Unit Three: Developmental and Learning Domain

Chapter 6: Learning (and Language Development)

BEHAVIORIAL PSYCHOLOGY

Behavior is the product of learning and associations

conditioning = learning

CLASSICAL CONDITIONING

Pavlov and Physiology

1. researched the digestive system

Ivan Pavlov

(1849-1936)

2. In one experiment, noticed that dog would

salivate at site of Pavlov or assistant even if

food was not being carried

a. salivation is part of digestion

b. salivation occurs naturally

3. Pavlov learned that receiving food can be conditioned

Association: pairing of information

THE EXPERIMENT ~ 1900

OUTLINE OF CLASSICAL CONDITIONING

conditioned

response

stimulus

unconditioned

response

response

unconditioned

stimulus

unconditioned

stimulus

conditioned

stimulus

unconditioned

response

neutral stimulus

EMOTIONAL CONDITIONING

1. Can emotions be the result of association and learning?

John B. Watson

The “Father of Psychology”

1878-1958

“Little Albert” Experiment

An unexpected loud noise can make people startled.

2. Can a response spread from one stimulus to another?

3. Can the conditioned behavior permanent?

“LITTLE ALBERT”

EMOTIONAL CONDITIONING

1. Can emotions be the result of association and learning?

John B. Watson

The “Father of Psychology”

1878-1958

“Little Albert” Experiment

An unexpected loud noise can make people startled.

2. Can a response spread from one stimulus to another?

3. Can the conditioned behavior permanent?

Yes: “Little Albert” was made to fear rats

Yes - Generalization: a response spreads from

one specific stimulus to another stimulus that

represents another

Probably not – extinction: loss of association

over time

spontaneous recovery: the sudden

reappearance of an extinction can occur

CLASSICAL CONDITIONING:

EVERDAY APPLICATIONS

ex: conditioned taste aversion

Biological Preparedness

Learning certain associations with few pairings for as a

survival skill.

EMOTIONAL CONDITIONING

Mary Cover Jones

1897-1987

Removal of Fears

Can you remove emotions or phobias?

YES -associating something pleasant with an anxiety

Phobias: INTENSE fear of situation

vicarious conditioning:

classical conditioning of reflex

response or emotion by

watching reaction of others.

OPERANT CONDITIONING

Behavior determined by our environment

BF Skinner

1904-1990

Skinner Boxes

Edward L. Thorndike

1874-1949

OUTLINE OF OPERANT CONDITIONING

response

How we learn from voluntary responses

responsereinforcement

OPERANT CONDITIONING PROCESSES

Primary Reinforcement

Necessary for psychological or physical survival

Secondary Reinforcement

Anything that represents a primary reinforcer

Positive Reinforcement Negative Reinforcement Punishment

Strengthens the

tendency to repeat a

response by following it

with something

pleasant

Strengthens the

tendency to repeat a

response by following it

with something

unpleasant

Weakens the tendency

to repeat a response by

following it with

unpleasant

consequences

OPERANT CONDITIONING PROCESSES

Generalization

A behavior that spreads from one situation to a similar one

Discrimination

Learning to tell the difference from one event to another.

Shaping Chaining

Refining a response by

reinforcing closer

approximations

Reinforcing the

connection between the

parts of a sequence

Extinction

General disappearance of a response

Schedules of Reinforcement

What is the proper frequency of reinforcement for long-lasting learning to take place?

BREAKING BAD HABITS

CLASSICAL

CLASSICAL VS. OPERANT CONDITIONING

OPERANT

SOCIAL LEARNING

SOCIAL LEARNING

Albert Bandura

(1925-

Observational Learning

Social Learning

Learning from the behavior of others

A form of social learning; subject observes and imitates behavior

of others

Bobo Doll Experiment

Can violence be learned via modeling?

Can violence learned be modified

through reinforcements and

punishments?

COGNITIVE PSYCHOLOGY AND LEARNING

Cognitive Approach

“there is no such thing as a ‘simple’ organism”

Study of learning that emphasizes abstract mental processes and previous knowledge

(cognitive = “knowledge-using”)

COMPLEXITIES OF LEARNING

Latent Learning

Rats without receiving reinforcement were learning, but not demonstrated.

EC Tolman

(1886-1959)

TOLMEN’S RAT MAZE

Does learning have to be observable (Behaviorism)?

Challenged by Tolman

Learning that is not obvious, but goes on under the surface.

KOHLER EXPERIMENTS

Innate Learning

instinct; used for problem-solving

Is all learning mechanical (Behaviorism?)

Challenged by Kohler

COMPLEXITIES OF LEARNING

Learned Helplessness

Tendency to fail to act to escape from a situation

because of a history of repeated past failures.

Dr. Martin

Seligman

(1942 - )

Seligman’s Dogs (1975)

FACTORS THAT INFLUENCE LEARNING

The Self

Intelligence

Past Experiences

Emotions

Motivation

Rewards and Punishments

Guidance and Feedback

Novelty

Learning takes place more readily when it matches your

self-concept.

You tend to relate what you see, hear and feel to past

experiences.

Intelligence is the sum of many specific abilities; how

you apply one (or more) influences your learning.

When you want to do it, you’ll learn faster.

Can help (enthusiasm)

or hurt (anxiety).

Rewards more effective than punishments;

best together.

Learning occurs more rapidly if

you are given shown or guided through process.

Dull routine interferes with learning;

unexpected factors add to learning experience.

Expectancies

Our ability to perform an action

and to get the desired reward.

Reinforcement Value

A preference for certain types of

reinforcements over others.

FOUR TYPES OF LEARNING

Cognitive Learning

learning through mental processing

Jessica is very fearful of dogs.

Classical Conditioning

learning by association

Operant Conditioning

learning through reinforcement

Social Learning

learning by observing or conforming