Learning Chapter 6 1 Classical Conditioning 2 Operant

Learning Chapter 6 1. Classical Conditioning 2. Operant Conditioning 3. Cognitive Factors In Learning 4. The PQ 4 R Method: Learning to Learn

Classical Conditioning • Have you ever heard a song that brought back a rush of feelings you felt when the song was popular? If so, the song worked as a stimulus to produce a reaction/response to explain feelings you had long ago. • Think of a food you really like. Is your mouth watering? If so , you are experiencing a result of conditioning , or learning. Conditioning works through the pairing of different stimuli. Classical Conditioning is a simple form of learning in which one stimulus (in this case food) comes to call forth the response (your mouth watering) usually called forth by another stimulus (usually the actual food). This occurs when the two stimuli have been associated with each other.

Ivan Pavlov Rings a Bell • Pavlov’s initial experiment • Dogs react to clinking trays and lab assistants • Pavlov begins a new experiment • Pairing the bells with meat • What happened when the bells rang and there was no meat

US, UR, CR, and CS: Letters of Learning • Unconditioned Stimulus • Unconditioned Response • Conditioned Stimulus

Adapting to the Environment • Taste Diversions • Extinction • Spontaneous Recovery • Generalization and Discrimination

Applications of Classical Conditioning • Flooding and Systematic Desensitization • Counter-conditioning • The Bell-and-Pad Method for bed-wetting

Quick Quiz 1 1. Describe Pavlov’s classical experiment with dogs using the following terms: unconditioned stimulus, unconditioned response, conditioned stimulus. 2. Explain what is meant by extinction, spontaneous recovery, generalization, and discrimination in classical conditioning. 3. CRITICAL THINKING: People acquire certain behavioral patterns through classical conditioning. Explain how this might happen. Give examples to support your explanation.

Operant Conditioning • In classical conditioning, we learn to associate one stimulus with another. Another type of learning is operant conditioning. In operant conditioning, people and animals learn to do certain things – and not to do others – because of the results of what they do. In other words, they learn from the consequences of their actions. • In classical conditioning, the conditioned responses are often involuntary biological behaviors, such as salivation or eye blinks. In operant conditioning, however voluntary responses – behaviors that people and animals have more control over, such as studying – are conditioned.

B. F. Skinner’s Idea is for the Birds • A Gadget Man • Project Pigeon • Skinner Boxes

Reinforcement • Stimulus increases the chance that the proceeding behavior will occur again • Every action has a consequence, and everything you do because there is a reward

Types of Reinforcers • Primary and Secondary Reinforcers • Positive and Negative Reinforcers

Rewards and Punishments • Rewards • Punishments

Schedules of Reinforcement • Continuous and Partial Reinforcement • Interval Schedules – Fixed – Variable • Ratio Schedules – Fixed – Variable

Extinction in Operant Conditioning • Reinforcement no longer follows behavior • Variable ratio schedule of reinforcement makes the behavior less vulnerable to extinction • Extinction burst

Applications of operant Conditioning • Shaping • Programmed Learning • Classroom Discipline

Quick Quiz 2 1. 2. 3. 4. 5. 6. Explain the differences between classical conditioning and operant conditioning. What is a Skinner box and who invented it? Explain the difference between a negative reward and punishment Name four types of reinforcers. What is the difference between an interval and ratio schedule? How are fixed schedules of reinforcement different from variable schedules of reinforcement? 7. What is shaping? 8. Explain programmed learning. 9. CRITICAL THINKING: How do parents and teachers use rewards and punishments to influence children’s behavior? Give an example of a reward or punishment that works with some people but not with others. Examples CANNOT be the same or slightly different than examples used in the book or talked about in class! 1. Give an example of a positive reinforcer. 2. Give an example of a negative reinforcer. 3. Give an example of a fixed interval schedule. 4. Give an example of a variable interval schedule. 5. Give an example of a fixed ratio schedule. 6. Give an example of a variable ratio schedule.

Cognitive Factors In Learning • Cognitive psychologists, are willing to speak about what people and animals know because of learning – not just about what they do. Cognitive psychologists see learning as purposeful, not mechanical. They believe that a person can learn something simply by thinking about it or by watching others. They see people and even some animals as searching for information, weighing evidence, and making decisions. Two kinds of learning that involve cognitive factors are latent learning and observational learning.

Latent Learning • Cognitive map • Learning that remains hidden until it is needed

Observational Learning • Albert Bandura • Learning From the Media

Quick Quiz 3 1. What is latent learning? 2. How might studying a cookbook for fun be a form of latent learning? 3. What is observational learning? 4. Provide an example of observational learning that takes place in school. 5. CRITICAL THINKING: How much violence have you witnessed over the past year on TV or in the movies? Has observation of violence in the media affected your behavior? If so, how?

The PQ 4 R Method: Learning to Learn • If you put a sponge into a bathtub, it will soak up the water. Many students assume that simply by being in a course they will somehow soak up the subject matter of that course. Not so. Students are not sponges, courses are not bathtubs. • Students learn more when they take an active approach to learning. One such active approach is called the PQ 4 R method. Based on the work of educational psychologist Francis P. Robinsion, the PQ 4 R method has six steps: Previewing, questioning, reading, reflecting, reciting, and reviewing. Following these six steps will help you get the most out of your textbooks.

PQ 4 R • • • Preview Question Read Reflect Recite Review

Quick Quiz 4 • What are the steps in the PQ 4 R method? • What purposes does it serve for a person to reflect on information she or he has read about? What purpose does reciting the information out loud serve? • CRITICAL THINKING: Prepare a learning and studying schedule for yourself for one of your classes. Use PQ 4 R as a basis for the schedule.

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