Learning Chapter 7
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Transcript of Learning Chapter 7
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LearningChapter 7
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Learning
Behavior You learn by observing
Change Connections between neurons are formed
Relatively enduring Change is usually permanent
Practice and experience Reinforces
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Learning
Stimulus – produces activity in an organism Anything perceived by the senses – smell,
touch, taste, sight, hearing Response – reaction of an organism to a
stimulus Stimulus: Bright light Response: Close/cover your eyes
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Aristotle
Greek philosopher 4th Century B. C. Laws of Association
Associations are mental connections between two stimuli
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Ivan Pavlov
Russian psychologist Won the Nobel Peace Prize Classical Conditioning Studied the role of the salivary glands in
digestion
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Natural Response
Unconditioned Response (UCR) unlearned, occurs naturally, no conditioning
or training are needed in order to produce this response
Unconditioned Stimulus (UCS) the stimulus that causes the UCR
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Conditioned Stimulus and Response
Conditioned response (CR) Learned response
Conditioned stimulus (CS) A stimulus presented that wouldn’t normally
cause a certain response
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Pavlov’s Experiment
What happens when a dog is given food ? Gets excited, jumps around, salivates
What happens when you ring a bell? Gets excited jumps around, no salivating
What happens if every time you give a dog food you rang a bell? The dog will eventually salivate
What happens now if you ring the bell? The dog will salivate
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Pavlov’s Experiment
UCS Food
UCR Salivation
CS Bell
CR Salivation
Why does the dog now salivate to the sound of the bell? The dog has learned to associate the bell with food – he
learned something!
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Pavlov’s Observations
The following 4 areas play a role in classical conditioning Time between CS and UCS Repetition Extinction Generalization and discrimination
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Applications of Classical Conditioning
1. Counterconditioning Changing a negative response to a positive
one 2. Flooding
Having a person face their fear continuously
3. Desensitization Gradually exposing a person to something
they fear
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Operant Conditioning
A behavior is learned in connection with a reward or punishment
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E.L. Thorndike
Operant conditioning Placed a cat in a “puzzle box”
One lever in the box would open the door The cat would claw around and eventually find the
lever Once the door opened the cat was able to get out and
received a reward (food) The cat was put back in the box, it would claw around
again and find the lever, get out of the box and receive the reward
After a number of trials the cat new exactly where to go to get his reward
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B.F. Skinner
Behavior psychologist Respondent behavior
The response that is involuntary, it doesn’t have to be learned, it happens automatically
Operant behavior Voluntary behavior, choosing to do something
Reinforcement Encourages or discourages a behavior
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Principles of Operant Conditioning
Any response followed by a reinforcing stimulus tends to be repeated
A stimulus is considered reinforcing when it increases the rate of an operant behavior
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Primary and Secondary Reinforcements
Primary A stimulus that is tied to some aspect of
survival (food, water)
Secondary A stimulus that is not necessary for survival,
(money, praise)
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Changes in Operant Conditioning
Generalization when stimuli are similar but not identical, and
the CR still occurs Discrimination
learning the difference between two similar stimuli
Extinction getting rid of a response
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Shaping
A method of refining a behavior by reinforcing behaviors that are close to the desired behavior
Eventually the reinforcements will lead to the actual desired behavior
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Chaining
Teaching steps to a desired behavior separately
Once each behavior is linked together you get the actual desired behavior
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Schedules of Reinforcement
How often must a person receive reinforcement for a behavior to continue?
Fixed Schedule
Given consistently Variable Schedule
Given at different rates or times
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Schedules of Reinforcement
Ratio Schedule Based on the number of times a behavior occurs
and the rate at which it’s reinforced Interval Schedule
Reinforcement is given after a specific amount of time
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Biology of Conditioning
Taste Aversion Develop a dislike for a particular food if it
resulted in an illness (biological preparedness) Adaptive behavior
Instinctual Drift Instincts We drift towards certain things because of
inborn tendencies
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Latent Learning
Edward Tolman Individuals interact with the environment Form associations between two different
stimuli Cognitive maps – associations made
previously that can be used at a later time Latent learning – using a previously learned
behavior at a later time, but when you learned it, it wasn’t obvious that you could use it for something else
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Insight Learning
Wolfgang Kohler Figuring out a method or behavior
Placed chimpanzees in cages with bananas hanging from the ceiling
In the cages were several boxes Chimps tried jumping and climbing to get to
the bananas After a while they studied the boxes They then stacked the boxes, climbed on top
and got the bananas
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Cognitive Theories
Cognition Thinking Memory formation Learning Problem solving
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Jean Piaget
French psychologist Mental abilities develop as a function of
biological development & experience Schemas contain info. About
Objects Actions Events Relationships
Example: Morning routine
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Jean Piaget
Children are already born with certain schema Suck Reach Look Grasp
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Stages of Cognitive Development
1. Sensorimotor (birth-2 years) Differentiates self from objects Object permanence – things continue to exist
even when they are no longer present to the senses
2. Preoperational (2-7 years) Use language, represent objects with words
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Stages of Cognitive Development
3. Concrete operational (7-12) Think logically Classifies objects by several features (size,
color, shape) 4. Formal operational (12 & up)
Become concerned with the hypothetical, the present, and the future
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Factors Affecting Learning
Meaningfulness Words or ideas that have personal meaning
Transfer Learning new information, but being able to use it in
real world situations Chemical Influence
Stimulants – caffeine, soda, coffee – inc. brain chemicals and may allow for more rapid learning
Depressants – alcohol – reduce nerve firing and the potential for learning
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Social or Observational Learning
Albert Bandura Direct experience Vicarious experience - observing
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Bandura’s Research
Divided preschool children into 2 groups One watched a film of an adult playing quietly
with a doll The other watched a film of an adult playing
aggressively with the doll Punching, kicking, throwing it around the room
Later, when the children were allowed to play with toys, those who had seen the more aggressive film were more than twice as likely to act aggressively
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Processes in Observational Learning
Acquisition or modification of a behavior after at least one exposure to the behavior AttentionRetentionMotor Reproduction ProcessesMotivation
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Violence in the Media
Observational Learning Media violence can encourage violent
behavior
Children brought up in a home where there is no aggressive behavior or punishment are usually less likely to exhibit violent behaviors seen in the media.
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Current Approaches
Individual differences in cognitive processes The big picture Minor details Hands-on Think or reasoning
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Factors that Influence Learning
Emotions Advantageous to learning If emotions are overwhelming, little learning
takes place Evolutionary
Processes are inborn and are turned on by situations we face each day
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Factors the Influence Learning
Culture Values – learning depends on your family
values Perceptual Processes – how do you perceive
what you come into contact with Intelligence – varies among people