5) Shelly is in the grocery store with her dad. As they near the checkout lane, Shelly starts whining for a candy bar but her dad says no. Shelly begins to cry and cries louder when her dad continues to refuse. At the checkout lane, in front of the cashier, Shelly throws herself onto the floor and begins screaming. Her dad responds by grabbing a candy bar and giving it to her. She quickly quiets down and eats her candy bar. This exchange gets repeated on subsequent trips to the grocery store. 1. Classical or operant? 2. What is Shelly's behavior in this example? What kind of consequence follows her behavior? 3. What is dad's behavior in this example? What kind of consequence follows his behavior? 4. How should dad handle this situation differently? Use Skinnerian terms to explain this. (6) Your bright cat has learned that your presence in the kitchen is associated with food.Your cat has also learned that he can encourage your presence in the kitchen on Saturday mornings by standing on your chest and meowing (when you are obviously trying to sleep).You decide to get up and feed the cat to shut it up, but the problem only gets worse on subsequent weekends. 1. Classical or operant? (Be careful with this one!) 2. You know the drill. If it's operant, what kind of consequence is involved? If it's classical, what are the assorted stimuli and responses? (7) Bob throws a wild party at which he consumes too much alcohol (vodka and orange juice). He becomes very sick and spends a few hours vomiting. The next morning while cleaning up the mess, Bob get a whiff of the vodka and orange juice that were still sitting out in the kitchen. He immediately becomes nauseated and runs to the bathroom to vomit some more (pretty picture, isn't it?). 1. Classical or operant? 2. What are the assorted stimuli and responses involved? Bandura and Bobo Doll Experiment https://www.youtube.com/watch?v=zerCK0lRjp8 https://www.youtube.com/watch?v=5JrtpCM4yMM Bandura For the Bandura experiment In groups please summarize the: Introduction Briefly the 4 theories The methodology Results Discussion and subsequent research Recent applications Myers book notes on OL (343-346) What other factors need to be taken into consideration (this is YOU)