4 th edition copyright 2004 prentice hall5-1 learning chapter 5

Copyright 2004 Prentice Hall 5-1

4th Edition

Learning

Chapter 5


What is Learning?

• Learning occurs when experience produces a relatively permanent change in behavior.


Classical Conditioning

• Classical conditioning involves pairing an unconditioned stimulus (UCS), which automatically elicits an unconditioned response (UCR), with a conditioned stimulus (CS), which is neutral at the start of conditioning.

• Several pairings during an acquisition phase lead to a situation in which the CS presented by itself elicits a conditioned response (CR).



• Several pairings during an acquisition phase lead to a situation in which the CS presented by itself elicits a conditioned response (CR).



• The classically conditioned response is eliminated or extinguished when the UCS is removed or not presented; this process is called extinction.



• Spontaneous recovery of the CR occurs when time is allowed to pass between extinction sessions.



• Generalization occurs when CRs are elicited by stimuli that are similar to the CS.

• Discrimination is the opposing process; it involves responding only to the appropriate CS.



• John Watson and Rosalie Rayner demonstrated that emotions can be learned by classically conditioning 9-month-old Little Albert to fear a white rat.



• This child exhibited a phobia, which is a fear for certain activities, objects, or situations.

• The research conducted by Watson and Rayner would not be considered ethical by present-day standards.



• Our understanding of classical conditioning has been subject to revision since Pavlov introduced the basic processes.

• For example, although the association of CS with UCS is important in establishing conditioning, the real key is the degree to which the CS predicts occurrence of the UCS.

• Previous trials of a CS-UCS pairing can serve to block the effectiveness of a second CS.



• Previous trials of a CS-UCS pairing can serve to block the effectiveness of a second CS.



• For many species, the pairing of a novel taste with the experience of illness results in learning an aversion to that taste.



• Taste-aversion learning occurs readily in humans; birds, however, more readily associate a color with illness.

• Preparedness is evident when some species are more likely to form certain associations than others.


Operant Conditioning

• Operant conditioning occurs when an organism performs a target response that is followed by a reinforcer, which increases the probability that the behavior (target response) will occur again.



• All reinforcers increase the frequency of the response they follow.

• Positive reinforcers are presented after the target response has been made; negative reinforcers are withdrawn or taken away after the target response has been made.



• Primary reinforcers (for example, food) satisfy basic biological needs; secondary (conditioned) reinforcers (for example, money) acquire their power to reinforce behavior by being associated with primary reinforcers.



• Complex responses may be acquired gradually through the process of shaping (successive approximations).

• Psychologists can keep track of the rate of responding by using a cumulative record, which keeps track of all target responses made by an organism across time.



• Once a behavior has been acquired, it may be reinforced according to a particular schedule of reinforcement.

• When a ratio schedule is in effect, the number of responses is important.

Operant Conditioning• Fixed-ratio (FR) schedules

require that a set number of responses be made before a reinforcer is delivered.

• Variable-ratio (VR) schedules require that the participant perform differing numbers of responses to obtain a reinforcer.

• With an Interval schedule, a certain amount of time must pass before a response is reinforced.



• With a fixed-interval (FI) schedule, the time interval is constant.

• The time interval changes after each reinforcer is delivered when a variable-interval (VI) schedule is used.

• Ratio schedules generally produce higher rates of responding than interval schedules.



• Operant responses that are not reinforced each time during training take much longer to extinguish than ones that have received continuous reinforcement.

• This phenomenon is known as the partial (intermittent) reinforcement effect.



• A discriminative stimulus signals that responses will be reinforced.

• Behavior is said to be under stimulus control when responding occurs only when the discriminative stimulus is present.



• The opposite of reinforcement, punishment, involves presentation or withdrawal of stimuli called punishers, which results in a suppression of the target behavior.


Cognitive and Social Perspectives On Learning

• Insight learning involves restructuring our perceptual stimuli to achieve the solution to a problem.

• Such perceptual restructuring and solutions typically occur rapidly.



• Latent learning occurs when learning has taken place but is not demonstrated until a later time.



• Observational learning takes place when we observe and identify with the behaviors of others.

• Advertisements and television commercials appeal to this process.

• Televised violence may result in observational learning and lead to an increase in violent behaviors.

4 th edition copyright 2004 prentice hall5-1 learning chapter 5

Documents

csucs pairing

association of cs

appropriate cs

conditioned stimulus

conditioned response

behavior target response

unconditioned response

start of conditioning