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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