Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Psychology in Action (8e) by Karen Huffman PowerPoint Lecture Notes Presentation Chapter 6: Learning Karen Huffman, Palomar College ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Lecture Overview Classical Conditioning Operant Conditioning Cognitive-Social Learning The Biology of Learning Using Conditioning and Learning Principles ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Introductory Definitions Learning: relatively permanent change in behavior or mental processes resulting from practice or experience Conditioning: process of learning associations between environmental stimuli and behavioral responses ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning Ivan Pavlov • Classical Conditioning: learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Pavlov’s Original Experiment ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning--Key Terms Neutral Stimulus (NS): before conditioning doesn’t naturally elicit response of interest Unconditioned Stimulus (UCS): elicits UCR without previous conditioning Unconditioned Response (UCR): unlearned reaction to UCS occurring without prior conditioning ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning--Key Terms (Continued) Conditioned Stimulus (CS): previously NS that, through repeated pairings with UCS, now causes a CR Conditioned Response (CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Pause and Reflect: Why Study Psychology? It helps you understand and enjoy popular cartoons! ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning (Continued) Conditioned Emotional Response (CER): emotional responses are classically conditioned to a previously neutral stimulus (NS) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) John B. Watson Watson and Rayner Created a Conditioned Emotional Response (CER)--Fear of Rats ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning’s Basic Principles Stimulus Generalization: learned response to stimuli that are similar to the original conditioned stimuli (CS) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) ALL Snakes bite! Classical Conditioning’s Basic Principles (Continued) Stimulus Discrimination: learned response to a specific stimulus, but not to other, similar stimuli ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Now I know that some snakes are nice! Extinction: gradual weakening or suppression of a previously conditioned response (CR) Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning: neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Pause and Reflect: Check & Review 1. 2. Using Pavlov’s classic experiment with the salivating dog, can you label the NS, UCS, UCR, CS, and CR? Compare and contrast stimulus generalization and stimulus discrimination? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning Operant Conditioning: learning in which voluntary responses are controlled by their consequences ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning (Continued) Thorndike’s Contribution • Law of Effect: probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning (Continued) B. F. Skinner ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles Reinforcement: strengthening a response ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) Primary Reinforcers: normally satisfy an unlearned biological need (e.g., food) Secondary Reinforcers: learned value (e.g., money, praise) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) • Positive Reinforcement: adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) • Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement 1. Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed 2. Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) 3. Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed 4. Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Pause and Reflect: Check & Review If you want to increase the overall number of responses, which schedule of reinforcement should you choose? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) Shaping: reinforcement is delivered after successive approximations of the desired response ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) Punishment: weakening a response ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) • Positive Punishment: adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Operant Conditioning’s Basic Principles (Continued) • Negative Punishment: taking away (or removing) a stimulus that weakens a response and makes it less likely to recur (e.g., restriction) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Pause and Reflect: Check & Review Using the chart on the following slide, can you fill in the blanks with the appropriate terms? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) ??? ??? ??? ??? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Side Effects of Punishment Judging by this woman’s expression, is she experiencing increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, or learned helplessness? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Cognitive-Social Learning Cognitive-Social Theory: emphasizes thinking and social learning in behavior ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Cognitive-Social Learning (Continued) Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution). ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Cognitive-Social Learning (Continued) Tolman’s rats built a cognitive map (a mental image of a three-dimensional space). They also displayed latent learning (hidden learning that exists without behavioral signs). ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Cognitive-Social Learning (Continued) Bandura's Famous Bobo Doll study Observational Learning: learning new behaviors or information by watching others ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Pause and Reflect: Critical Thinking Note the increasing bicep circumference of these G.I. Joe action figures. Are young boys affected by this type of modeling and observational learning? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Cognitive-Social Learning (Continued) • Observational Learning involves four processes: 1. Attention Retention Motor Reproduction Reinforcement 2. 3. 4. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) The Biology of Learning: Neuroscience and Learning Learning leads to new synaptic connections and alterations in many brain structures. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) The Biology of Learning: Evolution and Learning Classical Conditioning Taste Aversion: classically conditioned negative associations of food with illness ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) The Biology of Learning: Evolution and Learning (Continued) Biological Preparedness: built-in (innate) readiness to form associations between certain stimuli and responses Instinctive Drift: conditioned responses shift (or drift) back toward innate response pattern ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Using Conditioning and Learning Principles Classical Conditioning can be seen in: • Marketing Prejudice Medical Treatments Phobias • • • ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Using Conditioning and Learning Principles (Continued) Operant Conditioning can be seen in: • Prejudice Biofeedback Superstitions • • ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Using Conditioning and Learning Principles (Continued) Cognitive-Social Theory can be seen in: • Prejudice Media Influences • ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e) Psychology in Action (8e) by Karen Huffman PowerPoint Lecture Notes Presentation End of Chapter 6: Learning Karen Huffman, Palomar College ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)