Download 2016 behaviorism PP to Bandura Assignment File

Behaviorism or Learning Unit
Assumptions of Behaviorists:
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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.
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Pavlov Cont.
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Unconditioned response (UR): A reflex response to a stimuli (a pupil
contracting with light, or salivation)
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Unconditioned Stimuli: (US): a stimuli that elicits an unlearned or
unconditioned response (The light that makes the pupil contract or food)
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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)
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Conditioned Response (CR): a learned response (salivating to the bell)
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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
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Extending classical conditioning
What is the
US
Mint/Mint in mount
UR
Salivation
CR
Salivation/hand out
CS
Windows sound
Extending CC
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Acquisition:
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Extinction:
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Spontaneous recovery:
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Generalization:
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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
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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.
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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:
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◦ 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
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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
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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.
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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:
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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:
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◦ 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
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Claimed that the mind is inaccessible and
irrelevant to behavior
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The main thing is responses and reinforcement.
Skinner was called a radical behaviorism
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Know for a series of experiments and use of the
Skinner box—how to shape people behavior.
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Operant Conditioning: learning through
rewards and punishments-shaping behavior
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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).
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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:
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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.
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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
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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)
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How does one reinforce other?
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Fixed Ratio Schedules—Simplest to understand. A reinforcer occurs
after every ___time.
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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)
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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.
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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.
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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.
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Some dogs had to be pushed over the barrier more than 200 times
before the learned helplessness stopped.
Conclusion
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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)
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