Download Module 26 -Learning: process of acquiring new and relatively

Module 26
-Learning: process of acquiring new and relatively enduring information or behaviors
-associative learning
-Classical vs. Operant Conditioning
-classical: learn to associate two or more stimuli (UR, US, CS, CR)
-operant: response and consequence
-Pavlov significant regarding new findings in classical conditioning
Module 27
-Skinner significant regarding new findings in operant conditioning
-expanded on Thorndike’s law of effect
-Positive vs. Negative Reinforcement
Positive: increase behavior
-Negative: decrease behavior
-Reinforcement Schedules
-continuous reinforcement
-fixed-ratio schedule
-fixed-interval schedule
-Punishment vs. Negative reinforcement
-negative reinforcement creates a desirable outcome causing the behavior to be
repeated more often
-punishment creates undesirable effects and causes more fear and aggression in a
person.
Module 28
Application of operant conditioning
1. At school
a. Skinner envision teaching machines and textbooks
b. Immediately reinforced correct response
c. Good instruction required 2 thing
i.
“Students must be told immediately whether what they do is right or wing
and, when right they must be directed to the step to be taken next”
d. Skinners ideas have been applied to education
i.
Electronic quizzes allow students to receive immediate feedback and go
at their own rate
2. In sports
a. Reinforcing small successes then gradually increases the challenges
b. In sports, as in laboratories, the accidental timing of rewards leads to
superstitious behavior.
c. Baseball players tapping the plate or other things they'll do up to bat
3. At work
a. Organization have invited sharing in risk and rewards of the company
4.
5.
6.
7.
b. Rewards most likely to increase productivity if performance is well defined and is
achievable
c. Operant conditioning reminds us that reinforcement should be immediate
d. Rewards don't need to be material or lavish to work
At home
a. Yelling and frightening a child will lead to reinforcement of the parents angry
behaviors
i.
Forming a destructive parent-child relationship
b. Disrupt the cycle
i.
Notice people doing something right and affirm the for it
c. Reward them for good behaviors
d. Target a specific behavior, reward it, and watch it increase
e. Don't yell but explain the misbehaving
For self-improvement
a. State your goals in measurable terms and announce it
i.
Sharing a goal with a friend
b. Monitor how often you engage in desired behaviors
i.
You might log your behaviors
c. Reinforce desired behaviors
i.
Reward yourself only after you've finished
d. Reduce the rewards gradually
Biofeedback
a. A system for electronically recording, amplifying, and feeding back information
regarding a subtle physiological state, such as blood pressure or muscle tension
b. 1995, biofeedback works best on tension headaches
Contrasting classical and operant conditioning
a. Both are forms of associative learning
b. Classical we associate different stimuli we do not control
c. Responding is automatic
d. Operant we associate our behaviors that act on our environment
e. Then produces reward or punish stimuli
Module 29
1. Biological constraints on conditioning
a. Limits on classical conditioning
i.
Animals capacity for conditioning is constrained by its biology
ii.
John Garcia began testing radiation and found that rats wouldn't
drink from the plastic-tasting water because they associated it with
radiation sickness
iii.
The illness could be hours later and they would still avoid that
flavor
iv.
They avoided taste but not sight or sound
v.
Taste aversion
vi.
Seafood and getting ill will create an aversion to it
vii.
2.
3.
4.
5.
Originally journals refused to publish their work but now it's
textbook knowledge
Limits on operant conditioning
a. Biological constraints predisposed organisms to learn association that are
naturally adapted
b. Instinctive drift occurs as the animals revert to biologically predisposed
patterns
Cognition’s influence on conditioning
a. Early on cognition was not considered
b. Associations can influence attitudes
c. Treatments that ignore cognition as limited success
Cognitive processes and operant conditioning
a. Latent learning
i.
Learning that occurs but is not apparent until there is an incentive
to demonstrate it
b. Insight learning
i.
A sudden realization of a problem's solution
c. Intrinsic motivation
i.
A desire to perform a behavior effectively for own's sake
Learning and personal control
a. Coping with unavoidable problems
b. Problem focused coping
c. Notion focused coping
d. Learning helplessness
e. Internal versus external loci of control
i.
External locus of control
ii.
Internal locus of control
f. Depleting and strengthening self control
i.
Self control the ability to control impulses and delay short term
gratification for greater long term rewards
Module 30
1. Learning by observation
a. Observational learning
b. Moduling
c. Mirrors and imitation in the brain
i.
Mirror neurons
2. Applications of observational learning
a. Prosocial behavior
b. Antisocial effects
c. Television and violent behaviors