Chapter 7 Conditioningaka LEARNING Basic Conditioning Conditioning making
Chapter 7: Conditioning…aka: LEARNING
Basic Conditioning • Conditioning: making an association or connection between 2 events by repeated exposure • 4 types: – Classical: involves physical conditioning—NO CHOICE – Operant: involves learning caused by the actions be perform--CHOICE – Social: learning that results from observing others – Cognitive: emphasizes thought processes in learning
Classical Conditioning: Ivan Pavlov, Russian Psychologist • In the 1890 s, Pavlov was investigating the gastric function of dogs by externalizing a salivary gland so he could collect, measure, and analyze the saliva and what response it had to food under different conditions.
Classical Conditioning: Ivan Pavlov, Russian Psychologist • He noticed that the dogs tended to salivate before food was actually delivered to their mouths, and set out to investigate this "psychic secretion", as he called it. • His experiments earned him the 1904 Nobel Prize in Physiology and Medicine.
Classical Conditioning: Ivan Pavlov, Russian Psychologist These experiments included surgically extracting portions of the digestive system from animals, severing nerve bundles to determine the effects, and implanting fistulas between digestive organs and an external pouch to examine the organ's contents. This research served as a base for broad research on the digestive system (WOULD NOT BE ALLOWED TODAY!)
Ivan Pavlov • Original goal: understand how the digestive system works; wanted to know how salivation and gastric juices aided digestion • Noted: – Food put directly into stomach didn’t generate enough gastric juices for digestion; conclusion: salivation is critical to proper digestion – Animal would salivate at sight of food (CLASSICAL CONDITIONING!) – Sight of experimenter who fed dog would cause it to salivate (even without food)
UCS: automatically gets a response (no learning!!) Learning has occurred: CS (previously neutral) was associated with natural stimulus Au re tom sp at on ic se br Re o s by ugh pon le t a se ar bo ni u ng t
Classical Conditioning • Use elements of classical conditioning to stop bed -wetting in children: • Device attaches to blanket, sounds when its wet – Urge to wet=NS – Alarm=UCS – Waking up=UCR – Association phase: urge to wet paired with alarm – Urge to wet: CS – Waking up: CR
John Watson • Believed in humans, deep emotions are the result of association and learning • Believed in John Locke’s theory—blank slate
UCS: Sudden loud noise UCR: Fear to loud noise Association Phase CS: Rat paired with noise CS: Rat UCS: loud noise UCR: Fear CR: FEAR
Stimulus Generalization • A response can spread from one specific stimulus (rat) to other similar stimuli (white rabbits, etc) • Discovered: – Conditioning of emotions to neutral objects IS possible – A conditioned response can generalize to other objects that resemble original • Did Albert grow to be a man afraid of fury, white objects? likely not—Extinction
Mary Cover Jones • Student of Watson • Can you reverse fears? • Key to fear removal is associating feared object with something pleasant (repeated)
Answer these questions in your notebook 1. What is classical conditioning? 2. What is the difference between a neutral stimulus and a conditioned stimulus? 3. What is the difference between an unconditioned response and a conditioned response?
Operant Conditioning • Most learning is not classically conditioned (involuntary physical responses) • Most results from voluntary choices; results from the ‘operations’ of an individual • Key is reinforcement
B. F. Skinner • Believed how we turn out in life is the result of what we learn from all the ‘operations’ we make over the years • If environment rewards behavior, you repeat; if punished, it stops • Very robotic (not much free will)
Operant Conditioning Processes • Reinforcement: follows a response and strengthens tendency to REPEAT (all reinforcement is to repeat behavior) – Primary reinforcement: something necessary for survival (food, water, etc. ) – Secondary reinforcement: anything that comes to represent (or can be used to get) a primary reinforcer (money)
Operant Conditioning Processes • Positive Reinforcement – Strengthens tendency to repeat a response by following it with something pleasant (something desired added after behavior occurs) – Ex. Money for A’s • Negative Reinforcement – Strengthens tendency to repeat a response by following it with taking away or avoiding something unpleasant; something you don’t want/like is taken away after behavior is done) – Ex. Clean your room to stop your mom from yelling; floor stops shocking rat when it pushes bar.
Operant Conditioning Processes • Punishment: attempt to • Omission Training: weaken a response by Attempt to weaken a following it with response by taking something unpleasant; away something desired (something you don’t (something you want is added to STOP taken away to STOP your behavior) • Ex. You have to rake • Ex. Access to car is the yard after you break taken away after you curfew break curfew
Operant Conditioning Processes • Generalization: behavior spreads from one situation to a similar situation • Discrimination: replaces generalization; when you can tell the difference between situations • Extinction: when reinforcement is no longer present, a response will stop
Operant Conditioning Processes • Shaping: increasingly closer versions of the desired response are reinforced successively (in order)
Operant Conditioning Processes • Chaining: when we want a complete sequence done in order, and each step must be retained, we reinforce each part of the sequence and the connection between different parts of a sequence
Schedules of Operant Reinforcement • Two general types: Continuous (every time behavior occurs, reward) and partial (reinforcement not given each time) • Which is more effective? Why?
4 Types of Partial Reinforcement: 1. Variable ratio schedule: reinforcement after a desired behavior occurs, but each time a different number of desired acts is required (subject does not know how many) EXTREMELY EFFECTIVE!!
4 Types of Partial Reinforcement: 2. Fixed Ratio: reinforcement occurs after the desired act is performed a specific number of times
4 Types of Partial Reinforcement: 3. Variable Interval Schedule: subject never knows the time (interval) when a reinforcement will occur
4 Types of Partial Reinforcement: 4. Fixed Interval Schedule: gives a reinforcement when a specific (fixed) amount of time has passed
Answer these questions • What is the main difference between classical and operant conditioning? • What are some examples of primary and secondary reinforcers? • How does reinforcement affect behavior? How do positive reinforcement, negative reinforcement, and punishment differ?
Social Learning • Classical and operant conditioning not very complex; • Emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. • Albert Bandura believed that between stimulus and response is the complex ‘inner person’ who is able to analyze events and make decisions BEFORE a response is given • Can occur by exposure and imitation alone— reinforcement NOT necessary!
Bandura • "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. "
Social Learning Theory • Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. • The component processes underlying observational learning: • Attention: including modeled events and observer characteristics • Retention: including symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal • Motor Reproduction: including physical capabilities, self-observation of reproduction, accuracy of feedback • Motivation: including external, vicarious and self reinforcement • http: //www. babytv. com/
Homework • Summarize the last section in chapter 7, Cognitive Psychology and Learning. Should be a full page in your notebook. Notebooks are due tomorrow.
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