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Unit Three: Developmental and Learning Domain
Chapter 6: Learning (and Language Development)
BEHAVIORIAL PSYCHOLOGY
Behavior is the product of learning and associations
conditioning = learning
CLASSICAL CONDITIONING
Pavlov and Physiology
1. researched the digestive system
2. In one experiment, noticed that dog would
salivate at site of Pavlov or assistant even if
food was not being carried
a. salivation is part of digestion
b. salivation occurs naturally
3. Pavlov learned that receiving food can be conditioned
Association: pairing of information
Ivan Pavlov
(1849-1936)
THE EXPERIMENT ~ 1900
OUTLINE OF CLASSICAL CONDITIONING
stimulus
unconditioned
stimulus
response
unconditioned
response
neutral stimulus
unconditioned
stimulus
conditioned
stimulus
unconditioned
response
conditioned
response
EMOTIONAL CONDITIONING
“Little Albert” Experiment
An unexpected loud noise can make people startled.
1.
Can emotions be the result of association and learning?
2. Can a response spread from one stimulus to another?
3. Can the conditioned behavior permanent?
John B. Watson
The “Father of Psychology”
1878-1958
“LITTLE ALBERT”
EMOTIONAL CONDITIONING
“Little Albert” Experiment
An unexpected loud noise can make people startled.
1. Can emotions be the result of association and learning?
Yes: “Little Albert” was made to fear rats
2.
Can a response spread from one stimulus to another?
Yes - Generalization: a response spreads from
one specific stimulus to another stimulus that
represents another
3. Can the conditioned behavior permanent?
Probably not – extinction: loss of association
over time
spontaneous recovery: the sudden
reappearance of an extinction can occur
John B. Watson
The “Father of Psychology”
1878-1958
CLASSICAL CONDITIONING:
EVERDAY APPLICATIONS
Biological Preparedness
Learning certain associations with few pairings for as a
survival skill.
ex: conditioned taste aversion
EMOTIONAL CONDITIONING
Removal of Fears
Can you remove emotions or phobias?
Phobias: INTENSE fear of situation
YES -associating something pleasant with an anxiety
vicarious conditioning:
classical conditioning of reflex
response or emotion by
watching reaction of others.
Mary Cover Jones
1897-1987
OPERANT CONDITIONING
Behavior determined by our environment
Edward L. Thorndike
1874-1949
Skinner Boxes
BF Skinner
1904-1990
OUTLINE OF OPERANT CONDITIONING
How we learn from voluntary responses
response
reinforcement
response
OPERANT CONDITIONING PROCESSES
Primary Reinforcement
Necessary for psychological or physical survival
Secondary Reinforcement
Anything that represents a primary reinforcer
Positive Reinforcement
Strengthens the
tendency to repeat a
response by following it
with something
pleasant
Negative Reinforcement
Strengthens the
tendency to repeat a
response by following it
with something
unpleasant
Punishment
Weakens the tendency
to repeat a response by
following it with
unpleasant
consequences
OPERANT CONDITIONING PROCESSES
Generalization
A behavior that spreads from one situation to a similar one
Discrimination
Learning to tell the difference from one event to another.
Extinction
General disappearance of a response
Shaping
Refining a response by
reinforcing closer
approximations
Chaining
Reinforcing the
connection between the
parts of a sequence
Schedules of Reinforcement
What is the proper frequency of reinforcement for long-lasting learning to take place?
BREAKING BAD HABITS
CLASSICAL VS. OPERANT CONDITIONING
CLASSICAL
OPERANT
SOCIAL LEARNING
SOCIAL LEARNING
Social Learning
Learning from the behavior of others
Observational Learning
A form of social learning; subject observes and imitates behavior
of others
Albert Bandura
(1925-
Bobo Doll Experiment
Can violence be learned via modeling?
Can violence learned be modified
through reinforcements and
punishments?
COGNITIVE PSYCHOLOGY AND LEARNING
Cognitive Approach
“there is no such thing as a ‘simple’ organism”
Study of learning that emphasizes abstract mental processes and previous knowledge
(cognitive = “knowledge-using”)
COMPLEXITIES OF LEARNING
TOLMEN’S RAT MAZE
Does learning have to be observable (Behaviorism)?
Challenged by Tolman
Latent Learning
Learning that is not obvious, but goes on under the surface.
Rats without receiving reinforcement were learning, but not demonstrated.
KOHLER EXPERIMENTS
Is all learning mechanical (Behaviorism?)
Challenged by Kohler
Innate Learning
instinct; used for problem-solving
EC Tolman
(1886-1959)
COMPLEXITIES OF LEARNING
Learned Helplessness
Tendency to fail to act to escape from a situation
because of a history of repeated past failures.
Seligman’s Dogs (1975)
Dr. Martin
Seligman
(1942 - )
FACTORS THAT INFLUENCE LEARNING
The Self
Learning takes place more readily when it matches your
self-concept.
Past Experiences
You tend to relate what you see, hear and feel to past
experiences.
Rewards and Punishments
Rewards more effective than punishments;
best together.
Guidance and Feedback
Learning occurs more rapidly if
you are given shown or guided through process.
Intelligence
Novelty
Intelligence is the sum of many specific abilities; how
you apply one (or more) influences your learning.
Dull routine interferes with learning;
unexpected factors add to learning experience.
Motivation
Expectancies
When you want to do it, you’ll learn faster.
Our ability to perform an action
and to get the desired reward.
Emotions
Can help (enthusiasm)
or hurt (anxiety).
Reinforcement Value
A preference for certain types of
reinforcements over others.
FOUR TYPES OF LEARNING
Jessica is very fearful of dogs.
Classical Conditioning
learning by association
Operant Conditioning
learning through reinforcement
Social Learning
learning by observing or conforming
Cognitive Learning
learning through mental processing