Download Chapter 6 - RaduegePsychology

Chapter 6
Learning
Learning: A relatively permanent change
in behavior due to experience or practice

What words are important in that definition?



Relatively permanent
Change in behavior
Practice
1). Classical Conditioning

Ivan Pavlov: Pavlov was a Russian
physiologist whose pioneering studies of the
digestive system led to decades of research to
identify the principles of
classical conditioning
1). Classical Conditioning

Labeling the parts of classical
conditioning

Unconditioned Response: A simple
unlearned response. A reflex
Examples:
1). Classical Conditioning

Labeling the parts of classical
conditioning

Unconditioned Stimulus: A stimulus that
triggers a response reflexively or
automatically
Examples:
1). Classical Conditioning

Labeling the parts of classical
conditioning

Neutral Stimulus: Does not elicit (bring
about) the unconditioned response
1). Classical Conditioning
When has conditioning occurred?
Conditioning has occurred when the
neutral stimulus ALONE elicits (causes)
the unconditioned response
1). Classical Conditioning

Labeling the parts of classical
conditioning

Conditioned Stimulus: The conditioned
stimulus is the previously neutral stimulus
that, through conditioning (learning) gains
the power to cause the response
1). Classical Conditioning

Labeling the parts of classical
conditioning

Conditioned Response: The conditioned
response is the previously unconditioned
response. It is elicited by (caused by) the
conditioned stimulus.
Pavlov’s Experiment
Practice
UCS
UCR
(Before Conditioning)
NS + UCS
UCR
(Acquisition Phase)
CS
CR
(After Conditioning)
1). Classical Conditioning

Principles of Conditioning (These
same principles also apply to operant
conditioning)
 Stimulus Generalization: The
organism responds NOT ONLY to the
conditioned stimulus (CS) but also to
similar stimuli
1). Classical Conditioning

Stimulus Generalization Example:
http://www.youtube.com/watch?v=0FKZAYt77ZM
(Little Albert)
1). Classical Conditioning

Principles of Conditioning
 Stimulus Discrimination: The
organism responds ONLY to the stimulus it
was conditioned to. (The organism
responds differently to different stimuli)
1). Classical Conditioning

Principles of Conditioning
 Extinction: After repeated presentation
of the conditioned stimulus (CS) without
the unconditioned stimulus (UCS) the
conditioned response (CR) fades away and
eventually stops.
1). Classical Conditioning

Principles of Conditioning

Spontaneous Recovery: After extinction,
and a lapse of time, the conditioned
response reappears
The two factors needed for spontaneous
recovery to occur are:
1. extinction
2. rest period (lapse of time)
1). Classical Conditioning

Principles of Conditioning
 Counter Conditioning: A new
response is conditioned to an old
stimulus
2) Operant Conditioning
Classical Conditioning vs. Operant Conditioning
1.
2.
3.
Bhvr is involuntary
Organism is passive
R+ comes BEFORE
1. Bhvr. is voluntary
2. Organism is active
3. R+ comes AFTER
2) Operant Conditioning

Laws of Effect (E.L. Thorndike):
 Positive Law of Effect:
If a behavior is followed by a satisfying
state of affairs, the likelihood of the
behavior occurring again increases.
 Negative Law of Effect:
If a behavior is followed by an unpleasant
state of affairs, the likelihood of the
behavior occurring again decreases
2) Operant Conditioning

Reinforcement:
Reinforcement ALWAYS increases the
likelihood of a behavior
2) Operant Conditioning

Primary Reinforcement: something that
is naturally rewarding, such as food (if you
are hungry), warmth (if you are cold), and
water (if you are thirsty). Primary reinforcers
are inherently valued. They return the body to
homeostasis
2) Operant Conditioning

Secondary Reinforcement: something
you have learned is rewarding because it’s
been paired with a primary reinforcer.
Examples are
2) Operant Conditioning

Positive Reinforcement: Something
pleasant is added in order to increase a
response
http://www.youtube.com/watch?v=guroaQRFsX4
2) Operant Conditioning

Negative Reinforcement:
Something unpleasant
is removed in order to
increase a response
…
2) Operant Conditioning

Punishment: Always decreases the
likelihood of a response

Something unpleasant that decreases the
likelihood of a response
2) Operant Conditioning

Some disadvantages of using punishment:

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Punishment doesn’t teach acceptable behavior
Punishment can create anger and hostility
Punishment can only work when it is guaranteed
2) Operant Conditioning
Negative Reinforcement vs. Punishment
Something unpleasant is
REMOVED
Something unpleasant
PRESENTED
Behavior INCREASES in
likelihood
Behavior DECREASES
in likelihood
2) Operant Conditioning

Schedules of Reinforcement: when and
how often the reinforcement occurs
 Continuous

Partial/Intermittent
2) Operant Conditioning

Continuous Reinforcement Schedules:
Each and every correct behavior is reinforced
(This is extremely rare in everyday life)
Examples:
2) Operant Conditioning

Partial/Intermittent Reinforcement:
Only some response are rewarded
Variable: changes
Fixed: unchanging
Interval: time
Ratio: # of responses
2) Operant Conditioning

Fixed Ratio: The number of responses
needed for reinforcement is unchanging
Examples:

Variable Ratio: The number of responses
needed for reinforcement changes
Examples:
2) Operant Conditioning

Fixed Interval: The time between
reinforcement is unchanging
Examples:

Variable Interval: The time between
reinforcement changes
Examples:
2) Operant Conditioning
2) Operant Conditioning

Behaviors are learned most rapidly when
reinforced on a continuous reinforcement
schedules

However, behaviors extinguish the fastest
when reinforced on a continuous schedule
2) Operant Conditioning

Behaviors reinforced on partial
schedules of reinforcement (especially
variable schedules) are the most difficult
to extinguish because it takes the
organism a long time to figure out the
reinforcement has stopped
2) Operant Conditioning
1.
2.
3.
4.
5.
Guided Practice
Being rewarded for very third correct answer.
Giving a rat pellet of food for pressing a bar on the
AVERAGE of every two minutes.
Giving a student a blow pop every time he/she provides
a correct answer.
Paying telemarketers a bonus for every 5 sales he/she
makes in excess of the company’s quota.
Trying to reach a friend by telephone when you get a
busy signal.
2) Operant Conditioning

Shaping: Reinforcing behaviors that move
closer and closer to the target behavior
When is shaping used?
Shaping is used when
trying to teach a
complex or difficult
task