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Learning
Operant
Classical
Cognitive
Learning is …
A
change in behavior that results from a
previous experience
(
behavior can be observable or a thought)
Factors that affect Learning
(part of cognitive learning)
Feedback





- must be descriptive rather than evaluative,
timely,
welcome,
Useful
specific
Attention
 Focusing
on the correct thing
Practice
 Doing
something over and over again
Mental Practice
 Going
over something in your mind
Classical Conditioning
A learning process in which something
that had not previously produced a
particular response (NS) becomes
associated with something that
produces the response(UCS). As a
result, the conditioned stimulus will
elicit the response that the
unconditioned stimulus produces.
Classical Cond. examples
1) Learning to feel upset at the sight of flashing
police lights in your rearview mirror
2) Learning to feel anxiety when you hear the
sounds at the dentist’s office
3) Feeling tender emotions when you hear a
song that was associated with your first
romance
Operant conditioning

Learning in which the consequence that
follows a behavior increases or
decreases the likelihood that the
behavior happens again
Cognitive Learning
 Learning
which involves mental processes
such as attention and memory may be
learned through observation or imitation
 may
not involve external rewards
 (remember
this)
there are factors that affect
What type of learning?
Completing an algebra problem

Increased heart rate when going to the dentist

Getting hungry everyday at 12:00

Leaving class when the bell rings

Showing up late for class, getting a detention
and not showing up late again
Classical Conditioning
 What
is it?
 Have
you been classically conditioned?
 How
can we classically condition someone?
 Can
you put it into the formula?
 What
are the important CC experiments?
Neutral Stimulus

NS- (Neutral
stimulus) something
that causes a
sensory response
but doesn’t produce
the reflex being
tested
Conditioned Stimulus

CS (Conditioned
stimulus) formerly
the NS that now has
the ability to elicit
(trigger) the
response that was
previously elicited
(triggered) by the
UCS
Unconditioned stimulus

UCS (unconditioned stimulus) the
stimulus that triggers or elicits a
physiological response
Conditioned Response

CR- the response that is elicited
(triggered) by the CS This response is
similar to the ucr
Unconditioned Response

UCR- an unlearned involuntary
physiological response that is elicited, or
triggered by, the unconditioned stimulus
Classical Conditioning Formula
NS + UCS  UCR
CS CR
http://www.spike.com/videoclips/0jnov0/the-office-the-jim-trains-dwight
Put the mint experiment into the
formula
 Complete
Review
Pavlov’s experiment
Pavlov’s dogs
 http://www.youtube.com/watch?v=hhqumf
pxuzI&feature=related
 Generalization-
a stimulus similar to the
CS triggers a response similar to the CR
 Discrimination-
when an organism learns
to make a response to some stim uli but
not others
 Extinction-
dies out
when the conditioned response
 Adaptive
Value- usefulness of traits
that increase the survival of
humans or animals
 Taste
Aversion- associating a
particular sensory cue with getting
sick and therefore avoiding it in the
future
Baby Albert ( and Watson)
The Little Albert Experim#E641A
Copy these notes

SB- (Spontaneous behavior) a
voluntary or non-reflexive action

C- (Consequence) positive or
negative results of a behavior

R- (Response)- a unit of behavior

S- (stimulus) something in the
environment that causes a response
Operant Conditioning
Learning that takes place when
a spontaneous behavior is
reinforced or punished
 Classical conditioning deals with
reflexive, physiological
behaviors

What type of conditioning?
a voluntary or non-reflexive action
a unit of behavior
positive or negative results of a behavior
something in the environment that causes a
response
Operant conditioning in a
formula
 Spontaneous
behavior->Consequence
 Stimulus->Response
Identify if it is a stimulus or a
response
 1.
_____ A flashing light
 2.
_____ Answering this practice exercise
 3. _____ A stop sign
 4.
_____ An ant crawling on your arm
 5.
_____ Vomiting
 6.
_____ Coughing
 7. ____ Laughing
 8. ____ Screaming
 9. ____ A feather tickling your arm
Put the following in the Operant
Conditioning formula
 Joe
looked under the seat in a Dr’s office
and found $100. Whenever he is in that
office, he check under the seat cushions
 Jim
took out his packet without Mrs.
Anderson asking him to. He received
candy. When he goes into her room, he is
always the first to have his packet out
Thorndike’s law of Effect
Thorndike’s Law of Effect

- behaviors followed by positive
consequences are strengthened , while
behaviors followed by negative
consequences are weakened
 http://www.youtube.com/watch?v=BDujDO
Lre-8
Did we prove Thorndike’s Law
of effect?
 Explain.
 Give
another real life example to defend
his Law of Effect
Operant conditioning focus
 Rather
than looking at what comes before
a behavior ( the antecedent)
 We
should look at what follows the
behavior ( the consequence)
Skinner’s Operant conditioning
 Operant
response
- a meaningful unit of behavior that can be
measured and is modified by its
consequences
What do you need to know for
your quiz
 SB/C/R/S-
term matching
 Be able to put things into the Operant
conditioning formula
 The difference between Operant and
classical conditioning
 The law of effect
 The focus of Operant conditioning
Shaping

- a procedure in which an experimenter
successfully reinforces behaviors that lead
up to or approximate the desired behavior
( the operant response)
 http://www.youtube.com/watch?v=I_ctJqjlr
HA&NR=1
Pigeons playing ping pong
 http://www.youtube.com/watch?v=vGazyH
6fQQ4
Superstitious behavior
A
behavior increases in frequency
because it is accidentally paired with a
reinforcer
Reinforcement
1. A consequence occurs after a behavior
and INCREASES the chance that the
behavior will happen again
Reward
 Not
the same thing as a reinforcer
 Does
not necessarily increase the chance
that the behavior will happen again
Reinforcer or reward
 Joe
hits a home run and gets a new bat
( his home run hitting does not increase)
Jim is given candy in class for raising his
hand- he raises his hand more often
Helen falls out of her seat in class- everyone
laughs. She does this everyday.
Punishment
 3.
Punishment

- consequence following the
behavior decreases the likelihood that
the behavior will happen again
 Write
3 scenarios
 One
where a person is being reinforced
 One where a person is being rewarded
 One where a person is being punished
 Highlight
the part of the scenario which
shows if they are being rewarded,
punished or reinforced
Types of Reinforcers
a. Primary
- something such as food or water
something innately satisfying
b. Secondary
- any stimulus that acquired it’s
reinforcing power through experience ex.
Stickers, grades, money
Read page 221
Schedules of Reinforcement
 Schedules
of reinforcement
a. Continuous reinforcement
every occurrence of the operant response
results in delivery of the reinforcement
Partial Reinforcement
- refers to a situation in which
responding is reinforced only some of
the time

b.




Fixed- set, doesn’t change
Variable –changes
Ratio- numbers
Interval-time
Ratio Schedules
1. Fixed Ratio
- reinforcement occurs only after a fixed
number of responses
-
Results in fast rates of work (factory worker)
2. Variable ratio
- a different number of responses is needed
before reinforcement occurs
- - results in consistent response (gambling)
Interval schedules
3. Fixed Interval
- a reinforcement occurs after a
predetermined amount of time
- Rapid responding near time for
reinforcement
Variable Interval
- the time in which
reinforcement occurs changes
slow and steady responding
Identify the schedule
 Someone
who works at a fast food
restaurant
A
Pigeon pecks at a key, it increases the
rate of pecking at the end of a 2 minute
period and then increases again at the end
of the next 2 minute period
 Slot
machines
 Think
back to the candy and name activity.
 1. Was it continuous or partial
reinforcement?
 2.
Explain how reinforcement would look
for each of the reinforcement schedules
Complete schedules of
reinforcement worksheet
Psychology Carnival
 Identify
how your game would be played
based on 2 different schedules of
reinforcement
 1. Identify your game
 2. Identify your reinforcement schedules
 3. Explain how your game would work
according to them
Review
Reinforcement- the behavior increases
Punishment- the behavior decreases
Reward- no change in behavior
Write 3 scenerios
 One
where a person is being reinforced
 One where a person is being rewarded
 One where a person is being punished
 Highlight
the part of the scenario which
shows if they are being rewarded,
punished or reinforced
Positive and Negative
Consequence
 Positive-
consequence (reinforcement or
punishment) is added
 Negative-
consequence (reinforcement or
punishment) is taken away
Identify the term
consequence is added
consequence is taken away
behavior increases
behavior decreases
No change in behavior or behavior and
consequence are not linked
 Positive-
consequence is added
 Negative- consequence is taken away
 Reinforcement- behavior increases
 Punishment- behavior decreases
Positive reinforcement

- consequence is ADDED which
increases the likelihood that the behavior
will occur again
 Sue
studied for an exam and received an
A.
BC Will Sue study more often?
Reinforcing Penny’s behavior
 http://www.youtube.com/watch?v=JA96Fb
a-WHk
 Identify
Penny’s Behavior and the
consequence
 Is this positive reinforcement?
Which is an example of positive
reinforcement?
 Steven
rarely smiled. His mom started
giving him M&Ms when he would smile.
Steven smiled more often.
 Steven
rarely smiled. His mom started
giving him M&Ms when he would smile.
Steven enjoyed the M&M’s

Which one is an example of Positive reinforcement?
A. Martha was a five-year-old girl who seldom
played with the other children. Workers at the
preschool began praising and admiring Martha
more than they had before. As a result of this
procedure, Martha's level of cooperative play
with the other children increased.
B. Martha was a five-year-old girl who seldom
played with the other children. Workers at the
preschool began praising and admiring Martha
when she engaged in cooperative play with
other children. As a result of this procedure
Martha's level of cooperative play with the other
children increased.
Complete positive reinforcement
 Review
worksheet with Phoenecia and
disruptive students
With a partner…
 Write
an example of positive reinforcement
 Remember-
positive reinforcement
means..
 The consequence is added and the
behavior increases
Negative Reinforcement

- consequence is taken away which
increases the likelihood that the behavior will
happen again
Example
Sue studies so she does not get yelled at by
her parents
B-
C-
Why is this negative reinforcement?
Negative Reinforcement continued
a. Avoidance
- preventing the onset of a stimulus
b. Escape
- stopping the unpleasant stimulus
Was Sue using escape or avoidance?
(Sue studied so she didn’t get yelled at by
her parents)
Escape or Avoidance?
Sue studied so she didn’t get yelled at by
her parents
Is this negative reinforcement?
I
had a headache so I took Tylenol. The
headache went away. Whenever I get
headaches, I take tylenol.
What is the
BC
Is this escape or avoidance?
B
taking tylenol
 C- headache goes away
 My
behavior of taking tylenol has
increased
 If I take the tylenol before I have a
headache I am ….
 If I take it when I have the headache I am
…
Is this Neg. reinforcement?
 Sue
and Dave got into an argument and
Sue ran out of the room and slammed the
door. The fight is over. Now whenever
Dave starts to raise his voice, she leaves
the room.
 BC Escape or avoidance
 B-
leave room
 C- fight is over
 Sue
leaves the room more often to end
fights.
How is this negative
reinforcement?
http://blogs.cornell.edu/gp08ha1115/2010/04
/04/the-simpsons-negative-reinforcement/
Punishment
A consequence is added or taken away
which decreases the likelihood that the
behavior will happen again
Positive Punishment
-
a consequence is added which decreases the
likelihood that the behavior will occur again
Positive punishment example
ex. Your sister comes home late and your
parents tell her she must watch your little
brother the following weekend. Your sister
never comes home late again. Your sister’s
behavior…

BCBabysitting was added and this made her
not come home late again
Negative Punishment
 Consequence
is taken away which
decreases the likelihood you will do the
behavior again
Negative Punishment
Sue stayed out late and lost her car privileges.
She never stayed out late again.

BC-
Car was taken away which decreased the
likelihood that she would come home late again.
Practice questions in packet
Come up with your own
examples
Negative reinforcement- escape
Negative reinforcement- avoidance
Positive punishment
Negative punishment
Negative reinforcement
escape or avoidance
 Changing
the radio station when there is a
song you do not like
 Putting
on a blanket in my classroom
before you get cold
 Eating
school
breakfast so you are not hungry in
Review punishment vs
reinforcement wkst
Social Cognitive Theory
-
people learn through watching, modeling
and imitating
rewards are not necessary
Albert Bandura
 BOBO
Doll experiment
 http://www.youtube.com/watch?v=lCETgT
_Xfzg
 http://www.youtube.com/watch?v=vdh7Mn
gntnI&p=5EF67686C4E463FD&playnext=
1&index=51
Things involved in the SCT
Attention
- watch what the model does
Memory
- retaining information
Imitation
learning to do something by watching someone
Motivation
there must be a reason to imitate the
behavior
Using the white board, Identify
something you have learned
that supports the SCT
 Attention Memory-
what did you focus on
what did you need to remember
 Motivation-
what motivated you to do it
Apply the Social Cognitive
Theory
 Using
others
the SCT, explain why people bully