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Transcript of Chapter 5: Learning. Learning Outcomes Define learning. Describe principles and methods of classical...
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Chapter 5: Learning
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Learning Outcomes
• Define learning.
• Describe principles and methods of classical conditioning.
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Learning Outcomes
• Describe principles and methods of operant conditioning.
• Discuss cognitive factors in learning.
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Learning, Experience,and Change
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What is Learning?
• Behaviorist Perspective– A relatively permanent change in behavior that
arises from practice or experience
• Cognitive Perspective– A mental process that may or may not be
associated with changes in behavior
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Classical Conditioning: Learning What is Linked to What
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Classical Conditioning
• Simple form of associative learning that enables organisms to anticipate events– Reflexes (unlearned) are evoked by certain stimuli– Reflexes can also be learned by association
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Contribution of Ivan Pavlov
• While studying salivation in dogs, Pavlov “happened” upon the principles of conditioning
• Reflexes (unlearned) can be learned (or conditioned) through association
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Why Did Pavlov’s Dogs Salivate?
• Behaviorist perspective– Dog learned to salivate in response to the tone
because the tone had been paired with the meat powder
• Cognitive perspective– The dog salivated in response to the tone because
the tone became mentally connected with the meat
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Stimulus and Response in Classical Conditioning
• Unconditioned stimulus (UCS) • Unconditioned response (UCR)• Orienting response• Conditioned stimulus (CS)• Conditioned response (CR)
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A Schematic Representation of Classical Conditioning
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Truth or Fiction?
• A single nauseating meal can give rise to a taste aversion that lasts for years.
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Truth or Fiction?
• A single nauseating meal can give rise to a taste aversion that lasts for years.
• TRUE!
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Taste Aversion
• Example of classical conditioning• Adaptive; motivate organism to avoid harmful
foods• Only one association may be required; time
between unconditioned and conditioned stimulus can occur hours apart
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Evolution of Taste Aversion
• Animals that acquire taste aversion quickly – more likely to survive– Garcia and Koelling
(1966)
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Extinction and Spontaneous Recovery
• Extinction– CS no longer followed by an UCS - no longer elicits
CR
• Spontaneous Recovery– CS once again elicits CR– A function of time that has elapsed since
extinction occurred
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Learning and Extinction Curves
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Generalization and Discrimination
• Generalization– Tendency for CR to be evoked by stimuli similar to
the stimulus to which the response was conditioned
• Discrimination– CR evoked by limited range of stimuli due to
pairing only the limited stimulus with the US
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Higher-Order Conditioning
• Previously neutral stimulus becomes a conditioned stimulus after being repeatedly paired with a stimulus that has already become a conditioned stimulus– Condition dog to salivate to tone– Repeatedly pair light with tone– Light evokes salivation
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Classical Conditioning of Emotional Responses
• “Little Albert” - conditioning for fear– Conditioned to fear
a rat which generalized
– Biological preparedness – in this case fear of an animal
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Truth or Fiction?
• Psychologists helped a young boy overcome his fear of rabbits by having him eat cookies while a rabbit was brought closer and closer.
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Truth or Fiction?
• Psychologists helped a young boy overcome his fear of rabbits by having him eat cookies while a rabbit was brought closer and closer.
• TRUE!
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Classical Conditioning of Emotional Responses
• Remove the fear from Peter– Counterconditioning– Flooding– Systematic desensitization
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Operant Conditioning: Learning What Does What to What
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Thorndike and Law of Effect
• Law of Effect– Response is strengthened by a reward– Response would not occur in ways that bring
punishment
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B.F. Skinner and Reinforcement
• Operant behavior• Focused on measurable behaviors• Skinner box– Experimental conditions can be maintained
• Reinforcer
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A Rat in a “Skinner Box”
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Operant Conditioning
• Organisms learn to engage in behavior that is reinforced
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Truth or Fiction?
• During World War II, a psychologist created a missile that would use pigeons to guide the missile to its target.
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Truth or Fiction?
• During World War II, a psychologist created a missile that would use pigeons to guide the missile to its target.
• TRUE!
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Types of Reinforcements
• Positive reinforcer– Increase probability behavior will occur when it is
added
• Negative reinforcer– Increase probability behavior will occur when it is
removed
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Positive Versus Negative Reinforcers
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Immediate versus Delayed Reinforcers
• Immediate reinforcers are more effective than delayed – Short-term consequences are more of incentive
than long-term
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Primary and Secondary Reinforcers
• Primary reinforcer effective because of biological makeup of organism– Food, water, warmth, pain (negative reinforcer)
• Secondary reinforcer acquire value through association with established reinforcers– Conditioned reinforcers– Money – learn it may be exchanged for primary
reinforcer
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Extinction and Spontaneous Recovery in Operant Conditioning
• Extinction– Learned responses are extinguished after
repeated performance without reinforcement– People can self-reinforce for some behaviors
• Spontaneous Recovery– Occurs as a function of time
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Reinforcers versus Rewards and Punishment
• Reinforcers are known by their effect (increase response)
• Rewards are pleasant events that affect behavior
• Punishment are aversive events that decrease the frequency of the behavior they follow– Positive punishment – apply aversive stimulus– Negative punishment – remove pleasant stimulus
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Negative Reinforcers Versus Punishment
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Discriminative Stimuli
• Stimulus that indicates whether behavior will be reinforced– Behavior not reinforced tend to be extinguished
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Schedules of Reinforcement
• Continuous reinforcement– Most rapid acquisition– Most easily extinguished
• Partial reinforcement– More resistant to extinction
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Interval Schedules of Reinforcement
• Fixed-interval schedule– Fixed amount of time– Response rate falls off after each reinforcement
and then picks up as reinforcer approaches
• Variable-interval schedule– Unpredictable time elapses– Steadier but lower response rate (than fixed-
interval)
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Truth or Fiction?
• Slot-machine players pop coins into the machines most rapidly when they have no idea when they might win.
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Truth or Fiction?
• Slot-machine players pop coins into the machines most rapidly when they have no idea when they might win.
• TRUE!
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Ratio Schedules of Reinforcement
• Fixed-ratio schedule– Fixed number of correct responses – High response rate; higher immediately after
reinforcement
• Variable-ratio schedule– Unpredictable number of correct responses – High response rate
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Truth or Fiction?
• You can train a rat to climb a ramp, cross a bridge, climb a ladder, pedal a toy car, and do several other tasks – all in proper sequence.
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Truth or Fiction?
• You can train a rat to climb a ramp, cross a bridge, climb a ladder, pedal a toy car, and do several other tasks – all in proper sequence.
• TRUE!
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Shaping
• Reinforce progressive steps toward the behavioral goal– As training proceeds, reinforce successive
approximations of the goal
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Truth or Fiction?
• You have to make mistakes to learn.
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Truth or Fiction?
• You have to make mistakes to learn.
• FICTION!
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Applications of Operant Conditioning
• Biofeedback Training• Behavior Modification• Programmed Learning
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Cognitive Factors in Learning
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Latent Learning and Cognitive Maps
• E. C. Tolman– Cognitive maps– Learning was hidden, or latent, until food
motivated them
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Contingency Theory
• Learning only occurs when CS provides information about the US– Rescorla – pairing tone (CS) with shock (US)
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Observational Learning
• Acquire skills by observing others (Bandura)• Can occur without overt responses– Paying attention to the behavior is sufficient– Learning may be latent
• Model – person who engages in response that is imitated– Vicarious reinforcement
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Violence in the Media and Aggression
• Bandura and colleagues classic study of media violence – Bobo and preschool children– Children who saw aggressive model showed
significantly more aggressive behavior toward the doll themselves
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Classic Research on the Imitation of Aggressive Models
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Truth or Fiction?
• Despite all the media hoopla, no scientific connection has been established between violence in the media and real-life aggression.
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Truth or Fiction?
• Despite all the media hoopla, no scientific connection has been established between violence in the media and real-life aggression.
• FICTION!
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Consensus on the Effects of Violence in the Media
• Depictions of violence contribute to aggression– Observational learning– Disinhibition– Increased emotional arousal– Priming of aggressive thoughts and memories– Habituation
• Circular relationship between exposure to media violence and aggressive behavior
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What Are the Connections Between Media Violence and Aggressive Behavior?
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Consensus on the Effects of Violence in the Media
• Family influences on imitation of media violence– Parental substance abuse, paternal physical
punishments, single parenting
• Children who believe violence is inappropriate will be less aggressive
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Teaching Children Not to Imitate Media Violence
• Inform children that– Media violence is not typical of most people– Media aggressive behaviors are not real– Most conflicts are resolved non-violently– In real-life violence has consequences