Download Learning

Learning
Relatively permanent
change in behavior
due to experience.
Learning
• As humans, we are NOT
born with a genetic
blueprint for living our
lives (Instincts)
• Much of what we do, we
Learn from Experience
• Experience (nurture) is
the key to learning
Human Adaptability
• Innate = Inborn ability
• Capacity to learn new
behaviors that enable
us to cope w/ changing
circumstances
What assumption underlies
counseling, psychotherapy, & rehab?
• The assumption that what we have Learned
can potentially be changed by new Learning
– Ex:
• Stop Smoking
• Stop Binge Drinking
• Stop Overeating
Association
• We learn by making
associations
• We naturally connect events
that occur in sequence
• Action & consequence
• Aristotle, 2000 yrs ago p. 309
• Locke & Hume
Classical or Pavlovian
Conditioning p. 311-315
 We learn to
associate
two stimuli
 We
Associate
Lightning &
Thunder
Classical Conditioning
 Ivan Pavlov p. 314
 1849-1936
 Russian physician/
neurophysiologist
 Nobel Prize in 1904
 studied digestive
secretions
Classical Conditioning
• Ivan Pavlov
– Studied Digestion of
Dogs.
• Dogs would salivate
before they were given
food (triggered by
sounds, lights etc…)
– Dogs must have
LEARNED to salivate.
• Learning by association
Click above to see about Pavlov
Abbreviations you need to KNOW
• UCS (US)-unconditioned stimulus
• UCR (UR)-unconditioned response
• CS-conditioned stimulus
• CR-conditioned response
Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
Classical Conditioning
 Unconditioned Stimulus (UCS)
 stimulus that unconditionally--automatically and
naturally--triggers a response-food that is presented to dog
 Unconditioned Response (UCR)
 unlearned, naturally occurring response to the
unconditioned stimulus
 salivation when food is in the mouth
Classical Conditioning
 Conditioned Stimulus (CS)
 originally irrelevant stimulus that, after
association with an unconditioned stimulus,
comes to trigger a conditioned response
 Conditioned Response (CR)
 learned response to a previously neutral
conditioned stimulus
Classical Conditioning
• This is passive learning
• automatic…learner does
NOT have to think.
• First thing you need is a
unconditional
relationship.
Classical Conditioning
• Next you find a neutral stimulus (something
that by itself elicits no response).
• You present the stimulus with the UCS a
whole bunch of times.
Classical Conditioning
• After a while, the
body begins to link
together the neutral
stimulus with the
UCS.
• Acquisition
Classical Conditioning
 Acquisition
 the initial stage in classical conditioning
 the phase associating a neutral stimulus with an
unconditioned stimulus so that the neutral
stimulus comes to elicit a conditioned response
 in operant conditioning, the strengthening of a
reinforced response
Classical Conditioning
• We know learning takes
places when the previously
neutral stimulus elicits a
response.
• At this point the neutral
stimulus is called the
conditioned stimulus (CS)
and the unconditional
response becomes the
conditioned response
(CR).
Classical Conditioning
• What can be learned,
can be unlearned
• When the CS no longer
elicits the CR, we have
EXTINCTION.
• So using Pavlov’s Dogs,
if you were to ring the
bell over and over but
never feed the dogs,
then the bell would no
longer be effective.
Spontaneous Recovery
• Sometimes, after
extinction, the CR
still randomly
appears after the
CS is presented.
Generalization and Discrimination
Generalization
• Something is so similar to
the CS that you get a CR.
• Ex:dog food and dog treat
• Ex. “watch for moving
cars”
– They will likely watch for
moving trucks as well
Discrimination
• Learned ability to distinguish
between a CS & other CS that
are different enough to not
get a CR
Behaviorism
 John B. Watson
 viewed psychology as
objective science
 recommended study of
behavior without reference to
unobservable mental
processes
 not universally accepted by all
schools of thought today
Classical Conditioning and Humans
• John Watson brought Classical Conditioning to
psychology with his Baby Albert experiment.
Click to
see Baby
Albert
This type of Classical Conditioning is also known as Aversive (Negative)Conditioning.
Nausea Conditioning in
Cancer Patients
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
CR
(nausea)
First-Order and Second-Order Conditioning
First Order Conditioning.
•Bell + meat = salivation.
•Bell = Salivation.
Second Order Conditioning
(After first order
conditioning has occurred)
•Light + Bell = Salivation.
•Light = Salivation.
Learned Taste Aversions
p. 318
• When it comes to food
being paired with
sickness, the
conditioning is
incredible strong.
• Even when food and
sickness are hours
apart.
• Food must be salient
(noticeable or strong)
Operant Conditioning p. 322
•The Learner is NOT passive.
•Learning based on consequences!
Operant Conditioning
 We learn to
associate a
response and
its
consequence
Operant Conditioning
• We learn to associate a
response & it’s consequence
• Type of learning in which
behavior is strengthened if
followed by reinforcement
or diminished if followed by
punishment
The Law of Effect
• Behavior changes because of its
consequences.
• Good consequence = repeated behavior
• Bad consequence = not repeated
• Called the whole process instrumental
learning.
How do we actually use Operant
Conditioning?
Do we wait for the
subject to deliver the
desired behavior?
Sometimes, we use a
process called
shaping.
Shaping is reinforcing
small steps on the way
to the desired
behavior.
To train a dog to get
your slippers, you would
have to reinforce him in
small steps. First, to
find the slippers. Then
to put them in his
mouth. Then to bring
them to you and so
on…this is shaping
behavior.
To get Barry to become a better student, you
need to do more than give him a massage when
he gets good grades. You have to give him
massages when he studies for ten minutes, or
for when he completes his homework. Small
steps to get to the desired behavior.
B.F. Skinner
• Developed Behavioral
Technology
• The Boss of Operant
Conditioning.
• Used a Skinner Box
(Operant
Conditioning
Chamber) to prove
his concepts.
Operant Chamber
 Skinner Box
 chamber with a bar
or key that an
animal manipulates
to obtain a food or
water reinforcer
 contains devices to
record responses
Skinner Box
Reinforcers
Positive Reinforcement:
Negative Reinforcement:
• The addition of something
pleasant.
• The removal of something
unpleasant.
Primary v. Secondary Reinforcers
Primary Reinforcer
• Things that are in
themselves rewarding.
Secondary Reinforcer
• Things we have learned to
value.
• Money is a special
secondary reinforcer
called a generalized
reinforcer (because it
can be traded for just
about anything)
Reinforcement Schedules
• How often do you
give the reinforcer?
• Every time or just
sometimes you see
the behavior?
Continuous v. Partial
Reinforcement
Continuous
• Reinforce the behavior
EVERYTIME the
behavior is exhibited.
• Usually done when the
subject is first learning
to make the association.
• Acquisition comes really
fast.
• But so does extinction.
Partial
• Reinforce the behavior
only SOME of the times
it is exhibited.
• Acquisition comes more
slowly.
• But is more like to become
extinct.
• FOUR types of Partial
Reinforcement schedules.
Ratio Schedules
Fixed Ratio (FR)
• Provides a
reinforcement after a
SET number of
responses.
Fixed Ratio:
She gets a manicure for every
5 pounds she loses.
Variable Ratio (VR)
• Provides a
reinforcement after a
RANDOM number of
responses.reinforcement varies
• Very hard to get
acquisition but also very
resistant to extinction.
Interval Schedules
Fixed Interval (FI)
Variable Interval (VI)
• Requires a SET amount
of time to elapse before
giving the
reinforcement.
• Requires a RANDOM
amount of time to elapse
before giving the
reinforcement.
• Very hard to get
acquisition but also very
resistant to extinction.
Fixed Interval: She gets a
manicure for every 7 days she
stays on her diet.
Punishment
• Meant to decrease a
behavior
• Works best when it
is done immediately
after behavior
Punishment
Positive Punishment bc we add to
Negative Punishment bc we take
or give
away something
• Addition of something
unpleasant
• Omission Training
• Removal of something
pleasant.
Chaining Behaviors
• Subjects are taught a
number of responses
successively in order
to get a reward.
Click picture to see a rat chaining behaviors.
Click to see a cool example of chaining behaviors.
Operant vs Classical
Conditioning
Latent Learning
• Apparent only when
there is some Incentive
to demonstrate it
• Reading vs HW for a
grade
• Sometimes learning is
not immediately evident.
• Rats needed a reason to
display what they have
learned.
• Reward @ end of maze
Behavior
Respondent Behavior
• Result of Classical
Conditioning (CC)
Operant Behavior
• Result of Operant
Conditioning (OC)
• Occurs as an automatic
response to stimulus
• Complex or Voluntary
Behaviors
• Pavlov
• Push button, perform
complex task
• Produces consequences
• Skinner
Observational Learning
• We learn through modeling behavior
from others. We observe, watch/hear
then imitate
• Observing and imitating others is
called modeling
• Observational learning + Operant
Conditioning = Social Learning
Theory
• Albert Bandura-BoBo Doll
Experiment