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UNDERSTANDING PSYCHOLOGY 10TH EDITION By Robert Feldman Powerpoint slides by Kimberly Foreman Revised for 10th Ed by Cathleen Hunt 1 Copyright McGraw-Hill, Inc. 2011 CHAPTER SIX: LEARNING 2 Copyright McGraw-Hill, Inc. 2011 MODULE 17: Classical Conditioning What is learning? How do we learn to form associations between stimuli and responses? 3 Copyright McGraw-Hill, Inc. 2011 MODULE 17: Classical Conditioning Learning › Relatively permanent change in behavior that is brought about by experience 4 Copyright McGraw-Hill, Inc. 2011 The Basics of Classical Conditioning Type of learning in which a neutral stimulus comes to elicit a response after being paired with a stimulus that naturally brings about that response Ivan Pavlov 5 Copyright McGraw-Hill, Inc. 2011 The Basics of Classical Conditioning Neutral stimulus Unconditioned stimulus (UCS) Unconditioned response (UCR) Conditioned stimulus (CS) Conditioned response (CR) 6 Copyright McGraw-Hill, Inc. 2011 Applying Conditioning Principles to Human Behavior “Little Albert” › John B. Watson and Rosalie Rayner (1920) Phobias Post-traumatic Stress Disorder (PTSD) 7 Copyright McGraw-Hill, Inc. 2011 Acquisition, Extinction & Spontaneous Recovery 8 Copyright McGraw-Hill, Inc. 2011 Extinction Occurs when a previously conditioned response decreases in frequency and eventually disappears › Spontaneous Recovery Reemergence of an extinguished conditioned response after a period of rest and with no further conditioning 9 Copyright McGraw-Hill, Inc. 2011 Generalization and Discrimination Stimulus Generalization › Occurs when a conditioned response follows a stimulus that is similar to the original conditioned stimulus Stimulus Discrimination › Occurs if two stimuli are sufficiently distinct from one another that one evokes a conditioned response but the other does not Copyright McGraw-Hill, Inc. 2011 10 Beyond Traditional Classical Conditioning: Challenging Basic Assumptions John Garcia › Found that some organisms – including humans – were biologically prepared to quickly learn to avoid foods that smelled or tasted like something that made them sick Learned taste aversion 11 Copyright McGraw-Hill, Inc. 2011 MODULE 18: Operant Conditioning What is the role of reward and punishment in learning? What are some practical methods for bringing about behavior change, both in ourselves and in others? 12 Copyright McGraw-Hill, Inc. 2011 Operant Conditioning Learning in which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences 13 Copyright McGraw-Hill, Inc. 2011 Thorndike’s Law of Effect Responses that lead to satisfying consequences are more likely to be repeated 14 Copyright McGraw-Hill, Inc. 2011 The Basics of Operant Conditioning Reinforcement › Process by which a stimulus increases the probability that a preceding behavior will be repeated Reinforcer Primary Secondary 15 Copyright McGraw-Hill, Inc. 2011 Reinforcement & Punishment 16 Copyright McGraw-Hill, Inc. 2011 The Basics of Operant Conditioning Positive Reinforcers › Stimulus added to the environment that brings about an increase in a preceding response Negative Reinforcers › Unpleasant stimulus whose removal leads to an increase in the probability that a preceding response will be repeated 17 Copyright McGraw-Hill, Inc. 2011 The Basics of Operant Conditioning Punishment › Stimulus that decreases the probability that a prior behavior will occur again Positive punishment Adding something Negative punishment Removing something 18 Copyright McGraw-Hill, Inc. 2011 Pros & Cons of Punishment: Why Reinforcement Beats Punishment Pros of Punishment: › Appropriate for dangerous behaviors › Temporary suppression may provide opportunity to reinforce more desirable behavior Cons of Punishment: › Frequently ineffective › Physical punishment has harmful side-effects Fear, lowered self-esteem › Does not relay information about alternative, more desired behavior Copyright McGraw-Hill, Inc. 2011 19 Schedules of Reinforcement Continuous reinforcement schedule › Reinforced every time it occurs Partial (intermittent) reinforcement schedule › Reinforced some but not all of the time › Two Categories number of response amount of time 20 Copyright McGraw-Hill, Inc. 2011 Schedules of Reinforcement Fixed-Ratio Schedule › Reinforcement is given only after a specific number of responses Variable-Ratio Schedule › Occurs after a varying number of responses 21 Copyright McGraw-Hill, Inc. 2011 Schedules of Reinforcement Fixed-Interval Schedule › Provides reinforcement for a response only if a fixed time period has elapsed › Overall rates of response are relatively low Variable-Interval Schedule › Time between reinforcements varies around some average rather than being fixed 22 Copyright McGraw-Hill, Inc. 2011 Discrimination and Generalization in Operant Conditioning Stimulus control training › Behavior is reinforced in the presence of a specific stimulus, but not in its absence Discriminative stimulus › Signals the likelihood that reinforcement will follow a response 23 Copyright McGraw-Hill, Inc. 2011 Shaping: Reinforcing What Doesn’t Come Naturally Process of teaching a complex behavior by rewarding closer and closer approximations of the desired behavior › Animal training › Textbook organization 24 Copyright McGraw-Hill, Inc. 2011 Biological Constraints on Learning You Can’t Teach an Old Dog Just Any Trick › Biological Constraints › Evolutionary explanations of behavior 25 Copyright McGraw-Hill, Inc. 2011 Comparing Classical & Operant Conditioning 26 Copyright McGraw-Hill, Inc. 2011 Behavior Analysis and Behavior Modification Behavior Modification › Technique for promoting frequency of desirable behaviors and decreasing unwanted ones Techniques › Identify goals and target behaviors › Design a data-recording system and record › › › › preliminary data Select a behavior-change strategy Implement the program Keep careful records after the program is implemented Evaluate and alter the ongoing program Copyright McGraw-Hill, Inc. 2011 27 MODULE 19: Cognitive Approaches to Learning What is the role of cognition and thought in learning? 28 Copyright McGraw-Hill, Inc. 2011 Cognitive Learning Theory Approach that states learning is best understood in terms of thought processes, or cognitions People develop an expectation that they will receive a reinforcer after making a response 29 Copyright McGraw-Hill, Inc. 2011 Latent Learning New behavior is learned but not demonstrated until some incentive is provided for displaying it Learning occurs without reinforcement 30 Copyright McGraw-Hill, Inc. 2011 Observational Learning: Learning Through Imitation Learning by watching the behavior of another person, or model › Social cognitive approach Albert Bandura Mirror Neurons › Fire when one observes another person carrying out a behavior Copyright McGraw-Hill, Inc. 2011 31 Violence in Television and Video Games: Does the Media’s Message Matter? Recent research supports the claim that watching high levels of media violence makes viewers more susceptible to acting aggressively 32 Copyright McGraw-Hill, Inc. 2011 Does Culture Influence How We Learn? Relational learning style › People master material best through exposure to a full unit or phenomenon Analytical learning style › People master material best when they can carry out an initial analysis of the principles and components underlying a phenomenon or situation Copyright McGraw-Hill, Inc. 2011 33 Relational vs. Analytical Styles 34 Copyright McGraw-Hill, Inc. 2011