chapter 6: learning music: “live and learn” by the cardigans “learn to fly” by the foo...
TRANSCRIPT
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Chapter 6: Learning Music:
“Live and Learn” by the Cardigans
“Learn to Fly”by the Foo Fighters
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Learning: Agenda
• 1. Classical Conditioning– a) Pavlov’s experiments– b) Terminology– c) Acquisition/ Generalization/ Extinction– d) Application: Little Albert
• 2. Operant Conditioning– a) Distinction with CC– b) Skinner -Shaping– c) Reinforcement d) Punishment– e) Application: Gaining Self-Control**
• 3. Observational Learning– a) Bandura’s Bobo-Doll Experiments– b) Application: Media Violence
• 4. Movie: Snake Phobia (12 min.)
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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
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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
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1. c) Extinction of Salivation & Fears!
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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
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• Mowrer
• p. 246
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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)
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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
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2. c) Pos. vs. Neg. Reinforcement (p. 245)
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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)
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Fi2. d) Neg. Reinforcement vs. Punishment, p. 247
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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
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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
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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
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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
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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.)