chapter 9 learning. section 1 – classical conditioning describe the principles of classical...
TRANSCRIPT
Chapter 9 Learning
Section 1 – Classical Conditioning
• Describe the principles of classical conditioning
• Outline the techniques of classical conditioning.
Learning:
• Can be defined as a relatively permanent change in behavior that results from experience
• Three basic types of learning;– classical conditioning– operant condition– modeling
Classical Conditioning
• Controlling an animal or person’s responses in a way so that an old response becomes attached to new stimulus
Classical Conditioning
• Neutral Stimulus:– one that has nothing to do with the response
prior to conditioning
• Un-conditioned Stimulus (UCS)– an event that leads to a certain predictable
response without previous training (ex. Food normally causes salivation)
Cont.
• Un-conditioned response (UCR)– a reaction that occurs naturally and
automatically when the UCS is presented
• Conditioned Stimulus (CS)– A stimuli you are taught to respond to
• Conditioned response (CR)– a response that is learned
Pavlov’s ExperimentBefore Conditioning
Neutral Stimulus (NS)
Unconditioned Stimulus (UCS)
No Response
Unconditioned Response (UCR)
Pavlov’s ExperimentDuring Conditioning
Neutral Stimulus + Unconditioned Stimulus --- Unconditioned Response
Pavlov’s ExperimentAfter Conditioning
Conditioned Stimulus ( CS) = Conditioned Response (CR)
General Principles of Classical Conditioning
• Acquisition: – Generally occurs gradually– With each pairing of the CS and the UCS, the CR is strengthened.– The timing of the CS and the UCS also affects learning
• Generalization– Occurs when an animal responds to a second stimulus similar to
the original CS without prior training to the second stimulus.• Discrimination
– The ability to respond differently to different stimuli.• Extinction
– A classically conditioned response can be distinguish (ended)
Classical Conditioning and Human Behavior
• John B. Watson and Rosalie Raynor (1920) experimented with Little Albert (page 249 of textbook)
• O. Hobart and Mollie Mower (1938) developed a practical solution to the problem of bed-wetting using classical conditioning.
Classical Conditioning
• Did you know?– Have you ever noticed how
movie directors use music in their movies? Did you ever hear a song and then think about either the movie it was from or the person you were with when you saw the movie? If so, you experienced classical conditioning. The music has become a signal that triggers memories and emotions.
Section 2- Operant Conditioning
• Outline the principles of operant conditioning
• Describe the applications of operant conditioning
Operant Conditioning
Operant Conditioning
• Learning from the consequences of behavior– In operant conditioning, the subject must
engage in a behavior in order for the programmed outcome to occur
Operant Conditioning
• B. F. Skinner is most closely associated with operant conditioning
• believes that most behaviors are influenced by one’s history of rewards and punishments– Reinforcement: a stimulus or event that affects
the likelihood that an immediately preceding behavior will be repeated.
Reinforcement
• A stimulus or event that increases the likelihood that behavior will be repeated– Examples of reinforcers that people usually
respond to are social approval, money and extra privileges.
Primary and Secondary Reinforcers
• A primary reinforcer is one that satisfies a biological need such as hunger, thirst or sleep.
• A secondary reinforcer is one that has been paired with a primary reinforcer and through classical conditioning has acquired value and reinforcement
Schedules of Reinforcement• One important factor in operant conditioning is the timing and
frequency of reinforcement– Continuous Schedule: reinforced every time– Partial Schedule: reinforcement occurs intermittently
• Within partial schedule there are four basic schedules where people respond differently to each
• Fixed-ratio schedule: reinforcement depends on a specified quantity of responses (ex: every 4th response)
• variable-ration schedule: the number of responses needed for a reinforcement changes from one time to the next (ex: slot machine)
• fixed-interval schedule: the time interval is always the same: (second, minutes, days)
• variable-interval schedule: the time at which the reinforcement becomes available changes throughout the conditioning procedure
Shaping and Chaining
• Shaping is a process in which reinforcement is used to sculpt new responses out of old ones.
• In order to learn a new skill, a person must be able to put together responses.
• Responses that follow one another in a sequence are called response chains.
Aversive Control
• Reinforcement refers to anything that increases the frequency of an immediately preceding behavior.– Aversive, or unpleasant stimuli, influence our
everyday behavior– Aversive control refers to this type of
conditioning or learning.
Aversive Control
• Negative Reinforcement– In negative reinforcement, a negative or unpleasant
stimulus is removed.
– This removal increases the frequency of behavior
– It negates, (takes away) and aversive stimuli
– Two types of negative reinforcement is escape conditioning and avoidance conditioning.
• Escape conditioning – a person’s behavior causes an unpleasant event to stop.
• Avoidance conditioning – the person’s behavior has the effect of preventing an unpleasant situation from happening.
Factors that Affect Learning• Feedback: finding out the results of an action or
performance– w/o feedback, you may repeat the same mistakes
• Transfer: skills you already have that can be used for another skill– positive transfer: when a previously learned response
helps you learn to master a new task– negative transfer: when a previously learned task
hinders learning (ex: driving in England)
Factors that affect learning (cont)• Practice: the repetition of a task
– helps to bind responses together– makes for smooth and fluent movement from
response to response– psychologists have been interested in
determining how to use time most efficiently and have found that it is usually better to practice over a period of time instead of all at once
– imagining oneself performing the skill is called “mental practice”
Operant Conditioning
Section 3 – Social Learning
Objectives:Cite the principles involved in cognitive learning
and modeling.Identify the principles of learning used in behavior
modification.
Cognitive Learning
Learning to Learn
• Harry Harlow showed that animals can learn to learn- they can learn to use strategies for solving similar problems
• page 38 read
• Martin Seligman: Learned Helplessness
• Pg 39 read
Modeling
• Learning by imitation– Three different types of effects
• the behaviors of others simply increases the chances that we will do the same
• observational learning, or simply imitation; observer watches someone perform a behavior and is later able to reproduce it closely
• dis-inhibition: when an observer watches someone else engage in threatening activity without being punished, the observer may find it easier to engage in that behavior
Modeling
Behavior Modification
Behavior Modification