Download Conditioning

Principles of Learning (Chapter 7)
Conditioning
Classical Conditioning
Where associations are made between a
natural stimulus and a neutral (learned)
stimulus.
Watch it!
http://www.nobelprize.org/educational/medicine
/pavlov/pavlov.html
CC Vocab
Stimulus- something that elicits a response
Response- reaction to a stimulus
Unconditioned Stimulus- stimulus that naturally elicits a
response
Unconditioned Response- automatic, natural response
to a stimulus
Conditioned Stimulus- a previously neutral stimulus
that is now associated with a natural response
Conditioned Response- a learned response to a
stimulus
Classical Conditioning
Emotional Conditioning

Example: Loud noise automatically elicits the
response of a fast heart-rate.

Little Albert, the white rat, and a loud noise.
Little Albert– BANG!!!!!
EC Vocab

Stimulus Generalization: Process of a response
spreading from one stimuli to another which
resembles the first

Extinction: Gradual loss of association between
stimuli and response

Spontaneous Recovery: Sudden, unexplained
reappearance of an extinguished response
Operant Conditioning
Operant Conditioning
Conditioning that results from individual’s
actions and the consequences they
cause.
Operant Conditioning
Voluntary Response
Reinforcement
Repeat Voluntary Response
Lift extra weights at practice: Score winning
touchdown: Go back and lift more
Reinforcements

Primary Reinforcement: Something
necessary for psychological or physical
survival that is used as a reward

Secondary Reinforcement: Anything that
comes to represent a primary reinforcer
(winning)
Reinforcements


Positive Reinforcement: A reinforcement that
strengthens a response by following it with
the addition of something positive.
Negative Reinforcement: A reinforcement
that strengthens a response by following it
the removal of something unpleasant
Positive/ Negative Reinforcement

Skinner’s Box
Punishment



Punishment and Negative Reinforcement are
DIFFERENT.
Punishment is the process of weakening a
response by following it with unpleasant
consequences.
What was the most effective punishment you
ever received?
Think about it:

People continue to perform certain behaviors
mainly b/c of the reinforcements they receive.
–

Choose 3 of your behaviors & identify the
reinforcers (school, home, appearance etc)
Bad habits also persist b/c of reinforcements.
–
What are 2 of your bad habits….identify the
reinforcers
Extinguishing Bad Habits: which
would be most effective?





Remove, avoid, delay reinforcement
Find a new behavior to get that
reinforcement.
Narrow or avoid the stimuli (or cues) that
precedes the habit.
Break the chain.
Monitor the bad habit.
–
P. 208 of textbook
SHAPING-- Using approximate (or “almost”)
movements until you’ve achieved the desired
action
example: dog jumping thru a hoop
Chaining– reinforcing each step of
“shaped” movement or behavior

Example: Learning the steps to a dance
Schedules of Reinforcement







Continuous Reinforcement– reinforcement given
each time a behavior occurs
Schedules of Reinforcement—different methods of
reinforcing
Partial Reinforcement Schedule—reinforcement not
given each time a behavior occurs
Variable Ratio Schedule
Fixed Ratio Schedule
Variable Interval
Fixed Interval
Variable Ratio Schedule

reinforcement occurs after a desired act is
performed a specific but variable number of
times.
Fixed Ratio Schedule–

reinforcement
occurs after a
desired act is
performed a fixed
number of times.
Variable Interval Schedule–

reinforcement occurs after a desired act is
performed following a variable amount of
time.
Fixed Interval Schedule.

– reinforcement occurs after a desired act is
performed
following a fixed amount of time
Identify which schedule is being used and
whether it is the ratio or interval version.

a. The "pay out" of money on the slot/poker
machines/"one armed bandits" on which
people gamble at casinos.
b. Every time Antonio, a student with autism, says
his name and address when prompted
to do so by the teacher, he is given his
favorite reinforcement; a raison.
c. A man continues to use the same old pick up
lines in the bar even though he is rejected
by almost every woman who hears it.

d. Tasha, a young woman with moderate
developmental problems, is given a "credit"
(equal to $1) for every 100 labels she glues to
bottles in the sheltered workshop setting.
e. A teacher ignores Tim's "calling out" of
the answers almost every time.
f. A bell goes off at random times in the
classroom. Tina is rewarded if she is "on
task".
Do now:

Devise an example for each version of
each schedule.
.
Classical v. Operant
Social Learning: Albert Bandura
Learning from the behaviors of others
Observational Learning

A form of social learning where an organism
observes and imitates the behavior of others
–
This would be the argument against spanking.
Cognitive Psychology & Learning

Cognitive Approach: The study of learning
that emphasizes abstract mental processes
and previous knowledge.
CA Vocab





Latent Learning: Learning that is not obvious but
takes place under the surface
Expectancies: Beliefs about our abilities to perform
an action and get the desired reward
Reinforcement Value: The preference of one type of
reinforcement over another (Mumford & sons tickets
vs. Jay-Z/Timberlake, you will work harder for the
one you like)
Cognitive Map: A mental image of where one is
located in space
Strategies: Methods for solving problems
Latent Learning
Expectancies
Reinforcement Value
Which one do you want
more?
Cognitive Map



Try to draw map to scale (w/o are ruler)
In the center of the paper, draw where you live.
Pick two places approximately the same
distance away from your home. One to the
right, one to the left.
–
–

One place should be a place you LOVE
One place should be someplace you DISLIKE
Draw a map of the streets from your home to
each of these places
Strategies
PROBLEM:
Get the number 4

ANSWERS:
2+2
or
4-2
Review



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Classical Learning: Learning by Association
Operant Conditioning: Learning through
Reinforcements
Social Learning: Learning by observing and imitating
Cognitive Learning: Learning through mental
processes
I am terrified of rodents!! Use each one of these
ways to explain why I might be.
Answers:




Classical: A firecracker went off every time a rat was
brought into my room. My natural fear of loud noises
transferred to the neutral rat turning the natural
response into a conditioned response.
Operant: Every time my pet rat left the room, my
mom gave me a popsicle
Social: I saw my parents fear of rats and adopted it
Cognitive: A rat bit me and the bite became infected.
I realized rats were dirty and unsanitary.