Post on 31-Oct-2014
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Learning Association and Adaptation: From Drooling Dogs to Pigeon PunishmentMr E. Maziti
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How would you teach a tiger to jump through a flaming hoop? What steps would you take to have the tiger learn this?
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“Don’t try this athome kids!” “That was grrrrrrreat!”
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What is “Learning”? A process by which behaviors, skills and
capabilities are changed and/or modified though experience
Time Acquired Behaviors
Constraints/
Requirements Resulting Behavior
N None Get started Read Coffee Label
N + 1 How to measure coffee How much water Fill carafe w/ water to
appropriate line
N + 2 Above + measuring water Where does water go?
Read coffee maker instructions
N + 3 Above + where to
pour water
Where to put measured coffee
Read coffee maker instructions
N + 4 Above + where to put
filter & measured coffee
Start brewing Read coffee maker instructions
N + 5 Above + how to brew Coffee not done Wait
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What is “Learning”? Adapting to environmental changes and
constraintsChange behaviors to meet demands and
improve chance of survival How does this relate to human evolution
and natural selection?
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What is “Learning”? Is learning the same thing as memory?
Memory is the retention of learned informationLearning DOES change memory capabilities
Learning results in more refined neural connections
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What is “Learning”? Are some “learned behaviors” innate and
acquired through evolution? Behaviors with fixed action patterns are
innate Baby herring gulls
peck at ANY red dot
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What is “Learning”? Is attending to a novel stimulus an
“automatic/innate fixed action pattern”?
Does habituation occur?
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Classical Conditioning “Learning though association”
All learning is about forming an association Accidentally discovered by Ivan Pavlov
Dogs salivated before food presentedSalivation originally elicited by only food
One of Pavlov’s Drooling Dogs
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Classical Conditioning An unconditioned stimulus (UCS) elicits a
reflex-like unconditioned response (UCR)
Begin pairing UCS with a neutral stimulus
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Classical Conditioning Eventually, neutral stimulus alone begins to
elicit the same response as the UCS
Neutral stimulus is now a conditioned stimulus (CS)
Response from CS is a conditioned response (CR)
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Classical Conditioning Acquisition phase
Repeated pairing of neutral stimulus with UCS Learning has occurred when the neutral stimulus
alone elicits the CS
0
2
4
6
8
10
12
14
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1 2 3 4 5 6 7 8 9 10 11 12 13 14
Trials (Days)
Str
eng
ht
of
Res
po
nse
to
CS Asymptote
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Classical Conditioning Extinction of a learned CS-UCS association
“Countdown to Extinction” depends on the initial CS-UCS strength
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2
4
6
8
10
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Trials (Days)
Str
engt
h of
Res
pons
e to
CS
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Classical Conditioning Spontaneous recovery
Are associations are ever really gone?Problem with phobias
Stimulus generalizationNeutral stimuli similar to CS can elicit CR Is this adaptive for survival?
Higher-order conditioningLearn to associate CS with new neutral
stimulus (“learning from learning”)
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Classical Conditioning “The Tragedy of Little Albert”
Watson’s early behaviorist researchShowed that fears/phobias are learned and
conditioned through experience Is “fear generalization” good?
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Classical Conditioning: Applications Exposure Therapy (Desensitization)
Used to alleviate phobias and anxietyRank Anxiety Provoking Stimulus
1 Waiting to Board the Plane
2 Going through Security
3 Getting to the Airport
4 The Day of the Flight
5 Confirming the Flight
6 Receiving the e-Ticket
7 Buying the Tickets for the Flight
8 Knowing that You have to Fly
9 Watching a Plane Overhead
10 Hearing a Plane Overhead
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Classical Conditioning: Applications Aversion Therapy
Pair a desired CS
with an aversive UCSEmetics with Alcohol
Conditioned Taste AversionA neutral food is associated with nausea, which
is both the UCS and UCR Is this adaptive for survival?
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Operant Conditioning Learning through consequences
Associate a behavior with its outcome Edward Thorndike’s Law of Effect
Cats in a puzzle boxEventually, the cat did something to escape
and this behavior was reinforced
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Operant Conditioning Influenced by Skinner
Interaction with environment is a strong motivator
Learning is a three part sequence:(1) Antecedents must be present
(2) Behavior can occur
(3) Consequence of behavior results
Consequences provide either: Reinforcement increases likelihood of behavior Punishment decreases likelihood of behavior
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Operant Conditioning Reinforcement procedures
Increases the likelihood of a behavior in futureAssociated with desirable outcomes
Operant
Procedure Behavior Consequence ResultReal World Example
Positive
Reinforcement
Response
Is Made
Reward is
Presented
Likelihood of the
Behavior Increases
Chores =
Allowance
Negative
Reinforcement
Response
Is Made
Aversive
Stimulus Removed
Likelihood of the
Behavior IncreasesAspirin = No Headache
─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ Time ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─→
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Operant Conditioning Punishment procedures (and extinction)
Decreases likelihood of behavior in future Associated with undesirable/aversive outcomes
Operant
Procedure Behavior Consequence ResultReal World Example
Positive
Punishment
Response
Is Made
Aversive Stimulus
Presented
Likelihood of the
Behavior Decreases
Drunk =
Vomiting
Negative
Punishment
Response
Is Made
A Desired
Stimulus Removed
Likelihood of the
Behavior DecreasesHooking = Penalty Box
Operant
Extinction
Response
Is Made
A once reinforcing stimulus is no longer presented
Likelihood of the
Behavior Decreases
Heroin no Longer = Euphoria
─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ Time ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─→
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Operant Conditioning How often/frequently should a behavior be
reinforced to facilitate learning? What is best reinforcement schedule?
Fixed Ratio ScheduleVariable Ratio ScheduleFixed Interval ScheduleVariable Interval
Schedule
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Operant Conditioning Shaping is slowly and continually
modifying behaviorReinforced at each stepEventually, doing a
early step elicits next stepThe “Tony The Tiger”
example from earlier was
shaping
Step Goal: Learn to do Laundry
10 Fold and put away clothes
9 Collect dried clothes
8 Put wet clothes in dryer
7 Start washer (wait)
6 Put in clothes and detergent
5 Select correct water temps.
4 Go to laundry room
3 Separate lights/darks
2 Get quarters for laundry
1 Buy Detergent
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Operant Conditioning: Applications Escape conditioning
Respond to terminate
aversive situation Avoidance conditioning
Respond to prevent
aversive situation Learned helplessness
Organism “give’s up” when is cannot escape or prevent aversive situation
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Operant Conditioning: Applications Token Economies
Used in institutional settingsGood behaviors earn tokens as reinforcersTokens can be used for treats later on
RewardT1 T2 T3 T4 T5
T6 T7 T8 T9 T10
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Operant Conditioning: Applications Behavioral Modification
‘Effective’, controversial method for changing and shaping problematic behaviors
Positive punishment administered
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Observational Learning/Modelling
Learning from watching others’ behaviors“Learner” mimics a “role model”
Learn to rebuild engine by watching dad Learn to cook risotto by watching Emeril
Bandura’s Bobo-Doll ExperimentChildren learned to act by watching othersCannot be SR learning
No stimulus presented TO the children
Observational learning- learning by observing others’ beh eg dancing and language
modelling- ability to reproduce behaviour exhibited by another person eg bobo doll experiment
Factors affecting learning Attention- subject must attend to the mode
carefully Retention- must retain the behaviour and
skills in memory27
Motivation- the subject must be able to be pushed by something in oder to imitate the behaviour and its done through reinforcement.
Reinforcement can be direct and indirect. Indirect is called vicarious reinforcement or punishment
Motor reproduction- the subject must be mature enough to reproduce the behaviours attended, retained and strengthened through the reinforcement.
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Cognitive theory : E. Tolman Humans and animals develops mental
images of and expectations about the environment that influence beh
Latent learning- experiment with rats for 10 days in a maze
1 grp had reinforcement the other didn’t have
On the 11th day the non renreinforced group got reinforcement and the time spent to the end was the same
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The non reinforced group had formed cognitive maps of the maze but because there was no reinforcement, the learning remain hidden.
Human form cognitive maps of directions I around the city
Conditioning and cognition- UCS paired with an CS will produce a somewhat same response(salivation) not because the animal is passive but because the animal has learnt to predict the presence of stimuli
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Expectancies – expectations about the consequences of a beh are what renders the beh to occur or not e.g if a person expect reinforcement , he is likely to perform it.
Learned helplessness( Seligman 1975)- expectancy that one cannot escape aversive events. Dogs that were harness in a box exposed to electric shock for a wile learned that they were helpless. When placed in a shutterbox where they could escape, did not try because of the
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helplessness In humans it accounts for depression
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Factors affecting learning Interstimulus Interval- time between UCS
and CS affects association and learning Forward conditioning- CS preceeds the
UCS- facilitate maximum learning Simultaneous condtioning- UCS and CS at
the same time –less learning Backward conditioning- Cs comes after
UCS and is the least effective
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Individual’s learning history
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