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Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo Fighters Learning: Agenda • 1. Classical Conditioning – – – – • 2. Operant Conditioning – – – – • a) Distinction with CC b) Skinner -Shaping c) Reinforcement d) Punishment e) Application: Gaining Self-Control** 3. Observational Learning – – • a) Pavlov’s experiments b) Terminology c) Acquisition/ Generalization/ Extinction d) Application: Little Albert a) Bandura’s Bobo-Doll Experiments b) Application: Media Violence 4. Movie: Snake Phobia (12 min.) 1. Classical Conditioning Introduction with beer commercials: http://www.youtube.com/watch?v=2jv-8MoDYp8 http://www.youtube.com/watch?v=irIkOdIZVvo a) Pavlov’s Experiments: Found that dogs could salivate to non-food stimuli! b) Terminology: Unconditioned Stimulus: UCS • Always causes reflexive response – Unconditioned Responses: UCR • Innate, unlearned response to UCS – Conditioned Stimulus: CS • Previously neutral stimulus that now elicits a response – Conditioned Response: CR • Learned response to neutral stimulus 1. Classical Conditioning (cont’d) Tip: Conditioned=Learned; Unconditioned=Unlearned c) Acquisition: When should the CS (e.g. tone) be paired with the UCS (e.g. food) for conditioning to occur? Generalization: Tendency to respond with CR to stimuli similar to the original CS (e.g. different tones) Extinction: Occurs with the presentation of the CS alone (e.g. tone and no food) Note on: Spontaneous recovery Note on the treatment of phobias 1. c) Extinction of Salivation & Fears! 1. d) Application: Little Albert: Watson’s famous case (1920) with 11-month healthy boy Experimental procedure Conditioned fear of white furry objects Two-process theory of phobic reactions: • 1) Classical conditioning of fear • 2) Operant conditioning of avoidance: Avoidance is reinforced and phobia is maintained • See p. 246, Mowrer’s two- process theory • Mowrer • p. 246 2. Operant Conditioning – a) Distinction with CC: • Controlling stimuli comes after the response – b) Skinner: • “Law of effect”: Rewarded behavior is more likely to re-occur • Shaping: for more complex behaviors – c) Reinforcement: • Always strengthens behavior • Positive: primary vs. secondary (e.g. food vs praise) 2. Operant Conditioning (cont’d) • Negative Reinforcement: – responses that terminate a negative, or aversive situation are reinforced • e.g. giving a candy (response) to a crying child (negative stimulus) • Schedules of reinforcement: (p. 244) – Note: partial reinforcement produces greater persistence in behavior than continuous reinforcement 2. c) Pos. vs. Neg. Reinforcement (p. 245) 2. Operant Conditioning (cont’d) • d) Punishment: – Negative consequences following a response – Decreases the frequency of a behavior – Could include: • Removing a privilege /“Time out” • Undesired activity • Physical aggression – Drawbacks: • Punished behavior is not forgotten, it is suppressed • Physical punishment increases aggression through modeling – Can also create fear that will generalize – Does not tell you “what to do”! – Best if used swiftly, and accompanied with positive reinforcement for appropriate behaviors (p. 248) Fi2. d) Neg. Reinforcement vs. Punishment, p. 247 2. Operant Conditioning (cont’d) • e) Application: Gaining Self-Control! – 1) Identify target behavior • In behavioural terms, what you wish to decrease or increase – 2) Monitor your current habits • Keep a daily log which will serve as baseline – 3) Look at antecedents and consequences (functional analysis) – 4) Begin your program! • Set appropriate goals • a) To increase behavior: – find good reinforcers (p. 260) – Seek situations that promote desired behavior 2. e) Self-Control Program (cont’d) • 4) Begin your program (cont’d) – b) To decrease behavior: • Avoid situations that elicit unwanted behavior • Find substitute for the consequences of unwanted behavior • Reward yourself for not engaging in unwanted behavior • 5) Monitor your behavior on a daily basis (chart your progress) • 6) Enlist social support • 7) Go from continuous to partial reinforcement 3. Observational Learning • Both CC and OC can take place vicariously, through observational learning. • a) Bandura’s Bobo-Doll Experiments (1961-1963) • Study: 3-5 yr. old children in 4 experimental conditions: – – – – 1) Live, aggressive model 2) Filmed, aggressive model 3) Cartoons with aggressive acts 4) No exposure to aggression (control condition) • Results: Groups 1, 2 & 3 showed significantly greater no. of aggressive acts (i.e. hits against bobo doll) than the control condition 3. Observational Learning: • Conclusions: – Learning can occur through observation and imitation (i.e. without conditioning or direct reinforcement) • b) Applications: – Media violence: • fMRI studies: – Exposure to violent movies linked to brain area involved in the inhibition of aggressive impulses (lowered activation) • Violent video games: – Reduces sensitivity to violence and suffering of victims – Players more hostile, less forgiving and believe violence is “normal” – Can increase likelihood of aggression – Conversely, prosocial models can have positive effects • Prosocial video games: – Players get into fewer fights at school and found to be more helpful 4. Movie: Snake Phobia • Can people with a specific phobia learn to quickly overcome their fears? You will see an actual demonstration of exposure therapy that helps a snake phobic overcome her severe phobic reaction in just three hours. (12 min.)