Download Rat Maze - FTHS Wiki

Learning = 7-9 % of AP Exam
Rat Maze Activity
• Time yourself as you complete the maze
starting at the ear and ending at the tail
• you must work on your own to complete it
• receive a piece of candy when maze
completed if you beat your previous time
• Try again—you can complete as many mazes
as possible in the time allotted
RAT MAZES
A Demonstration in Instrumental Learning
and Operant Conditioning
• This is an example of
– trial and error learning
– instrumental learning/conditioning
• Thorndike = response to a stimulus is
strengthened when they are instrumental in
producing rewards
– operant conditioning
• B. F. Skinner = positive reinforcers strengthen a
response if experienced after the response
occurs
– Each time a completed maze was handed in,
candy was received as positive
reinforcement
Homework =
•
perform your own classical or operant
conditioning experiment or
observation
• Turn it into a video project for extra
credit (see sample below)
http://www.youtube.com/watch?v=e6JE8s1-w-Y
What is Learning?
• Learning refers to the
• relatively permanent change
in subject’s behavior to a
given situation
• brought about by repeated
experience in that situation
 We learn by association
(Associative Learning)
 Our minds naturally connect events
that occur in sequence
 learning that two events occur
together
Classical Conditioning VS Operant
Conditioning
• Classical
• Neutral stimulus is
paired with a stimulus
that elicits response
• Eventually the neutral
stimulus causes the
response
• Pavlov (dog saliva)
• Watson (little Albert)
• Operant
• Process of learning
based on producing
positive consequences
and avoiding negative
ones
• Measured by rate of
response
• Skinner (pigeons)
Lemonade Experiment in Classical
Conditioning
https://vimeo.com/35754924
Classical (AKA Pavlovian) Conditioning
 We learn to associate two stimuli
Classical Conditioning Terms
 Unconditioned Stimulus (UCS)
 stimulus that unconditionally--automatically and naturally--triggers a
response
 Unconditioned Response (UCR)
 unlearned, naturally occurring response to the unconditioned stimulus
 Conditioned Stimulus (CS)
 originally irrelevant stimulus that, after association with an
unconditioned stimulus, triggers a conditioned response
 Conditioned Response (CR)
 learned response to a previously neutral conditioned stimulus
 Acquisition
 the phase associating a neutral stimulus with an unconditioned
stimulus so that the neutral stimulus (CS) comes to elicit a conditioned
response
Pavlov’s Classic
Experiment
http://educationportal.com/academy/lesson/
classicalconditioning.html#lesson
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)
A Classic Study
• John B. Watson
• Conditioned “emotion”
• Fear response in
humans (1920)
• Little Albert
Crash Couse link:
https://www.youtube.com/watch?v=q
G2SwE_6uVM
UCS==== UCR
N
+
UCS======
UCR
Repeated pairings. . .
CS (originally irrelevant!) === CR
SO. . . Who gives the shots? WHY?
Extinction
• The gradual
weakening and
eventual
disappearance of the
CR
• Involves repeatedly
presenting the CS
without pairing it with
the UCS (like if you
hear the name Pavlov
over the weekend)
Spontaneous Recovery
• Occurs when a previously extinguished CR
suddenly reappears after a period of no training
Generalization
• Tendency to respond to
stimuli similar to the CS.
• Ex. A child who has been bit by
a dog may fear all dogs.
• After 9/11, people responded
anxiously to the sight or sound
of planes.
• Generalization can be
adaptive
• toddlers are taught to fear
moving cars in the street and
would respond similarly to
trucks and motorcycles.
Discrimination
• Occurs when stimuli similar to the CS do NOT produce a
CR
• The more similar the stimuli are to the CS, the greater the
difficulty of discrimination
• Being able to recognize these differences is adaptive.
• Ex. Confronted by a pit bull, your heart may race; confronted by a
golden retriever, it likely will not.
A song on classical conditioning for your
enjoyment…
http://www.youtube.com/watch?v=94lWxsfKErM
Quick review of the differences between
Classical and Operant Conditioning:
Operant Conditioning
Classical Conditioning
• UCS + UCR + CS + CR
• Voluntary (nonreflexive),
• Acquisition
• Extinction
• Spontaneous Recovery
• Biological Predisposition
•
•
• Pavlov
• Watson
•
•
•
goal seeking
Association of response
with consequence
Responding decreases
especially when consistent
reinforcement stops
Instinctive drift = Best
learned behaviors are
similar to natural behaviors
Skinner
Thorndike
Operant Conditioning
 We learn to associate a
response and its consequence
 Type of learning in which
behavior is strengthened if
followed by reinforcement or
diminished if followed by
punishment
 Law of Effect
 Thorndike’s principle that behaviors
followed by favorable
consequences become more likely,
and behaviors followed by
unfavorable consequences
become less likely
Operant Conditioning
 Shaping
 operant conditioning procedure in which
reinforcers guide behavior toward
desired goal
 Reinforcer (shaper)
 any event that strengthens the behavior
it follows
 Punishment (shaper)
 Event that decreases the behavior it
follows
Principles of Reinforcement
 Primary Reinforcer
 innately reinforcing
stimulus
 i.e., satisfies a
biological need (food
for hunger)
 Conditioned
Reinforcer
 stimulus that gains its
reinforcing power
through its
association with
primary reinforcer
OC Reinforcement:
OC Punishment
Schedules of Reinforcement
 Continuous Reinforcement
 reinforcing the desired response each time it occurs (not practical)
 4 Partial (Intermitent) Reinforcement Schedules
 reinforcing a response only part of the time
 results in slower acquisition
 greater resistance to extinction
Ratios
(based on # of responses)
Intervals
(time between response)
Fixed-Ratio – reinforces
behaviors after set # of responses
(getting paid for every 5th shirt
that is produced)
Fixed-Interval – reinforces first
response after a fixed time
(cookies, mail(snail))
Variable-Ratio – reinforces after
an unpredictable # of responses
(gambling and fishing)
Variable-Interval – reinforces first
response after a variable time (email)
Schedules of Reinforcement
 1= Fixed Ratio (FR)
 reinforces a response only after a
specified number of responses
 faster you respond the more rewards
you get
 EX: Buy 10 coffees, get one free
 2 = Variable Ratio (VR)
 reinforces a response after an
unpredictable number of responses
 EX: winning at poker, playing a slot
machine
Schedules of Reinforcement
 3 = 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
 EX: Allowance every Friday if your
chores are completed
 4 = Variable Interval (VI)
 reinforces a response at
unpredictable time intervals
 produces slow steady responses
 EX: Receiving & Checking email
Which reinforcement schedule is most
efficient?
• Research has shown that both of the
RATIO schedules produce very high rates
of responding (typically higher than interval
schedules).
• Fixed-interval schedules characteristically
from a drop in the rate of responding
immediately after each reinforcement.
Schedules of Reinforcement
• Comic Strips Activity
Group Activity: Apply the concepts of operant
conditioning to the following scenario:
• Operant Conditioning Scenario:
• Imagine you are the parent of a child between the ages of 3-12 years old. Think of a
behavior you might want to change. Describe how you would use operant
conditioning to “guide” your child’s behavior in a positive (i.e., socially acceptable)
way.
Age of child:
Describe the behavior you want to shape:
In order to increase the preferred behavior, what will your
• POSITIVE reinforcement plan be?
• NEGATIVE reinforcement plan be?
In order to decrease the undesired behavior, what will your
• POSITIVE punishment plan be?
• NEGATIVE punishment plan be?
• Which of the 4 schedules of reinforcement would you use and WHY would that be the
most effective?
A Review of Operant Conditioning: The
Gothowitz Deviation
Learning: Biological & Cognitive
Biological Influence on Learning
• Can limit conditioning
• Can speed up conditioning
Morning sickness during pregnancy +
Cabo Beach Grill = ????
TASTE
AVERSION!!!
Taste Aversions: Why?
John Garcia’s Research (1950s)
• irradiating rats to see its effect on their
behavior
• rats didn't want to eat the things they'd been
fed shortly before being irradiated
• theorized that this was because they were
getting nauseous from the radiation
• radiated rats were conditioned to link the taste
of sweetened water with nausea and avoided
it after only ONE trial
• When there is a natural aversive (bad!) stimulus,
conditioning is immediate!
• Evolutionary advantage: prevents us from eating something
twice that might be toxic.
Keller and Marian Breland
• trained raccoons to put coins in a piggy bank
• rewarded with food for successful deposits
• worked with single coins, but when the
researchers gave a raccoon more than one
coin, the raccoon would sit and rub the coins
together instead
• by associating the coins with food, the
raccoons' natural instinct to 'wash' food by
rubbing it together was activated
• Significance = Classical
conditioning can be inhibited by
a natural biological response
Summary: Role of Biology in Learning
• Learning is adaptive = increases
ability to survive
• Biological influence can increase
or limit conditioning
• EXAMPLES:
• Animals can be trained as long as it
doesn't override their instinctive
behaviors.
• Once we've developed distaste for
something we associate with getting
sick, it's hard to get over it.
Cognitive Learning
• Emphasizes the role of
mental processes such
as rule formation and
strategies for goal
attainment
• There are several
examples of cognitive
learning:
• INSIGHT
• LATENT
• OBSERVATIONAL
Insight Learning
• Insight = acute observation
•
•
•
•
and deduction
Insight Learning as
described by Wolfgang
Kohler is a sudden
awareness of the solution
to a problem
Kohler studied chimps
https://www.youtube.com/w
atch?v=FwDhYUlbxiQ
http://www.youtube.com/wa
tch?v=yrPb41hzYdw
Sultan the Chimp
Latent Learning
• As described by E. C. Tolman, is
learning in the absence of
apparent reward
• Not demonstrated at the time the
learning takes place
Observational Learning
• Albert Bandura described this as
learning by watching another
individual and modeling the
learned task
• Potential to be positive or negative
http://www.youtube.com/watch?v=
GQwJXvlTWDw
Learned Helplessness
• Martin Seligman
• a decrease in responding that occurs
after exposure to uncontrollable
aversive events
• A tendency to give up