Download LEARNING

LEARNING
HOW TO TRAIN
FISH and
OTHER ANIMALS
Learning
• How can you tell if a fish or person is
learning?
• How can a person discriminate if an
organism is exhibiting a learned behavior
and not an instinctual behavior?
WHAT IS LEARNING?
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Any change in behavior
To a specific situation
That is not instinctual
And is repeated over and over again
In similar circumstances
Types of Learning
• 1. Classical Conditioning
• 2. Operant Conditioning
IVAN PAVLOV
PAVLOV’S EXPERIMENTS
CLASSICAL CONDITIONING
• Is a type of learning in which an organism
elicits a reflex or an emotion (involuntary
responses) to a normally neutral stimulus.
– Ex. A person having a knee jerk when they
see a doctor in a white coat
– Ex. A person feeling fear when they see red
flashing lights behind them
CLASSICAL CONDITIONING
PARADIGM
• When an unconditioned stimulus is
paired with a neutral stimulus the
organism elicits an unconditioned
response.
• If repeated over and over again the neutral
stimulus becomes a conditioned stimulus
and elicits a conditioned response similar
to the unconditioned response associated
with it.
vocabulary
• UCS (unconditioned stimulus) is a
stimulus such as a loud noise, contact, or
food that an organism involuntarily
responds to.
• CS (conditioned stimulus) – a neutral
stimulus, such as a bell or red light, that an
organism normally doesn’t respond to but
does begin to respond to as a result of
association with a UCS
Vocabulary 2
• UCR (conditioned response) a response
that involuntarily occurs (ex reflex,
emotion) as a result of an unconditioned
stimulus.
• CR (conditioned response) a response
(ex. reflex, emotion) to a normally neutral
stimulus that has been paired with an
unconditioned stimulus
PAVLOV’S EXPERIMENTS
• BELL + FOOD
SALIVATION
• NS + UCS
UCR
• ____________________________
• BELL
• CS
SALIVATION
SALIVATION
ACQUISITION
• FOR MOST SPECIES
• The neutral stimulus must be presented
first followed by the UCS within ½ second
to elicit the response.
• With repetition the NS becomes the CS
meaning the CS elicits a response similar
to that of the UCS
BEFORE CONDITIONING
DURING CONDITIONING
AFTER CONDITIONING
CLASSICAL CONDITIONING AND
THE CLASSROOM
• In the area of classroom learning, classical
conditioning primarily influences emotional
behavior. Things that make us happy, sad,
angry, etc. become associated with neutral
stimuli that gain our attention.
EXAMPLES OF CLASSICAL
CONDITIONING
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Neutral Stimulus + UCS
UCR
You + Tapping on tank
Fear
CS
CR
You
Fear
_____________________________
You + Food
Digestive enzymes
YOU
Digestive enzymes
THINK
• What other examples of classical
conditioning can you think of?
– Reflexes – with fish
–
with people
– Emotions – with fish
–
with people
Human Examples
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Neutral Stimulus + UCS
UCR
Grade of F + Parent Screaming
Fear
CS
CR
Grade of F
Fear
CLASSICAL CONDITIONING AND
EMOTION
• For example, if a particular academic
subject or remembering a particular
teacher produces emotional feelings in
you, those emotions are probably a result
of classical conditioning.
• Neutral Stimulus + UCS
UCR
• Grade A + Hug
Happy
• CS
CR
• Grade A
Happy
Stimulus Generalization
• When a stimulus that is slightly different
but similar is presented the organism may
respond similarly.
• NS +UCS
UCR
• Red light + Food
Salivation
• CS
CR
• Red Light
Salivation
• Pink Light
Salivation
Examples of Stimulus
Generalization
• What examples of stimulus generalization
can you think of in regard to classical
conditioning?
• How is stimulus generalization related to
drug overdose?
• How is it related to phobic behavior and
neurosis?
JOHN WATSON’S CLAIM
• Give me a dozen healthy
infants, well-formed, and my
own specified world to bring
them up and I'll guarantee to
take any one at random and
train him to become any type
of specialist I might select-doctor, lawyer, merchant-chief,
and yes, even beggarman and
thief, regardless of his talents,
penchants, tendencies,
abilities, vocations, and race of
his ancestors." (1930)
LITTLE ALBERT
LITTLE ALBERT
Little Albert Video
• Watch and enjoy
EXTINCTION
• When a CS is no longer followed by a
UCS over a long period of time then the
stimulus may no longer elicit a CR.
• Bell followed by no food may cause the
dog to stop salivating when it hears the
bell.
• Red flashing lights not followed by a siren
or police may no longer elicit fear
OPERANT CONDITIONING
OPERANT CONDITIONING
• Operant conditioning is a form of
learning in which responses come to be
controlled by their consequences. It is
also called stimulus-response learning.
• Stimulus
Response (consequence)
• Human
swim to top of tank (food)
• Learners connect certain stimuli with
certain responses
OPERANT CONDITIONING
THEORISTS
• Edward Thorndike, John Watson, and B. F.
Skinner were the major theorists behind
operant conditioning.
• It means to operate on or be influenced by
the environment.
EDWARD THORNEDIKE
1874 - 1949
• Graduate of
Wesleyan
• Harvard
• Columbia
• Devised ways to
conduct learning
experiments and
measure intelligence
in children
THORNDIKE’S
LAW OF EFFECT
• Responses that are closely followed by
satisfaction will become firmly attached to the
situation and therefore more likely to reoccur
when the situation is repeated.
• Conversely, if the situation is followed by
discomfort, the connections to the situation will
become weaker and the behavior of response is
less likely to occur when the situation is
repeated.
THORNDIKE’S EXPERIMENTS
• For example, Thorndike performed research
(summarized in Thorndike, 1911) on the ability of cats to
learn to escape from a "puzzle box" (see Figure 1). Cats
placed within the box had to learn to push a lever,
pull on a wire loop, pull on a string, turn a "button,"
lift a latch, or push aside a door, in order to escape
from the box. In some experiments, the cat had to
perform two or three of these actions sequentially before
the door would open. In still other conditions, the door
opened only after the cats licked or scratched
themselves. Cats were rewarded for these behaviors by
food, which was placed outside the box.
Thorndike’s Puzzlebox
EXAMPLES OF LAW OF EFFECT
JOHN WATSON’S CLAIM
• Give me a dozen healthy
infants, well-formed, and my
own specified world to bring
them up and I'll guarantee to
take any one at random and
train him to become any type
of specialist I might select-doctor, lawyer, merchant-chief,
and yes, even beggarman and
thief, regardless of his talents,
penchants, tendencies,
abilities, vocations, and race of
his ancestors." (1930)
JOHN WATSON’S
RESEARCH
• Emphasized the study of observable
behavior rejecting theories of introspection
and the unconscious mind
• Influenced Burrhus Frederic Skinner
B. F. SKINNER
1904 - 1990
• Education is what
survives when what
has been learned has
been forgotten.
• Created Skinner Box
• Conducted behavioral
studies on rats
(shaping)
• Father of Behavior
Modification
SKINNER BOX
TYPES OF REINFORCEMENT
(REWARDS)
• 1. Primary – stimuli that meet a basic
biological need such as:
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Food
Water
Proper temperature
Touch
Sex
TYPES OF REINFORCEMENT
• 2. Secondary Reinforcers – are rewarding
because they are associated with primary
reinforcers.
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Money
Grades
Praise
Trophies
Award certificates
MAJOR TECHNIQUES USED
IN OPERANT CONDITIONING
Outcome
Outcome
STIMULUS
Increase
behavior
Decrease
behavior
positive
Positive
Reinforcement
Add stimulus
Negative
Reinforcement
Response Cost
Remove
Stimulus
negative
Punishment
Schedules of Reinforcement
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Continuous – reward every time
Fixed Interval- after every x times
Fixed Ratio- after x seconds
Variable Interval – after around x times
Variable Ratio – after around x minutes
SHAPING
• Sometimes an organization will not on
their own elicit the desired response. You
can gradually get them to perform the
desired response by rewarding successive
approximations of the desired response.
• Ex. Want fish to eat food inside glass
bottle, but fish won’t go in. Reward fish for
going closer to bottle, then closer, etc.
DISCRIMINATION LEARNING
• Learning to do one behavior instead of
another to get a reward.
• Ex. Choosing to go to mirror building
instead of class because class is boring
and mirror building I associated with good
food and friends.
• Fish chooses to eat only on left side of
tank, not right side because you only feed
it on left side.
Discrimination Learning Diagram
• Stimulus Generalization – respond to a
similar stimulus in the same way expecting
the same desired consequence
• Extinction – the stopping of a response
because it is not followed by the desired
consequence
Discrimination Learning
Discussion
• Learned Helplessness
• Use of Punishment