Learning Behaviorist Perspective Wave Four Behaviorism Behaviorism science

Learning Behaviorist Perspective

Wave Four: Behaviorism • Behaviorism – science Psychology is an objective – ignored mental processes and studied only observable behavior – Believe behavior is LEARNED through conditioning or through observation • Classical Conditioning • Pavlov • John B. Watson • Operant Conditioning – B. F. Skinner • Observational Learning – Bandura

Learning • Learning – – Long lasting change in a subjects behavior brought about by repeated experiences in that situation • Can’t be explained on the basis of native response tendencies (instinct or natural behaviors), maturation or temporary states (fatigue, drugs, etc)

Types of Learning • U-6 Learning – Experience is Key • Basic Learning – Habituation • Associative Learning – Classical Conditioning – Operant Conditioning • Observational Learning • U-7 Cognitive Learning – Memorization – Problem Solving – Creative Thinking

Basic Learning • Habituation – organism’s decreasing response to a changing stimulus with repeated exposure to it…a basic form of learning • Example: – Sea slug habituates to the squirt of water. It’s withdrawal response diminishes as squirts continue. • This is similar to another term we’ve learned. Can you think of what it is ? – Sensory Adaptation • Difference? – Sensory Adapt – constant stimulus – Habituation – changing stimulus

Learned Associations 1. Associative Learning – learning that certain events occur together – Example: Sea slug anticipates a squirt of water with an impeding shock – Two types of Associative Learning: 1. Classical Conditioning – learn to assoc 2 stimuli and anticipate events 2. Operant Conditioning – learn to associate a response (behavior) with a consequence • Conditioning – the process of learning associations 2. Observational Learning – learn from others experiences and imitate

Classical Conditioning

Operant Conditioning

Observational Learning • Observational learning - Learning through observing other’s experiences and then imitating the behavior • Example: – After one chimpanzee sees a second chimp open a box that contains a food reward, the first animal opens a similar box with great speed.

According to psychologists, learning involves 1. The ability to think abstractly 2. A relatively permanent change in behaviors due to experience 3. The development of prosocial behavior 4. A reduction in extrinsic motivation 5. Acquiring knowledge that can be recalled explicitly or implicitly Table

Learning that certain events occur together is called 1. Shaping 2. Latent learning 3. Observational learning 4. Associative learning 5. Conditioned reinforcement Table

Conditioning is the process of 1. Discrimination 2. Spontaneous recovery 3. Learning association 4. Observational learning 5. Generalizations Table

Classical Conditioning • Ivan Pavlov • Conducted 1 st experiments in associative learning • Most known for studies in classical conditioning • Studied Digestion of Dogs. – Dogs would salivate before they were given food (triggered by sounds, lights etc…) – Dogs must have LEARNED to salivate.

Classical Conditioning • Respondent Behavior - actions that are automatic (involuntary) responses to a stimulus – Passive learning (learner does not have to think); response cant be controlled – Helps learner predict what might happen Example: Loud noise makes you jump • Can you name some other respondent behaviors? What are some other reflexive responses to a stimulus? Create a list at your tables.

Classical Conditioning • Unconditional Stimulus (UCS)- something that automatically causes a reflexive response. – Can be a reflex, an uncontrolled bodily response or an emotion – Example = Food • Unconditional Response (UCR)- unlearned and natural response to the UCS. – Example = Salivation

Classical Conditioning • Neutral stimulus - something that by itself elicits NO response – Example - NS = bell • You present the stimulus with the UCS a whole bunch of times.

Classical Conditioning • Once learning takes place… • Neutral stimulus becomes the conditioned stimulus • (CS) – The stimulus that originally elicited no response but comes to trigger a conditioned response • Example: NS (bell) = CS (bell) • Unconditioned response becomes the conditioned response (CR) – learned response to a previously neutral stimulus • Hint: conditioned response always closely resembles the unconditioned response • Example: UR (salivating) = CR (salivating)

In your groups… • In this scenario, what is the US, UR, NS, CR – Maui goes to the vet and gets a shot. Now every time she goes to the vet she is afraid • Define – Respondent Behavior, US, UR, NS, CS, CR…

Classical Conditioning Practical Examples • Food Aversions – you eat spoiled food and get sick, the sight of the food you ate makes you sick • Advertising – you get hungry at the sight of food, advertisers pair their logos with the food, so you’ll get hungry when you see their logo • Phobia’s – you smash your face on the cement after doing a back dive off the diving board, now you fear diving boards.

Classical Conditioning Steps to identify the basic principles in classical conditioning 1. What is the reflexive response that can’t be controlled? (this will be both the UR, and the CR) 2. What naturally would cause the reflexive response? (this will be the US) 3. What normally won’t cause a reflexive response (this will be the CS)

Every Sunday James visits his grandmother. She always has freshly baked cookies for him to eat. Now whenever James walks up to his grandmother’s apartment, he begins to drool. James’ grandmother’s apartment is now a(n) A. Unconditioned stimulus B. Unconditioned response C. Conditioned stimulus D. Conditioned response Table

Every time Heather sees a Volkswagen Beetle, she yells “punch bug” and punches her friend in the arm. Now when Heather yells “punch bug, ” her friend flinches. Heather punching her friend in the arm is a(n) 1. 2. 3. 4. Unconditioned stimulus Unconditioned response Conditioned Stimulus Conditioned Response Table

5 Conditioning Responses • • • Acquisition Extinction Spontaneous Recovery Generalization Discrimination

Classical Conditioning • Acquisition – initial learning of stimulus response relationship – When the stimulus evokes the conditioned response – Example:

• • Timing Matters Timing is important in acquisition **Delayed Conditioning: present NS then while NS is still there, present UCS. • Time between presenting the tone & food = 0. 5 is best • Quickest way for acquisition to occur • Trace Conditioning: present NS, short break, then present UCS. • Simultaneous Conditioning: NS and UCS are presented at the same time. Backward Conditioning: UCS is presented, then NS is presented. • – The greater the delay, the longer it will take for acquisition to occur *CS BEFORE US!!!

Higher Order Conditioning aka Second-Order Conditioning • Higher Order Conditioning – a new neutral stimulus paired with a conditioned stimulus can become a new CS • Often weaker than original CS First Order Conditioning. • Bell + meat = salivation. • Bell = Salivation. Second Order Conditioning (After first order conditioning has occurred) • Light + Bell = Salivation. • Light = Salivation.

Classical Conditioning – Learning exists because the CS is now linked to the UCS • Example: • Tone causes salivation • Acquisition does not last forever

Extinction • Extinction - diminishing of a conditioned response * No longer pair the CS (tone) WITH the UCS (food) – To prevent extinction • occasionally pair the CS with the USs • Example: hearing the tone without food being presented, tone will no longer elicit salivation

Spontaneous Recovery • Spontaneous Recovery – After extinction, followed by a rest period, the CR will unexpectedly reappear to the CS – Occurs only after extinction has occurred – Proves CS is not completely extinguished • Example: After the bell no longer triggers salivation, suddenly the sound of a bell will cause salivation

Generalization and Discrimination Generalization • Something is so similar to the CS that you get a CR. • CR is evoked by similar stimuli Example: Dog salivates at sound of bell, Dog now salivates at sound of a buzzer, metronome etc Discrimination • Something different to the CS so you do not get a CR. Example: Pavlov’s dog only salivated to one particular tone, not a buzzer

• Use the following scenarios to explain acquisition, extinguish, spontaneous recovery, discrimination and generalization the following behaviors: 1. Craving for a drug at the sight of your dealer 2. Feeling sick in a hospital because you got your chemotherapy there 3. Flinching because someone says the word CAN

1. 2. 3. 4. The ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus is called Extinction Generalization Discrimination Spontaneous Recovery 5. Conditioned Response Table

After Pavlov had conditioned a dog to salivate to a tone, he repeatedly sounded the tone without presenting the food. As a result, ____ occurred. 1. Spontaneous Recovery 2. Extinction 3. Generalization 4. Discrimination 5. Higher Order Conditioning Table

Classical Conditioning and Humans • John Watson - Baby Albert experiment. – Father of behaviorism • Studied how emotions can be classically conditioned. • Identify the following concepts in the Little Albert Experiment or give an example of a possible answer. Share your answer with your neighbor • • • US? UR? CS? CR? Acquisition Generalization Discrimination Extinction Spontaneous Recovery

• US? • • UR? • • • Crying/Fear Linking the NS (Furry Object to the Loud Noise Generalization Fear of anything white and furry Discrimination Only being afraid of the Rat and nothing else white and furry Extinction • • White Furry Object Acquisition • • • CR? • • Crying/Fear CS? • • Loud Noise No longer pairing the white furry object with noise Spontaneous Recovery • After extinction, the fear of the white furry object returns

Classical Conditioning Rules to Remember • CS first, . 05 sec delay then US (CS BEFORE US!!!) • NS becomes CS = acquisition • To avoid extinction, occasionally pair CS with the US • Extinction not permanent – spontaneous recovery

At a football game, every time the home team scores a touchdown, the person behind you blasts an air horn near your ears causing you to wince. Unfortunately for you, the home team scores frequently. As the end of the game nears, the home team scores a touchdown, and even though the inconsiderate fan behind you has left, you still wince. The blast of the airhorn is a(n)A. Unconditioned stimulus B. Unconditioned response C. Conditioned stimulus D. Conditioned response Table

Ilya only visited his local diner when the server he had a crush on was working. Now whenever he drives by the diner, his heart rate increases. Ilya’s heart rate increase when seeing his crush is a(n) A. Unconditioned stimulus B. Unconditioned response C. Conditioned stimulus D. Conditioned response Table

Effects on ability to learn through Classical Conditioning ✔PAVLOV and WATSON were proven wrong!! Cognitive processes ARE involved in CC AND not all animals can be CC to the same things!! 1. Cognitive Processes – Rescorla and Wagner – Seligman 2. Biological Predispositions – Garcia and Kolling

Cognitive Processes = Rescola and Wagner Expectancy Theory– an awareness of how likely the US will occur – Associations that are reliable allow animal to predict (cognition) the US – the more predictable the association, the stronger the conditioned response – Rescorla and Wagner Study: • 2 groups of Rats: – Group 1 – NS (Tone) followed by US (shock) every time – Group 2 – NS (Tone) + US (Shock) only some times • Results – Group 1 learned the association – they expected (cognition) to get shock, Group 2 did not • Animal learns expectancy –likeliness that US will occur

Cognitive Processes • Learned Helplessness (Seligman) – hopeless and passive resignation an animal has when unable to avoid repeated negative events – Example: • Dogs strapped in a harness and given repeated shocks with no way to avoid them, would not escape in another situation when all they had to do was jump a hurdle. Some dogs gave up even trying.

Biological Predispositions • Classical Conditioning is biologically adaptive – It helps prepare animals for good and bad events • Snapping Twig predicts arrival of a predictor • Helps animals gain food, avoid dangers, locate mates, produce offspring – If Backwards Conditioning is used, it doesn’t predict anything important…. except if your so biologically predisposed to something

Biological Predispositions • Garcia and Koelling Study • Challenged the idea that any NS can serve as a CS CS US CR Loud Noise Shock Fear Loud Noise Radiation (nausea) Nothing Sweet Water Shock Nothing Sweet Water Radiation (nausea) Avoid Water Occurred after Only 1 trial!

Biological Predispositions • Animals learn associations that enhance survival – conditioning faster, speedier and longer lasting – ANY NS CAN”T BECOME CS • Garcia’s Studies: – Rats – Coyotes and sheep (sheep carcasses laced with poison) = saved sheep and coyotes – Poisoned food can cause sickness quite a while after it has been eaten, but still make assoc. = an adaptive advantage • Similar Studies – Japanese Quail and color red – Learned associations between women’s sexuality and color red

• WITHOUT LOOKING AT YOUR NOTES, Complete the following chart Name RESCORLA SELIGMAN GARCIA Experiment Results KEY WORDS

• WITHOUT LOOKING AT YOUR NOTES, Complete the following chart Name Experiment Results RESCORLA Rat Grp 1 - NS + US every Rat group one learned to Expect time predict that the US would Predict Rat Grp 2 NS +US only some follow NS Expectancy times theory Light + Tone not a predictor Cognition that shock was coming SELIGMAN Dogs harnessed and developed passive shocked resignation Dogs unharnessed and shocked didn’t try to escape Learned Helplessness Cognition GARCIA Rats - sweetwater + radiation = learned assoc loud noise + radiation - no leaned association Biological predispositions ALL NS’s can’t become a CS KEY WORDS

Garcia and Koelling's studies of taste aversion in rats demonstrated that classical conditioning is constrained by 1. Cognitive Processes 2. Biological Predispositions 3. Environmental factors 4. Extinction 5. Spontaneous recovery Table

Mary failed every test in U. S. History, now she doesn’t even try in her history classes 1. 2. 3. 4. 5. Extinction Spontaneous recovery Acquisition Learned helplessness Discrimination

Think Pair Share • Several days after drinking an excessive amount of alcohol, Kendra becomes nauseated simply by the smell of liquor. The sight of the half-empty liquor bottle from which she drank does not, however, upset her. What does Kendra's pattern of response indicate about the limits of associative learning?

Operant Conditioning • Operant Conditioning - Associate own actions with positive or negative consequences • reinforcers increase behaviors • punishments decrease behaviors • Operant Behavior – voluntary behaviors that produces rewarding or punishing consequences • The Learner is NOT passive • Voluntary Response. • Learning associations between events organism does control and own behavior

The Law of Effect • Edward Thorndike • Experiments with cats • Cats received a fish reward whenever they found a path out of a box. • Cats got faster each time. • Rewarded behavior is likely to recur.

Skinner Box – an operant conditioning chamber containing a bar or key that an animal can manipulate to obtain a reinforcer (food), a device records these responses

Shaping Behavior Shaping - a technique for reinforcing (rewarding) new behaviors through by gradually guiding behavior to the desired response. Successive Approximations – each reward that is given for responses that are closer and closer to the final desired behavior Example: Training Maui to jump over a stick Step 1. Give Maui a treat when ever she moves toward the stick then… Step 2. Only give Maui a treat when she puts a paw over the stick then… Step 3. Only give Maui a treat when she walks over the stick Step 4: Only give Maui a treat when she jumps over a ½ raised stick etc. . • Maui is rewarded for her successive approximations

Think pair share • Discuss how I could use shaping to get my students to give perfect answers in class.

Shaping Behavior Chaining – reinforcing individual responses occurring in a sequence to form a complex behavior Example: Teaching Maui to do a complex trick such as walking on a ball 1. First you have to teach her to walk on her hind legs 2. Separately teach her to get up on the ball 3. Link the two together You could train your boyfriend this way too!!

Reinforces • Reinforcer is anything that INCREASES a behavior. Positive Reinforcement: • The addition of something pleasant. – Examples: Treat, Praise Negative Reinforcement: • The removal of something unpleasant. – Aka Escape Learning – removal of adverse stimulus – Aka Avoidance Learning – avoid/prevents an adverse stimulus – Example: Heat, crying baby NEGATIVE REINFORCEMENT IS NOT PUNISHMENT

Reinforcers • Depends on the perspective of the person or animal be reinforced • Example: • Billy needs his shoes tied, so he starts to whine to his father to get his attention. • Billy’s father ties his shoe to get him to stop whining • For Billy – whining is reinforced – – added a stimulus which increased Billy’s behavior = positive reinforcement • For Billy’s Dad – whining stopped – removal of a negative stimulus which increased Dad’s behavior = negative reinforcement

Positive or Negative? Putting your seatbelt on. Faking sick to avoid AP Psych class. Studying for a test. Having a headache and taking an aspirin. Breaking out of jail. Getting a kiss for doing the dishes.

Primary v. Secondary Reinforcers Conditioned Primary Reinforcer/Secondary • Things that are in Reinforcer themselves rewarding (innately satisfying, • A stimulus that gains its reinforcing power through unlearned) – Example: Getting food when assoc. with a primary hungry. reinforcer • Things we have learned to value. – Examples: Good Grades, Money – a special secondary reinforcer called a generalized reinforcer (because it can be traded for just about anything)

Token Economy • Token Economy - Every time a desired behavior is performed, a token is given. • They can trade tokens in for a variety of prizes (reinforcers) • Examples: Used in homes, prisons, mental institutions and schools.

Premack Principle • Premack Principle – a more preferred activity can be used to reinforce a less preferred activity – Example: • Playing with friends after you do your homework

Punishment Meant to decrease a behavior. Positive Punishment • Addition of something unpleasant. Negative Punishment (Omission Training) • Removal of something pleasant. Punishment works best when it is immediately done after behavior and if it is harsh!

Positive or Negative? Spanking Time out Party plates Losing Driving Privileges Detention No T. V.

Reinforcement & Punishment Positive Negative Reinforcement Add good Remove bad Punishment Add bad Remove good

B. F. Skinner • • • The Big Daddy of Operant Conditioning. Nurture guy through and through. Used a Skinner Box (Operant Conditioning Chamber) to prove his concepts. • One of many famous studies: Superstition in pigeons • IV? • Operational Definition? • DV? • Operational definition? • Findings? • Superstitions are learned. You are rewarded or punished for a random set of actions. • Time interval between reinforcements (reinforcement schedules) • time in sec • Superstitious behavior • Superstituious Behavior - “accidentally reinforced behaviors” (repeated behaviors before food is dispensed that pigeons believe produces food)

Same Terminology as Classical Conditioning • • Acquisition – Associating behavior with a consequence Extinction – Responding decreases when reinforcement stops – If don’t reinforce (IGNORE)a bad behavior by giving in, the behavior will become extinguished • Spontaneous Recovery – reappearance of a behavior after an extinguished response – Bad behavior can reappear randomly • • Generalization – similar stimuli cause the behavior - Maui Sits when I say sit or lay Discriminative stimulus – only a specific stimulus causes the behavior – Example: bird pecks at only human faces not other geometric figures – Telling a joke, to get laughs • The discriminative stimulus would be your friends (you may tell a different joke in front of your priest) If we wanted to reinforc this baby’s dancing by giving him lollipops when he dances. Identify the following….

Use Classical and Operant Conditioning to explain each of these ideas about Punishments • Punished behavior is suppressed, not forgotten – Spontaneous Recovery • Punishment teaches discrimination – Classical or operant Conditioning • Punishment can teach fear – Classical Conditioning (Parent, school = CS, Hitting =UCS, CR = Fear) • Physical punishment may increase aggressiveness – Observational Learning

Little Joey gets yelled at when he acts up in class. Now he’s acting up even more. 1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment Table

Because Tameka earned an A in each of her classes, she doesn’t have to do her usual chore of vacuuming this month. She’s now even more motivated to study. 1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment Table

When Thuy and Gupreet were running around the living room, they crashed into the Playstation, breaking it. They now carefully walk through the living room. 1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment Table

Immediate and Delayed Reinforcers • Immediate – present reinforcer right after the desired behavior • Delayed – most animals will not learn the desired behavior, however, humans do respond – Examples: • Paycheck at end of the week • Good Grade at end of term • Delaying gratification for more valued rewards is part of maturity – Children who delay gratification are more socially competent and high achieving adults • Marshmallow Study

Reinforcement Schedules How often do you give the reinforcer? • Every time or just sometimes you see the behavior.

Continuous v. Partial Reinforcement • • Continuous Reinforce the behavior EVERYTIME the behavior is exhibited. Usually done when the subject is first learning to make the association. Acquisition comes really fast. But so does extinction. – Example: • Maui gets a treat every time she goes over the stick • • Partial Reinforce the behavior only SOME of the times it is exhibited. Acquisition comes more slowly. But is more resistant to extinction. FOUR types of Partial Reinforcement schedules. • Examples: • Fixed Ratio • Variable Ratio • Fixed Interval • Variable Interval

Ratio Schedules Fixed Ratio Variable Ratio • Provides a reinforcement after • Provides a a RANDOM number of reinforcement after a responses (unpredictable). SET number of responses. • Very hard to get acquisition but also very resistant to extinction. Fixed Ration- She gets a manicure for every 5 pounds she loses. Variable Ratio – she gets a manicure after 5 lbs, 18 lbs, and 25 lbs

Interval Schedules Fixed Interval Variable Interval • Requires a SET amount • Requires a RANDOM of time to elapse before amount of time giving the reinforcement. (unpredictable) to elapse before giving the • Time is known reinforcement. • Very hard to get Examples: She gets a manicure for every 7 days she stays on acquisition but also very her diet. resistant to extinction. Checking to see when the evening news comes on • Time is unknown Examples: She gets a manicure after 7 days she stays on her diet, 25 days, and 32 days

Reinforcement Schedules

Reinforcement Schedules You are a new teacher in an AP Psychology class and are deciding which reinforcement schedule to use for pop quizzes. Using each of the reinforcement schedules you learned about today, explain how each would reinforce the behavior (reading the textbook) and select the one that would be best to reinforce the behavior.

Schedules of Reinforcement Fixed Variable (ave. , approx) Ratio Predictable; a set or fixed number of behaviors After an unpredictable number; a changing number of behaviors Interval (watching, waiting, checking) Predictable; a fixed amount of time is known Unpredictably often; a changing amount of time is unknown

Alex asking girls for dates is most likely to be reinforced on a ____ schedule. 1. 2. 3. 4. 5. Fixed Ratio Variable Ratio Fixed Interval Variable Interval Intermittent variable Table

Purchasing state lottery tickets is reinforced with monetary winnings on a ____ schedule. 1. 2. 3. 4. 5. Fixed ratio Variable ratio Fixed Interval Variable Interval Intermittent-variable Table

Glancing at the television in the next room in hopes of seeing the beginning of the evening news is likely to be reinforced on a ____ schedule. 1. 2. 3. 4. 5. Fixed Ratio Variable Ratio Fixed Interval Variable Interval Intermittent- variable Table

Coffee shops that reward customers with one free cup of coffee after every ten coffee purchases are using a ____ reinforcement schedule. 1. Fixed ratio 2. Variable ratio 3. Fixed interval 4. Variable interval 5. Intermittent - variable Table

For Vina, cigarettes reduce feelings of tension and anxiety. Because of her heavy smoking, however, she has a bad morning cough and breathing difficulties. How can the principles of operant conditioning help to explain the development and continuation of Vina's selfdefeating smoking habit? Explain the extent to which the reinforcement for Vina's habit is positive or negative, primary or conditioned, immediate or delayed, partial or continuous.

Evidence of Cognition 1. 2. 3. 4. Expectancy Latent Learning Insight Learning Intrinsic Motivation

Cognition and Operant Conditioning 1. Expectancy – organisms develop expectations that a response will be reinforced or punished – Animals on fixed-interval reinforcement schedule respond more and more frequently as the time approaches when a response will produce a reinforcer

2. Latent Learning • Edward Toleman • Three rat experiment. • Latent Learning – learning that occurs but is not evident until there is an incentive to show it. • Examples: – Rats needed a reason to display what they have learned. – Cognitive map – mental representation of the layout of one’s enviro.

3. Insight Learning • Insight Learning – Sudden realization of the solution to a problem…an “ah ha” moment. – Example: – Wolfgang Kohler and his Chimpanzees. Click pic to see insight learning.

4. Intrinsic Motivation • Intrinsic motivation – motivation that comes from inside an individual without external rewards – Example: Reading a book because you enjoy reading • Extrinsic Motivation – motivation that comes from promised rewards or to avoid punishment – Example: Reading Jane Eyre because you want to get an A on Grondolsky’s or Fitch’s test

Overjustification Effect • Overjustification Effect – occurs when an expected external incentive such as money or prizes decreases a person's intrinsic motivation to perform a task. – Example: You love to read because you just enjoy it. Your teacher gives you prizes for every 10 books you read. You know longer enjoy it.

Biological Predispositions • Organisms learn behaviors similar to their own natural behaviors best • Instinctive Drift reverting to biologically predisposed behaviors – Examples: Pigs who put coins in a bank began to push them with their snouts

Contrasting Classical and Operant Conditioning

Animals tend to revert from newly learned habits to their biologically predisposed behaviors. This is an example of 1. 2. 3. 4. 5. Intrinsic Motivation Extrinsic Motivation Latent Learning Insight Learning Instinctive Drift Table

Promising people monetary rewards for doing what they already enjoy doing can decrease their intrinsic motivation for the task. This is called 1. The Law of Effect 2. The Overjustification Effect 3. Conditioning 4. Latent Learning 5. Expectancy Table

Professor Kohler observed chimpanzees discover a novel way to reach a banana hung out of their reach. This scenario is most likely an example of which type of learning? 1. 2. 3. 4. 5. Insight learning Latent learning Observational Learning Operant Conditioning Classical Conditioning Table

Skinner’s Legacy Applications of Operant Conditioning • • At school In sports At home For selfimprovement • Biofeedback – feeding back info regarding physiological responses to learn how to control specific responses

Observational Learning • Observational learning/Social Learning – learning by observing and imitating others – Example: child who sees a parent hit, learns to hit • Modeling – the process of observing and imitating a specific behavior – Example: fads and fashions Children who receive physical punishment tend to display more aggression

Mirrors in the Brain • Mirror neurons – frontal lobe neurons that fire when performing certain actions or when observing others – Example: empathy and imitation • Theory of mind – a child’s developmental ability to empathize and infer another persons state of mind – Example: knowing when your friend is sad

Observational Learning • Albert Bandura and his Bo. Bo Doll • We learn through modeling behavior from others. • Social Learning Theory Observational learning + Operant Conditioning – Whether we imitate a model is base on whether the model is rewarded or punished

Bobo Doll Experiment • IV – Aggressive or non-aggressive modeling and sex of model – Op Definition: The model is to lay Bobo on its side, sit on it, and punch in repeatedly (3 times in the nose). The model should then raise the doll, pick up the mallet and strike the doll on the head… • DV – the aggressive responses from children in the different conditions – Op Def – count the imitated physical, verbal, mallet and nonimitative behaviors

Results • Children in nonaggressive group showed significantly fewer instances of violence than those in the aggressive model group • Boys violent behavior was influenced more by aggressive male models than by aggressive female models • Girls more likely to imitate verbal aggression, males physical violence

Prosocial vs Antisocial Effects • Prosocial effects – positive, constructive, helpful behavior – Example: encouraging children to read by reading yourself, reading to them, and surrounding them with books • Antisocial effects – negative, destructive, unhelpful behavior – Example: • Violence Viewing Effect – imitating and desensitization to violence leads to violent actions

• Although Mr. Wright often tells his children about the importance of donating time and money to charitable causes, he rarely does so himself. He believes that this hypocrisy will not rub off on his children, however, as long as he has plausible excuses for his lack of charity. Use your understanding of learning processes to explain how Mr. Wright's children are likely to be affected by their father's behavior. What advice would you give to Mr. Wright?

1. 2. 3. 4. Bandura's experiments indicate that ____ is important in the process of learning. Shaping Generalization Modeling Respondent Behavior 5. Secondary Reinforcement Table

Mirror neurons most clearly provide us with the capacity for 1. Spontaneous recovery 2. Intrinsic motivation 3. Extrinsic motivation 4. Modeling 5. Insight Learning Table

A dramatic increase in children's violent play immediately after they viewed a video of the Power Rangers illustrates the role of television as a source of 1. Intermittent Reinforcement 2. Spontaneous recovery 3. Observational learning 4. Negative Reinforcement 5. Positive Punishment Table

Schedules of Reinforcement A. Fixed Ratio C. Fixed Interval B. Variable Ratio D. Variable Interval 1. Receiving an allowance every Sunday. 2. Checking your cell phone for text messages 3. A salesman earns a bonus for selling the most cars 3. Waiting 40 minutes for your laundry to be done 3. Attorney at a law firm receiving his yearly bonus 3. Salesman earning a bonus for every three cars sold

Reinforcement & Punishment A. Positive Reinforcement C. Positive Punishment B. Negative Reinforcement D. Negative Punishment 1. Maria put in extra hours at work helping her boss finish a major project. She received a big bonus for her contributions. She’s now looking for other ways to contribute at work. 2. When Thuy and Gurpreet were running around the living room, they crashed into the Playstation, breaking it. They now carefully walk through the living room. 3. Chandler’s girlfriend, Monica, keeps bugging him to take her dancing. He finally agrees, and she quits bugging him. The next time she starts bugging him, he quickly agrees to do whatever it is. (Chandler’s behavior is changing. ) 4. Monica’s boyfriend, Chandler, gives in when she starts bugging him about something. Now whenever she wants something, she just starts bugging him. (Monica’s behavior is changing. )

Monica’s boyfriend, Chandler, gives in when she starts bugging him about something. Now whenever she wants something, she just starts bugging him. (Monica’s behavior is changing. ) 1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment

Chandler’s girlfriend, Monica, keeps bugging him to take her dancing. He finally agrees, and she quits bugging him. The next time she starts bugging him, he quickly agrees to do whatever it is. (Chandler’s behavior is changing. ) 1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment Table

Ray came home past his curfew, so he was not allowed to drive for the following week. He hasn’t missed a curfew since. 1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment

When Olivia makes rude noises at the dinner table, she gets her mouth washed out with soap. She doesn’t make rude noises that often anymore. This is an example of… 1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment Table