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Transcript
Unit 2 Environmental Learning Theory Give me a dozen healthy infants, well‐ formed, and my own specified world to bring them up in and I’ll guarantee to take any one of them at random and train him to become any type of specialist I might select‐‐doctor, lawyer, artist, merchant‐ chief, and yes, even beggar‐man and thief, y gg regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors (Watson, 1924) ( , ) Behavioral Theories Stimulus Environment – involuntary – feelings Classical Conditioning • Pavlovian Cond. – Respondent Cond. d d Pavlov’s dogs Operant Conditioning Operant Conditioning • voluntary Food – Choose to do? Ch t d ? • Law of effect • Thorndikian Cond. – Instrumental Cond. Behavior Conditioning Continuous No constructs passive receptacle tabula rasa Types of Conditioning Types of Conditioning Classical Conditioning • reflexive Response Lights Salivate Salivate Classical Conditioning Classical Conditioning Classical Conditioning Unconditioned Stimulus Conditioned Stimulus Billy gets spanked UCS spanking Unconditioned Response Conditioned Response CS dad UCR cries CR cries Classical Conditioning Classical Conditioning G Generalization li i Di i i i Discrimination No UCS Generalized S milkman CR cries CS D d only Dad l CR cries i Classical Conditioning Extinction UCS Loud noise No UCS CS dad Classical Conditioning Phobias h b CR Stops crying CS Furry objects UCR Cries CR cries What would this theory predict would be common phobias? Classical Conditioning Attraction UCS Compliments CS Mary UCR Feel good CR Feel Good Classical Conditioning How about a steak? UCS Stomach sensation CS Steak smell UCR vomiting CR nausea What is wrong with this example? One-Trial Learning? Classical Conditioning and Marketing d k UCS Music/football CS UCR excitement Operant Conditioning Operant Conditioning Sd Discriminative stimulus R Sr Target Behavior Outcome Reinforcement CR excitement Outcomes from behavior Reinforcement Any stimulus that increases the y frequency of a behavior that it follows. follows How does this differ from a reward? Give or apply Remove or take away Pleasant Unpleasant Positive Reinforcement Punishment Punishment or omission Negative Reinforcement Schedules of Reinforcement Schedules of Reinforcement Schedules of Reinforcement • Continuous Reinforcement: Continuous Reinforcement: – Reinforcement after each occurrence or the target behavior – High rate of response – rapid extinction rapid extinction • Partial Reinforcement Ratio Fixed FR Roofers mastery Variable VR sales date requests – also called Intermittent l ll d I t itt t Shaping the target behavior Shaping the target behavior • Discrimination • extinction i i • Used to teach complex behaviors FI Monthly paychecks midterm/final VI Dress nicely pop quizzes Other Operant Terms Other Operant Terms • Stimulus generalization Stimulus generalization • Successive Approximations S i A i ti Interval Applied Behavior Analysis Behavior Modification 10 10 Return to Baseline 8 Baseline 6 Baseline 8 6 Generalization training 4 4 Treatment Reintroduce Intervention Intervention 2 2 0 0 1 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 7 Behavior Modification Tips • Use reinforcement or extinction rather than punishment when possible – If you punish a behavior, reinforce a substitute • Immediate Reinforcement: – Reinforcement that promptly follows the target behavior. • Ignore invisible, internal states – Don’t assume you know some underlying motive. Focus on the effect of action on behavior • Apply reinforcement to specific behaviors A l i f tt ifi b h i • Start with continuous and fade to intermittent Strengths • Objective evaluation of treatments • Direct Di t behavior b h i managementt 2 3 4 5 6 7 Problems with Operant Theories • • • • • Is Reinforcement untestable? Is thought insignificant? Generalization Generalization Intrinsic Motivation Beyond Freedom and dignity Application to Learning Application to Learning • Meaningful vs. rote learning Meaningful vs rote learning • Behavioral Objectives – Hedonism controlled action vs. moral development Immediate Reinforcement Immediate Reinforcement • Does it need to be immediate? Does it need to be immediate? – Delayed retention effect • Is it really reinforcement – Reinforcing the wrong answer? Reinforcing the wrong answer? Self‐regulated Behavior Modification h i difi i • Self‐management Self management • Goal‐setting • Self‐reinforcement S lf i f Social Cognitive Theory formerly Social Learning Theory Forethought and intentional • Learned vs. enacted behaviors – Acquisition v. Production Acquisition v. Production • Modeling – the effects of observing a model the effects of observing a model • observational learning –Vicarious reinforcement • Inhibition/disinhibition • social facilitation (cueing) • arousal – also verbal modeling; e.g., reading and telling • Functional value – goals and goal‐setting goals and goal setting – incentives – standards d d – self‐efficacy – mental life and imagination – subjective probability of success • Emulation modeling
