Download - Chapter 2 Learning
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Chapter 2 Learning• Aim: How do we learn? What are
the principles of classical learning?• Warm-up: How do you teach
some one to drive?
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Learning Learning
relatively permanent change in an organism’s behavior due to experience
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Association We learn by association
Our minds naturally connect events that occur in sequence
Aristotle 2000 years ago John Locke and David Hume 200 years
ago Associative Learning
learning that two events occur together two stimuli a response and its consequences
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Association
Learning to associate two events
Event 1 Event 2
Sea snail associates splash with a tail shock
Seal learns to expect a snack for its showy antics
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Classical Conditioning
Ivan Pavlov 1849-1936 Russian
physician/ neurophysiologist
Nobel Prize in 1904
studied digestive secretions
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Classical Conditioning
Pavlov’s device for recording salivation
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Classical Conditioning: Terminology
• helps to explain involuntary behavior
• unconditioned stimulus (UCS)
• unconditioned response (UCR)
• neutral stimulus (NS)
• conditioned stimulus (CS)
• conditioned response (CR)
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Pavlov’s Classic Experiment
Before Conditioning
During Conditioning After Conditioning
UCS (foodin mouth)
Neutralstimulus(tone)
Nosalivation
UCR (salivation)
Neutralstimulus(tone)
UCS (foodin mouth)
UCR(salivation)
CS(tone)
CR (salivation)
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Classical Conditioning: Procedure
• acquisition– UCS produces a UCR (reflex)– neutral stimulus (NS) paired with a
UCS– after pairings, NS produces a CR– the NS has become a CS
• contiguity – time between CS and UCS
• contingency – is CS regularly followed by the UCS?
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Classical Conditioning: Pavlov• Unlearned/Reflexive
– UCS – meat powder– UCR – dog salivates
• NS – sound of Pavlov’s bell (prior to pairings with meat powder)
• Learned– CS – sound of Pavlov’s bell– CR – dog salivates
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Classical Conditioning
Classical Conditioning organism comes to associate two
stimuli a neutral stimulus that signals an
unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus
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Classical Conditioning
Unconditioned Stimulus (UCS) stimulus that unconditionally--
automatically and naturally--triggers a response
Unconditioned Response (UCR) unlearned, naturally occurring response
to the unconditioned stimulus salivation when food is in the mouth
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Classical Conditioning
Conditioned Stimulus (CS) originally irrelevant stimulus that, after
association with an unconditioned stimulus, comes to trigger a conditioned response
Conditioned Response (CR) learned response to a previously neutral
conditioned stimulus
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Classical Conditioning
Acquisition the initial stage in classical conditioning the phase associating a neutral stimulus
with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response
in operant conditioning, the strengthening of a reinforced response
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Classical or Pavlovian
Conditioning
We learn to associate two stimuli
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Classical Conditioning
UCS(passionate kiss) UCR
(sexualarousal)
CS(onionbreath)
CS(onion breath) CR
(sexualarousal)
UCS(passionate Kiss) UCR
(sexualarousal)
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Classical Conditioning
Extinction diminishing of a CR in classical conditioning, when
a UCS does not follow a CS in operant conditioning, when
a response is no longer reinforced
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Classical Conditioning
Strengthof CR
Pause
Acquisition(CS+UCS)
Extinction(CS alone)
Extinction(CS alone)
Spontaneousrecovery ofCR
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Classical Conditioning
Spontaneous Recovery reappearance, after a rest
period, of an extinguished CR
Generalization tendency for stimuli similar
to CS to elicit similar responses
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Classical Conditioning
Discrimination in classical conditioning, the
learned ability to distinguish between a CS and other stimuli that do not signal a UCS
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GeneralizationDrops of salivain 30 seconds
60
50
40
30
20
10
0Hindpaw
Pelvis Shoulder Frontpaw
Thigh Trunk Foreleg
Part of body stimulated
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Nausea Conditioning in Cancer Patients
UCS(drug)
UCR(nausea)
CS(waiting room)
CS(waitingroom) CR
(nausea)
UCS(drug)
UCR(nausea)
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Operant vs Classical
Conditioning
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Classical Conditioning: Applications
• Phobias– Watson and Rayner (1920) – Little Albert– white rat (CS) paired with loud noise (UCS)
• Counterconditioning– associate CS with new, incompatible CR– CS paired with new UCS– aversive conditioning
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Behaviorism John B. Watson
viewed psychology as objective science generally agreed-upon
consensus today
recommended study of behavior without reference to unobservable mental processes not universally accepted
by all schools of thought today
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Operant Conditioning
better at explaining voluntary behaviors
the consequences of a behavior change the probability of that behavior’s occurrence
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Operant Conditioning
We learn to associate a response and its consequence
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Operant Conditioning
Operant Conditioning type of learning in which behavior is
strengthened if followed by reinforcement or diminished if followed by punishment
Law of Effect Thorndike’s principle that behaviors
followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely
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Operant Conditioning
Operant Behavior operates (acts) on environment produces consequences
Respondent Behavior occurs as an automatic
response to stimulus behavior learned through
classical conditioning
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Operant Conditioning
B.F. Skinner (1904-1990) elaborated
Thorndike’s Law of Effect
developed behavioral technology
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Operant Chamber Skinner Box
chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer
contains devices to record responses
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Operant Conditioning
Reinforcer any event that strengthens the
behavior it follows Shaping
operant conditioning procedure in which reinforcers guide behavior toward closer approximations of a desired goal
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Reinforcement
Reinforcement increases behavior.
Positive Reinforcement– behavior followed by rewarding consequence– rewarding stimulus is “added”
Negative Reinforcement– behavior followed by rewarding consequence– aversive (unpleasant) stimulus is “removed”
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Operant Conditioning
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Reinforcement
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Principles of Reinforcement Primary Reinforcer
innately reinforcing stimulus i.e., satisfies a biological need
Conditioned Reinforcer stimulus that gains its reinforcing
power through its association with primary reinforcer
secondary reinforcer
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Schedules of Reinforcement
Continuous Reinforcement reinforcing the desired response each
time it occurs Partial (Intermitent) Reinforcement
reinforcing a response only part of the time
results in slower acquisition greater resistance to extinction
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Schedules of Reinforcement
Fixed Ratio (FR) reinforces a response only after a
specified number of responses faster you respond the more
rewards you get different ratios very high rate of responding like piecework pay
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Schedules of Reinforcement
Variable Ratio (VR) reinforces a response after an
unpredictable number of responses
average ratios like gambling, fishing very hard to extinguish because of
unpredictability
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Schedules of Reinforcement
Fixed Interval (FI) reinforces a response only after
a specified time has elapsed response occurs more
frequently as the anticipated time for reward draws near
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Schedules of Reinforcement
Variable Interval (VI) reinforces a response at
unpredictable time intervals produces slow steady responding like pop quiz
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Schedules of Reinforcement
Variable Interval
Number of responses
1000
750
500
250
010 20 30 40 50 60 70
Time (minutes)
Fixed Ratio
Variable Ratio
Fixed Interval
Steady responding
Rapid respondingnear time forreinforcement
80
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Punishment
Punishment aversive event that
decreases the behavior that it follows
powerful controller of unwanted behavior
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Punishment
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Punishment
Punishment decreases behavior.
Positive Punishment– behavior followed by aversive consequence– aversive (unpleasant) stimulus is “added”
Negative Punishment– behavior followed by aversive consequence– rewarding stimulus is “removed”
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Controversy Over Punishment
• corporal punishment– used by 70-90% of parents in the
U.S.– correlational research studies
• problems associated with punishment
• why should parents avoid spanking?
• is physical punishment necessary?
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Latent Learning
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Cognition and Operant
Conditioning Cognitive Map
mental representation of the layout of one’s environment
Example: after exploring a maze, rats act as if they have learned a cognitive map of it
Latent Learning learning that occurs, but is not
apparent until there is an incentive to demonstrate it
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Cognition and Operant
Conditioning
Overjustification Effect the effect of promising a reward
for doing what one already likes to do
the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task
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Cognition and Operant
Conditioning
Intrinsic Motivation Desire to perform a behavior for
its own sake and to be effective Extrinsic Motivation
Desire to perform a behavior due to promised rewards or threats of punishments
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Observational Learning
Observational Learning learning by observing others
Modeling process of observing and imitating a
specific behavior Prosocial Behavior
positive, constructive, helpful behavior opposite of antisocial behavior
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Observational Learning
Mirror Neurons frontal lobe neurons that fire
when performing certain actions or when observing another doing so
may enable imitation, language learning, and empathy