how do you think modern technology affects learning? how do you think modern technology affects...

How do you think modern technology affects How do you think modern technology affects learning? learning?

Learning-a relatively permanent change in Learning-a relatively permanent change in behavior due to experience.behavior due to experience.

Associative Learning-learning certain events Associative Learning-learning certain events can occur togethercan occur together

ConditioningConditioning Classical Conditioning-learn that one stimuli Classical Conditioning-learn that one stimuli

predicts another, for example that a bell predicts another, for example that a bell predicts class change. Sometimes we flinch, predicts class change. Sometimes we flinch, as if to get up, at the lunch bell. as if to get up, at the lunch bell.

Operant Conditioning-behavior is influenced Operant Conditioning-behavior is influenced by its consequences. Example-studying gets by its consequences. Example-studying gets you good grades.you good grades.

Classical Conditioning-PavlovClassical Conditioning-Pavlov

Pavlov did an experiment with dogs, Pavlov did an experiment with dogs, discovering that by associating a tone with discovering that by associating a tone with food, he could eventually condition dogs to food, he could eventually condition dogs to salivate to a tone alone.salivate to a tone alone.

http://www.youtube.com/watch?v=hhqumfpxuzI

Experiment:Experiment:1.1. Neutral Stimulus (bell)-no responseNeutral Stimulus (bell)-no response

2.2. Unconditioned stimulus (food) Unconditioned stimulus (food)

3.3. Unconditioned response (drool)- natural responseUnconditioned response (drool)- natural response

4.4. Conditioned stimulus (bell)- formerly neutralConditioned stimulus (bell)- formerly neutral

5.5. Conditioned response (drool) in response to CSConditioned response (drool) in response to CS

1. http://www.youtube.com/watch?v=Eo7jcI8fAuIhttp://www.youtube.com/watch?v=WfZfMIHwSkU

poor little brother

Acquisition-pairing NS and UCS (getting Acquisition-pairing NS and UCS (getting classically conditioned)classically conditioned)

Extinction-CS no longer elicits the CR when Extinction-CS no longer elicits the CR when the CS no longer signals the uncond. stimulusthe CS no longer signals the uncond. stimulus

Spontaneous recovery-return of CR that has Spontaneous recovery-return of CR that has been extinct for no apparent reasonbeen extinct for no apparent reason

Generalization-respond to anything similar to Generalization-respond to anything similar to the CSthe CS

Ex. Fearing all dogs if a pit bull bites youEx. Fearing all dogs if a pit bull bites you

Discrimination-ONLY respond to CS and Discrimination-ONLY respond to CS and nothing similarnothing similar

Ex. Only fearing Pit Bulls because one bit youEx. Only fearing Pit Bulls because one bit you

Little Albert ExperimentLittle Albert Experiment

John B. Watson wanted to condition a baby to John B. Watson wanted to condition a baby to fear a white rat and then see if that fear was fear a white rat and then see if that fear was generalized to other fluffy white objects.generalized to other fluffy white objects.

http://www.youtube.com/watch?v=Xt0ucxOrPQE

Operant Conditioning vs. Classical Operant Conditioning vs. Classical ConditioningConditioning

Classical Conditioning Operant Conditioning

•uncontrollable biological based response Ex-flinch, blink, sweat, drool.•Stimulus, then learned reaction

•based on stimulus (human action comes second)

•Controllable action

Ex. Study to get good grades

•Learned reaction, then consequence

•Based on consequences (human action comes first)

Thorndike and the Law of EffectThorndike and the Law of Effect

Behavior is influenced by its consequencesBehavior is influenced by its consequences

http://www.youtube.com/watch?v=Vk6H7Ukp6To

Skinner ExperimentSkinner Experiment

Skinner experimented with different schedules Skinner experimented with different schedules of reinforcements with animals.of reinforcements with animals.

Skinner Box- box animal placed in, usually Skinner Box- box animal placed in, usually with a bar or lever to push, resulting in with a bar or lever to push, resulting in reinforcement for an animalreinforcement for an animal

http://www.youtube.com/watch?http://www.youtube.com/watch?v=I_ctJqjlrHAv=I_ctJqjlrHA

Shaping-reward for closer and closer Shaping-reward for closer and closer approximations to a desired behaviorapproximations to a desired behavior

http://www.youtube.com/watch?http://www.youtube.com/watch?v=cAtDw87bhcwv=cAtDw87bhcw

Principles of ReinforcementPrinciples of Reinforcement Primary reinforcer-naturally rewardingPrimary reinforcer-naturally rewarding

Secondary reinforcer-it is rewarding because it Secondary reinforcer-it is rewarding because it can help one get a primary reinforcercan help one get a primary reinforcer

Both Positive AND Negative Both Positive AND Negative Reinforcement always increases Reinforcement always increases

behaviorbehavior

Positive reinforcement-increase behavior to Positive reinforcement-increase behavior to get a rewardget a reward

Ex. Do chores to get an allowanceEx. Do chores to get an allowance Ex. Giving candy to a child throwing a Ex. Giving candy to a child throwing a

tantrum in Walmarttantrum in Walmart

Negative Reinforcement-increasing a behavior Negative Reinforcement-increasing a behavior to STOP or AVOID something badto STOP or AVOID something bad

Ex. Clean room to AVOID lectureEx. Clean room to AVOID lecture Ex. Click seatbelt to AVOID annoying Ex. Click seatbelt to AVOID annoying

dinging sounddinging sound

Punishment-decreases behavior that it followsPunishment-decreases behavior that it follows

Schedules of ReinforcementSchedules of ReinforcementSchedule Description Resulting Behavior

Continuous Reinforce every time Quickest to become extinct when the reinforcement stops

Fixed Ratio Reward after a specific number of tries

Frantic response that could exhaust the organism

Variable Ratio Reward after random number of tries (Gambling)

Hardest behavior to extinguish even after the reinforcement stops

Fixed interval Reward after a specific time period

Behavior increases only when it is close to reward time

Variable interval Reward after a random amount of time

Behavior is slower, but steady

skinner box and video gamesskinner box and video gamesPunishmentPunishment

A punishment is any consequence that A punishment is any consequence that decreases a behaviordecreases a behavior

Ex. Jail time for stealing to stop a person from Ex. Jail time for stealing to stop a person from doing it againdoing it again

PresentationPresentation-should be directly after behavior -should be directly after behavior to be effectiveto be effective

DrawbackDrawbacks-when punishment stops, behavior s-when punishment stops, behavior returnsreturns

http://www.youtube.com/watch?v=VKBGVV6PDX4http://www.youtube.com/watch?v=VKBGVV6PDX4

Social/Observational LearningSocial/Observational Learning

Modeling- copying a person’s behaviorModeling- copying a person’s behavior You must COPY a behavior not listen to You must COPY a behavior not listen to

instructions and carry them out. instructions and carry them out. BoBo Doll experiment-done by Albert BoBo Doll experiment-done by Albert

Bandura to test the effect of modeling violence Bandura to test the effect of modeling violence on children.on children.BoBo clipBoBo clip

Is violence on television making children more Is violence on television making children more violent?violent?

Number of murders seen on TV by the time an Number of murders seen on TV by the time an average child finishes elementary school:8,000average child finishes elementary school:8,000

Number of violent acts seen on TV by age 18: Number of violent acts seen on TV by age 18: 200,000 200,000

Count the violent acts in the following cartoon Count the violent acts in the following cartoon clip.clip.

http://www.youtube.com/watch?http://www.youtube.com/watch?v=HeG_LSrjIX4v=HeG_LSrjIX4

E.C. Tolman believed that we all have a E.C. Tolman believed that we all have a cognitive map of our surroundings, meaning a cognitive map of our surroundings, meaning a mental map that we create.mental map that we create.

Latent learning-learning without direct effort, Latent learning-learning without direct effort, such as remembering how to get to a place that such as remembering how to get to a place that you have passed by but never directly tried to you have passed by but never directly tried to get to.get to.