learning
DESCRIPTION
learningTRANSCRIPT
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LearningPointsdiscussedduringlectures
Learning Learningasatopicofstudyisveryimportantbothfromthegeneralsenseaswellasthe
psychologicalsense Learningisimportantforadaptationweneedtomodifyourbehaviourpotentialasa
functionofexperiencesothatmistakesarenotrepeated Learningthereforeisafundamentalprocess WhatisLearning? AchangeinBehaviour AchangethattakesplacethroughPracticeorExperience ThechangemustbeRelativelyPermanent Abilitytomodifybehaviourasaresultofexperience Issue:Isallhumanbehaviouracquired?
Distinguishinglearningfromotherchangesinbehaviour Learningistobedistinguishedfromtemporarybehaviourchangesduetoalteredbody
conditions(fatigue,disease,impactofdrugs) Learningshouldalsobedistinguishedfromsomepermanentchanges
Irreparabledamagesuchasbraindamage,lossoflimborsenseorgan Changesduetomaturation(partofnormalbiologicaldevelopmentanddonotdependonspecificexperiences) Biologicallydeterminedsequencesorpatternsofgrowthrelativelyfreeoftheenvironment
Maturation+Learninginteraction Twophenomenathatinvolvepermanentchangeinbehaviouraresosimplethattheyare
generallynotclassifiedaslearning1. Habituation:Decreaseinresponsivenesstoaparticularstimulusasaresultofrepeated
occurrences2. Imprinting:Aprimitiveformofbehaviourchange.Rapidlearningofaspeciesspecific
behaviour(responsetoastimulusataearlycriticalage)notallanimalsimprint Learningvs.Performance
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Howdoesonedeterminewhetherlearninghasoccurred? Relativelypermanentchange(Ex:Petdog,teachersevaluation) Aquestionaskedinclass:thosewhoanswerhavelearnt? Sometimeslearningoccursbutisnotobservable
Thuslearningandperformancearecloselyrelatedbutarestilldistinct TheoriesofLearning
ConditioningClassicalConditioning(Pavlov);Trialanderrorlearning(Thorndike);OperantConditioning(Skinner)CognitiveApproachLearningthroughCognitivemaps;Latentlearning(Tolman),Insightlearning(Kohler)SocialLearningBandura,Rotter
BehaviourismLearningisdefinedbytheoutwardexpressionofnewbehavioursFocusessolelyonobservablebehavioursAbiologicalbasisforlearningLearningiscontextindependentClassical&OperantConditioning
Reflexes(PavlovsDogs) Feedback/Reinforcement(SkinnersPigeonBox)
ClassicalConditioningIvanP.Pavlov(18491936)TheStimulusResponseTheoryTheExperiment
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Discrimination Makeoneresponsetoonestimulusanddifferent/noresponsetootherstimulus Theprocessthatenablestheorganismtonarrowdowntherangeofgeneralization Learningbasedonconsequences
Skinner:Operantconditioning Thorndike:Trialanderrorlearning
Anorganismmustalsolearnwhat consistentrelationshipscanbeexpected betweenitsownactionsandsubsequent eventsintheenvironmentspecifically thechangesitcanachieveorpreventConsequences.
Americanpsychology:Learningoftherelationshipsbetweenbehaviouranditsconsequences.
Classicalcond:SSrelationship Operant/Trailanderror:SRrelationship Instrumental/OperantConditioning
LearninginwhichreinforcementiscontingentonaparticularresponseB.F.Skinners(19041990)experimentswithRatsandPigeons.Skinnerstudiedthebehaviourofrats,pigeons,humanbeingsincludinghisownchildren
ThefunctionalanalysisofbehaviourbySkinnerSinglehandedlyresponsiblefortherecognitionofOCinanalyzing,predictingandcontrollingbehaviourWholenewpsychologyofbehaviourmodification
ImportantConceptsReinforcement/Reinforcers
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Thepresentation/terminationofastimulusoreventwhich,whenmadecontingentontheoccurrenceofacertainresponse,makesthatresponsemorelikelytooccurinthefuture(astimuluseventoraconsequencethatincreasesthelikelihoodofanyresponsewithwhichitisassociatedareinforceristheeffectivestimulusthatmakeslearninginstrumentalresponsespossible)
Positivereinforcers&Negativereinforcers Punishers
Anunpleasantstimuluswhich,whenitspresentationismadecontingentonaparticularresponse,tendstodecreasethelikelihoodofthatresponse
Punishment Theapplicationofanunpleasantstimulustosuppressanunwantedbehaviour
Shaping Teachingadesiredresponsethroughaseriesofsuccessivesteps
Schedulesofpositivereinforcement Asituationinwhichreinforcementdoesnotfolloweveryresponse.Instead,
reinforcementsfollowcertainresponsesaccordingtothespecifiedplan
TheABCofOperantConditioning
Theanalysisofbehaviourrequiresanaccuratebutneutralrepresentationoftherelationship(orcontingencies)betweenthefollowing
Antecedents:thestimulusconditions,suchasthelever,theclickoffooddispenser,alightthatmaygoonwhentheleverispressed
Behaviour:oroperants,suchaspressingthelever Consequences:resultoftheoperantbehaviour;reinforcement/punishment
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SkinnersApproachObservingthephysicalmeasurablepropertiesofrespondinganddevelopingapracticaltechnologyforcontrollingbehaviourLearningsituationcanandshouldbedescribedentirelyinsuchtermsthatnothingneedstobesaidaboutwhatishappeningwithintheorganism.Ex:Hunger
BasicIdeasOCistheprocessbywhichbehaviourcanbemodifiedorcontrolledthroughenvironmentalmanipulationAsimpleempiricalstatement:Ifanoperantresponseisemittedandfollowedbyareinforcingstimulus,theprobabilitythatitwilloccuragainisincreasedEnvironmentaldeterminism
E.L.ThorndikesPuzzleBoxTheExperimentwithCat
UseofMazesTrialanderrorlearningAtthetimePavlovwasbeginninghisexperimentsonCCinRussia,workonICbeganinUSA.E.L.Thorndikestudiedthelearningofchicks,cats,dogsandmonkeysinavarietyofexperimentalsituations.Bestknownwork:Hungrycatsinapuzzlebox(Onlatertrailstheineffectivescramblinggraduallydecreasedandtheactofopeningthedoorbecamemoreprecise)Measureoflearning:Amountoftimerequiredbythecattoescape.Withpracticethismeasuresteadilydecreased.CalledinstrumentalthelearnedresponseisinstrumentalinsolvingaproblemandgettingarewardContingentreinforcementfollowsresponsebehaviourisinstrumentalingettingareinforcementLawofeffectstampinginandstampingout(responsessatisfactoryconsequences)LoE:Aforerunnertotheprincipleofreinforcement
Thorndikethoughtthatitwasthefeelingofsatisfactioninaccomplishmentthatmadeasuccessfulresponsemoreprobable
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TheCognitivGrewinrespFoundationKnowledgeimeaningful&StudiesfocuInputProcCognitiveLeAchangeinhashadNewassociaLearningthr
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Thesolutioncomessuddenlyafteraperiodduringwhichlittleprogressismade WolfgangKhler
TheMentalityofApes(1925)ExperimentswithChimpanzees
SocialLearningTheoryFoundationinCognitivismA.Bandura(1973)
Learningtakesplacethroughobservation VicariousLearning Imitation&Modeling BandurasSocialCognitiveTheory
ModelingandSelfEfficacyModeling:Attention,retention,reproductionandmotivationSelfEfficacy:PeoplesbeliefthattheyhavetheabilitytoperformbehaviourinordertobringaboutadesiredoutcomeLatentnatureoflearningImitationofaggressionandprosocialbehaviour