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LEARNING
Psychology 40S
C. McMurray
How Do We Learn?
Learning is a relatively permanent
change in an organism’s behavior due to
experience.
Experience is the key to Learning!
3 Types of Learning:
1. Classical Conditioning
2. Operant Conditioning
3. Social Learning/Observational
Learning
Classical Conditioning
• A learning procedure in which a person’s old
response becomes attached to a new stimulus
• An association between 2 stimuli
For example: When do we know when a scary
part of a movie is about to take place?
Apply this to classical conditioning
Classical Conditioning Scary Movie Example
• A learning procedure in which a person’s old
response becomes attached to a new stimulus
Old response: Being scared when something
jumps out at you in movie.
Attach response to music…now scared when
music plays.
• An association between 2 stimuli
Associating music with scary part of movie
Classical Conditioning and Pavlov’s Dog
Pavlov’s dog experiment
• Pavlov originally studied how
much dogs salivated during
digestion.
• Noticed that dogs started
salivating at the sight of food.
• Pavlov varied the stimuli
before feeding…drooling to a
bell
Ivan Pavlov
Joke Time:
WHAT DID THE SIGN
ON PAVLOV'S LAB
DOOR SAY?
Please knock. DON'T ring the bell.
Classical Conditioning
“Little Albert”
Experiment
(Famous example of classical
conditioning in humans)
He is considered the “Father of
Behaviourism”
Watch Little Albert experiment
John Watson
Little Albert
Classical conditioning with an altoid
Name the US,UR, CS,CR
US
CS
UR
CR
A large dog barks then bites you
You see a large dog barking at you
You feel pain
You feel fear
US- unconditioned stimulus
UR – unconditioned response
CS- conditioned stimulus
CR – conditioned response
Name the US,UR, CS,CR
CS
US
CR
UR
The child sees a nurse
A child gets an injection from a nurse
The child cries and runs from a nurse
The child feels pain and cries
US- unconditioned stimulus
UR – unconditioned response
CS- conditioned stimulus
CR – conditioned response
Fraser explains Classical Conditioning
Polly Dots
Classical Conditioning Experiment
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Extinction
After conditioning has occurred, what would happen if
the unconditioned stimulus no longer followed the
conditioned stimulus?
When the US (food) does not follow the CS (tone), CR
(salivation) begins to decrease and eventually causes
extinction.
Extinction:
The weakening of a conditioned response through
removal of the unconditioned stimulus
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Spontaneous Recovery
An extinguished response is not necessarily gone
forever. With spontaneous recovery, organisms
sometimes display responses that were extinguished
earlier.
After a rest period, an extinguished CR (salivation)
spontaneously recovers, but if the CS (tone) persists
alone, the CR becomes extinct again.
Spontaneous Recovery:
The reappearance of a learned response after its
apparent extinction
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Stimulus Generalization
Tendency to respond to stimuli similar to the CS
is called generalization.
(Pavlov’s dog salivates to any kind of bell)
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Stimulus Discrimination
Responding differently to stimuli that are not
similar to each other is called Discrimination.
(Pavlov’s dog salivates only to the bell he was
trained with)
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Review of Classical Conditioning Terms
Neutral Stimulus (NS) A stimulus that does not cause a response
Unconditioned Stimulus (UCS) a stimulus that causes an automatic
response
Unconditioned Response (UCR) an automatic response to a
stimulus
Conditioned Stimulus (CS) a learned stimulus
Conditioned Response (CR) a learned response to a neutral
stimulus
Operant Conditioning
• A learning procedure in
which a person’s
behaviour increases or
decreases due to
consequences that
follow that behaviour
• Skinner box
experiment
B.F. Skinner
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Operant Chamber
Skinner developed the Operant chamber, or the
Skinner box, to study operant conditioning.
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Operant Chamber
The operant chamber,
or Skinner box, comes
with a bar or key that
an animal manipulates
to obtain a reinforcer
like food or water. The
bar or key is connected
to devices that record
the animal’s response.
Skinner Box
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Types of Reinforcers
Reinforcement: Any event that strengthens the
behavior it follows.
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Reinforcement Schedules
1.
Continuous Reinforcement: Reinforces the
desired response each time it occurs.
2.
Partial Reinforcement: Reinforces a
response only part of the time. Though this
results in slower acquisition in the
beginning, it shows greater resistance to
extinction later on.
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(4 Types of Partial Reinforcement)
Ratio Schedules
1. Fixed-ratio schedule: Reinforces a response
only after a specified number of responses.
e.g., piecework pay.
2. Variable-ratio schedule: Reinforces a response
after an unpredictable number of responses.
This is hard to extinguish because of the
unpredictability. (e.g., behaviors like
gambling, fishing.)
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Interval Schedules
1.
Fixed-interval schedule: Reinforces a response only
after a specified time has elapsed. (e.g., preparing for
an exam only when the exam draws close.)
2.
Variable-interval schedule: Reinforces a response at
unpredictable time intervals, which produces slow,
steady responses. (e.g., pop quiz.)
Positive Reinforcement
Big Bang Theory Operant Conditioning
• operant conditioning big bang theory
Skinner
• Operant Conditioning
Skinner
Smart Pigeons
• Skinner's Missile
guided Pigeon Project
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Punishment
An aversive event that decreases the behavior it
follows.
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Punishment
(orange text 332-333)
Although there may be some justification for
occasional punishment, it usually leads to negative
effects. (Larzelaere & Baumrind, 2002)
1.
2.
3.
4.
5.
6.
Results in unwanted fears.
Gives no information to the person who is being
punished.
Justifies pain to others.
Causes aggression towards the punisher.
Causes unwanted behaviors to reappear in its
absence.
Causes one unwanted behavior to appear in
place of another.
Video
www.learner.org/resources/series54.html
Discovering Psychology
“Learning” #8
Review…
Classical and Operant Conditioning
• Ted Talk: The Difference between Classical Conditioning
and Operant Conditioning
Social Learning…
Learning by Observation
Form of learning by observing and
imitating the behaviour of others
• Bobo Doll
Experiment
Albert Bandura
Acive Psych video clip: CD2 Learning #14: Bandura on Social Learning
Learning by Observation
Higher animals,
especially humans,
learn through observing
and imitating others.
The monkey on the
right imitates the
monkey on the left in
touching the pictures in
a certain order to obtain
a reward.
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Observational Learning
Cognitive Learning:
Learning something simply by thinking about it.
Modeling:
Also known as Observational Learning. It is a type of
imitation. The process of observing and imitating a
specific behavior.
Mirror Neurons
Neuroscientists discovered mirror neurons in the brains of animals
and humans that are active during observational learning.
Mirror Neurons: Frontal lobe neurons that fire when performing
certain actions or when observing another doing so. They enable
imitation and empathy.
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Imitation Onset
Learning by observation
begins early in life. This
14-month-old child
imitates the adult on TV
in pulling a toy apart.
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Bandura's Experiments
Bandura's Bobo doll
study (1961) indicated
that individuals
(children) learn
through imitating
others.
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Waving Bear
• see the waving bear
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Emotional Intelligence
Emotional Intelligence is a combination of skills, such as
empathy, self-control and self-awareness.
Such skills can make us more flexible, adaptable,
emotionally mature.
People who excel in life tend to be emotionally intelligent.
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Emotionally Intelligent People
Self-awareness (tuned in to their own feelings)
2. Empathy (perceive emotions in others)
3. Manage emotions (ability to manage your own
emotions and those of others)
4. Understand emotions (know what causes various
emotions, what they mean and how they affect
behaviour)
5. Use emotions (use their feelings to enhance thinking
and decision making)
1.
What's Your EQ? Take the Test!
Page 397 Nelson’s Psychology A Journey
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Marshmallow Test
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The Marshmallow Test
• It began in the early 1960s at Stanford University’s Bing
Nursery School, where Mischel and his graduate students
gave children the choice between one reward (like a
marshmallow, pretzel, or mint) they could eat immediately,
and a larger reward (two marshmallows) for which they
would have to wait alone, for up to 20 minutes. Years
later, Mischel and his team followed up with the Bing
preschoolers and found that children who had waited for
the second marshmallow generally fared better in life.
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Marshmallow Test
Walter Mischel presented the marshmallow dilemma to
preschoolers at Stanford University.
“You can have this marshmallow now if you want, but if you
don’t eat it until after I run an errand, you can have two.”
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Videos:
• Watch marshmallow Test 1
• Zimbardo: marshmallow test explained
• Marshmallow test 2
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Delayed Gratification
The ability to put off an immediate reward in order to gain a
better reward later.
Delayed gratification is one of the most effective personal
traits of successful people. People that delay gratification
are more successful with their career, relationships, health,
finances and really, all areas of life.
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Marshmallow Test Explained
Self-control often requires that we ignore
immediate rewards in favor of larger, delayed
rewards. Compared to the children who failed
the marshmallow test, the children who passed
it demonstrated greater personal and social
competence in adulthood. Consideration of the
future consequences of one’s behaviour seems
to be associated with better health, greater job
success, and stonger interpersonal relations.
Self-control may be the master virtue.
Source: Pursuing Human Strengths
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Journal Entry
How does the marshmallow test relate to you?
Are you able to delay gratification? If yes, how? If no, why
not? Give concrete examples.
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Marshmallow Test and Emotional
Intelligence
How does Emotional Intelligence have anything to do with
the Marshmallow Test?