1 CHAPTER 6 LEARNING 1 More than just

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1 CHAPTER 6: LEARNING 1. More than just school 2. Learning relates to personalities

1 CHAPTER 6: LEARNING 1. More than just school 2. Learning relates to personalities 3. Superstitions

2 How Psychologists Learn • Animal learning > human learning • The basics of

2 How Psychologists Learn • Animal learning > human learning • The basics of conditioning > environment leads to learning associations • Animals – babies – children – college students

3 Classical Conditioning • Began w dogs > explains much @ people • A

3 Classical Conditioning • Began w dogs > explains much @ people • A new stimulus gets the same response as an original stimulus • 1903: Ivan Pavlov – • Expert on digestion – Nobel laureate • Called salivating response in dogs a • Drooled @ meat powder – • Paired

4 Classical Conditioning • What happened ? • Food is desired > salivating at

4 Classical Conditioning • What happened ? • Food is desired > salivating at it is normal > unconditioned stimulus (US) • Bell, click, lights are initially neutral – dog can’t eat them • > become a conditioned stimulus (CS) • Conditioning = training • Pavlov’s theory = behavior, emotions, thinking, problems all guided by conditioning • 1. what gets a reward ? • 2. what goes with what ?

5 Classical Conditioning • Environment plays major role • Still a valuable concept for

5 Classical Conditioning • Environment plays major role • Still a valuable concept for psy, ed, other areas • Basics • Unconditioned/al – • Unconditional stimulus (US) – • Unconditional response (UR) –

6 Classical Conditioning • Basics • Conditioned/al – needs training • Conditioned stimulus (CS)

6 Classical Conditioning • Basics • Conditioned/al – needs training • Conditioned stimulus (CS) – was neutral • Conditioned response (CR) – trained reaction to the CS • With Pavlov, UR & CR – drooling • UR & CR • Often CR is weaker than an UR • UR > pain • CR > fear of pain

7 Classical Conditioning • Pavlov called responses, “reflexes” • Not always so > some

7 Classical Conditioning • Pavlov called responses, “reflexes” • Not always so > some actions voluntary, others not • Trial – when US paired w CS • May only need one time • Other examples of conditioning may take longer • How are people affected ? • Phobias – not natural > genetic, environment, multiple causes • Memories – strong positive/negative feelings • Bodily sensations – antibody release, hunger, sex responses

8 OK

8 OK

9 ? ? ? • Why be afraid ?

9 ? ? ? • Why be afraid ?

10 Classical Conditioning • Processes of classical conditioning • Acquisition – • Stimulus Contiguity

10 Classical Conditioning • Processes of classical conditioning • Acquisition – • Stimulus Contiguity – one event happens with/after another > pairing • Watch for what is intense or new > more likely to become a CS • Extinction • Degrading/disappearance of a CR • Most • In

11 Classical Conditioning • Extinction • In life, we get used to something •

11 Classical Conditioning • Extinction • In life, we get used to something • How quickly can something extinguish > depends on strength • Spontaneous Recovery • *

12 Classical Conditioning • Renewal Effect • Extinguished response can be renewed in same

12 Classical Conditioning • Renewal Effect • Extinguished response can be renewed in same setting • Extinction may suppress, not stop learning • No “unlearning” • Old phobias can return • Stimulus Generalization • Example > Little Albert • Subject responded to new stimuli as CS, when new stimuli resembled the CS • Children usually like white fuzzy things

13 Classical Conditioning • Stimulus Generalization & Little Albert • Rat paired w/ noise

13 Classical Conditioning • Stimulus Generalization & Little Albert • Rat paired w/ noise • Albert feared rat, Santa’s face, rabbits, slippers • Anything like the CS gets the CR • More similar, more likely • Can be adaptive > people/animals group events/objects so no need to experience each one

14 Classical Conditioning • Stimulus Discrimination • Organism can distinguish between the specific CS

14 Classical Conditioning • Stimulus Discrimination • Organism can distinguish between the specific CS & similar ones • Only shows • Less similar, the easier to discriminate • Adaptive >

15 Can you tell which one is safe ?

15 Can you tell which one is safe ?

16 Classical Conditioning • Higher-Order Conditioning • A CS now acts like the US

16 Classical Conditioning • Higher-Order Conditioning • A CS now acts like the US > can create new CS

17 Operant Conditioning • Skinner’s term – c. 1930 s • R-O = •

17 Operant Conditioning • Skinner’s term – c. 1930 s • R-O = • Not classical conditioning • Stimulated by the consequence – not happened yet • Skinner’s belief: humans/animals operate on their environments > manipulation • Operant conditioning • Dog just sits – hopes for treat • More like learning – (Pavlov’s dogs had a reflex) – some question this – operant conditioning may affect organs

18 Operant Conditioning • Skinner built on • Animal/person repeats what might get reward

18 Operant Conditioning • Skinner built on • Animal/person repeats what might get reward • Reinforcement – consequence that makes beh likely • > • Concepts of OC • Skinner box/operant chamber – box w levers – controlled rewards, monitoring system ~ Habitrail – subjects “emit” behavior – supposed to sound more voluntary • In box, rewards are controlled by scientist/mechanism

19 Operant Conditioning • Concepts • Skinner Box – gradually, the subject begins to

19 Operant Conditioning • Concepts • Skinner Box – gradually, the subject begins to control the rewards via beh > reinforcement contingencies (rules) • What response gets reward • Box had meter • Graph the response • A. steep slope – • B. shallow slope – • What is happening ? Acquisitioning & shaping

20 Operant Conditioning • Acquisition – • Shaping – the typical means of acquisition

20 Operant Conditioning • Acquisition – • Shaping – the typical means of acquisition – gradual > get reinforcement as you do a better job • Organisms will not behave this way naturally – animal tricks • Extinction – beh not • - resistance to extinction – how long living things continue to maintain beh • - practical aspect – which beh maintained

21 Operant Conditioning • Stimulus Control • Sometimes a stimulus comes before the beh,

21 Operant Conditioning • Stimulus Control • Sometimes a stimulus comes before the beh, still part of operant conditioning • Stimulus is a signal > R – O • Discriminative Stimulus • Cue tells

22 Operant Conditioning • Discrimination v. Generalization • Discriminative stimulus – very specific •

22 Operant Conditioning • Discrimination v. Generalization • Discriminative stimulus – very specific • Stimulus generalization – many stimuli work, and person/animal learns this • Reinforcement • Strengthens response tendency • Primary reinforcer – basic, obvious, biological – eg food, sex • Secondary/Conditioned reinforcer – we learn that they are valuable - $, ed, power

23 Operant Conditioning • Secondary/Conditioned reinforcer • Important only in that they influence beh

23 Operant Conditioning • Secondary/Conditioned reinforcer • Important only in that they influence beh • Reinforcers Δ – over time, culture, w/in individuals – rich may not care @ $ • Schedules of Reinforcement • How often reinforcers given/presented • Measurable – does sched increase response tendencies • I. Continuous reinforcement – 100% of the time • II. Intermittent reinforcement – sometimes – this is more powerful – “hooks” – children’s habits

24 Operant Conditioning • Schedules of Reinforcement • Types of Intermittent Schedules • 1.

24 Operant Conditioning • Schedules of Reinforcement • Types of Intermittent Schedules • 1. Ratio sched – every x number of responses gets reinf • a. fixed-ratio (FR) – • b. variable-ratio (VR) – • 2. Interval sched – after x amount of time • a. fixed-interval (FI) – amount of time established • b. variable-interval (VI) – amount of time not est, times vary, but researcher

25 Operant Conditioning • Schedules of Reinforcement • Ratio sched – get fast, intense

25 Operant Conditioning • Schedules of Reinforcement • Ratio sched – get fast, intense responses – subjects keep emitting beh to get reward • Variable sched – slower, consistent, not likely to become extinct • Positive & Negative Reinforcement • Positive reinf • – reward • – something that increases likelihood that creature will act that way again

26 Operant Conditioning • Positive reinf • - strengthens response • Negative reinf •

26 Operant Conditioning • Positive reinf • - strengthens response • Negative reinf • NOT PUNISHMENT • Makes a response more likely because a stimulus is removed • Stimulus is aversive, unpleasant • Still based on R-O • Sometimes hard to distinguish from punishment • Tied to “escape learning” ~ avoidance

27 Operant Conditioning • Negative Reinforcement • Escape learning – makes the bad stimulus

27 Operant Conditioning • Negative Reinforcement • Escape learning – makes the bad stimulus either diminish/stop • Tied to avoidance learning – prevents the aversive stimulus from happening • In Skinner box, some parts OK • Punishment • Outcome that makes a response less likely • Not negative reinf (removing a stimulus) • Adding a stimulus

28 Operant Conditioning • Punishment • Not just discipline > beyond that • Issues

28 Operant Conditioning • Punishment • Not just discipline > beyond that • Issues over physical punishment

29 Observational Learning • Creatures learn by watching others (models) • Studied by •

29 Observational Learning • Creatures learn by watching others (models) • Studied by • Bandura thought it was part of conditioning • Makes conditioning even more powerful – because even seeing/hearing about it works

30 Observational Learning • Concepts • Attention – must pay attention to the situation

30 Observational Learning • Concepts • Attention – must pay attention to the situation • Retention – • Reproduction – • Motivation –

31 Observational Learning • …and Violence

31 Observational Learning • …and Violence

32 Observational Learning • …and Violence

32 Observational Learning • …and Violence

33 Observational Learning • And Violence • 1960 s – Bandura’s bobo doll experiments

33 Observational Learning • And Violence • 1960 s – Bandura’s bobo doll experiments • Children acted on what they saw • How much violence

34 Behavior Modification • Teach via conditioning • Reconditioning – fix problems, bad habits

34 Behavior Modification • Teach via conditioning • Reconditioning – fix problems, bad habits • Schools, prisons • 1. choose a target beh • - specific, clear • - not fixing character, personality • 2. get baseline data • - determine how much beh, when, etc. • - systematic

35 Behavior Modification • 2. get baseline data • - what are antecedents >

35 Behavior Modification • 2. get baseline data • - what are antecedents > what happened before • - what • 3. should this beh be incr/decr • Increase • A. • B.

36 Behavior Modification • Decrease beh • - reduce response strength • A. determine

36 Behavior Modification • Decrease beh • - reduce response strength • A. determine reinforcement • B. control antecedents • C. punishment – be reasonable • Some use contracts