Slide 1

Slide 2 Module 17, 18, 19 Introduction to Learning Slide 3 Learning the relatively permanent change in a subjects behavior to a given situation brought about by his (or her) repeated experiences in that situation, provided that the behavior change cannot be explained on the basis of native response tendencies, maturation, or temporary states of the subject (e.g., fatigue, drugs, etc.). Slide 4 Learning A relatively permanent change in an organisms behavior due to experience Slide 5 Are These Examples of Learning? Why or Why Not? 1. The cessation of thumb sucking by an infant. 2. The acquisition of language in children. 3. A computer program generates random opening moves for its first 100 chess games and tabulates the outcomes of those games. Starting with the 101st game, the computer uses those tabulations to influence its choice of opening moves. 4. A worm is placed in a T maze. The left arm of the maze is brightly lit and dry; the right arm is dim and moist. On the first 10 trials, the worm turns right 7 times. On the next 10 trials, the worm turns right all 10 times. Slide 6 Examples of Learning? 5. Ethel stays up late the night before the October GRE administration and consumes large quantities of licit and illicit pharmacological agents. Her combined (verbal plus quantitative) score is 410. The night before the December GRE administration, she goes to bed early after a wholesome dinner and a glass of milk. Her score increases to 1210. Is the change in scores due to learning? Is the change in pretest regimen due to learning? 6. A previously psychotic patient is given Dr. Ks patented phrenological surgery and no longer exhibits any psychotic behaviors. 7. A lanky zinnia plant is pinched back and begins to grow denser foliage and flowers. Slide 7 Examples of Learning? 8. MYCIN is a computer program that does a rather good job of diagnosing human infections by consulting a large database of rules it has been given. If we add another rule to the database, has MYCIN learned something? 9. After pondering over a difficult puzzle for hours, Jane finally figures it out. From that point on, she can solve all similar puzzles in the time it takes her to read them. 10. After 30 years of smoking two packs a day, Zeb throws away his cigarettes and never smokes again. Slide 8 Watsons Extreme Environmentalism Give me a dozen healthy infants, well-formed, and my own special world to bring them up in, and Ill guarantee to take any one at random and train him to be any type of specialist I might select - doctor, lawyer, artist, merchant-chief, and yes, beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. John Broadus Watson, 1928 Slide 9 Types of Learning Observational Learning watch & learn Associative Learning lin k two events Classical Conditioning associate two stimuli and anticipate events Operant Conditioning associate our behavior and its consequence and act according to our best interest Slide 10 Observational Learning We can learn from others experiences and examples. Slide 11 Associative Learning Linking two events that occur close together Someone is shot. First you hear the sound of the shot, then see the blood. You associate guns with danger the linking of events.. Slide 12 Associative Learning Slide 13 Slide 14 If youve seen the movie, Jaws, you probably had a feeling that danger was just around the corner. This is associative learning. http://www.youtube.com/watch?v=wCfWHqrYUqo Slide 15 Conditioning the process of learning associations Classical associating two stimuli and thus anticipating events. Slide 16 Classical Conditioning We learn to associate two stimuli Slide 17 Classical and Operant Conditioning Classical: We learn to associate two stimuli and thus anticipate events. Operant: We learn to associate a response and its consequence and thus repeat acts followed by rewards and avoid acts followed by punishment. Slide 18 Ideas of classical conditioning originate from old philosophical theories. However, it was the Russian physiologist Ivan Pavlov who elucidated classical conditioning. His work provided a basis for later behaviorists like John Watson. Classical Conditioning Ivan Pavlov (1849-1936) Sovfoto Slide 19 Ivan Pavlov Father of Classical Conditioning noticed that when he put food (UCS) in a dogs mouth, the dog would salivate (UCR). Slide 20 Sohe added a neutral stimulus, which became the (CS) and produced a (CR) Slide 21 Classical Conditioning Explained http://www.youtube.com/watch?v= cP5lCleK-PM Slide 22 Condition your Friends!!! http://www.youtube.com/watch?v=6D205B7WgJ E&NR=1 Slide 23 Classical Conditioning Terms UCS unconditioned stimulus UCR unconditioned response CS - conditioned stimulus CR conditioned response Extinction diminishing a conditioning when a response is no longer reinforced Generalization once a response has been conditioned, similar stimuli elicit similar responses Slide 24 Pavlovs Apparatus Harness and mouth tube help keep dog in a consistent position to gather uncontaminated saliva samples Slide 25 Before Conditioning Before Stimuli Are Paired Unconditioned Stimulus (UCS) elicits Unconditioned Response (UCR) Meat elicits salivation Neutral stimulus (NS) elicits no particular response The bell does not lead to a particular response Slide 26 During Conditioning Conditioning: Neutral Stimulus (NS) is paired with the Unconditioned Stimulus (UCS) Bell rings, then meat powder is delivered This pairing happens a number of times (trials) Slide 27 After Conditioning After several trials, when the bell rings, the dog salivates (NO FOOD NEEDED!) The Bell is now a Conditioned Stimulus (CS) Salivation is now a Conditioned Response (CR) Slide 28 Pavlovs Classic Experiment Slide 29 Classical Conditioning Terms Acquisition Formation of a learned response to a stimulus through presentation of an unconditioned stimulus Extinction Elimination of a learned response by removal of the unconditioned stimulus Generalization When the classically conditioned reaction occurs to other (similar) stimuli Slide 30 Acquisition Acquisition is the initial learning stage in classical conditioning in which an association between a neutral stimulus and an unconditioned stimulus takes place. 1.In most cases, for conditioning to occur, the neutral stimulus needs to come before the unconditioned stimulus. 2.The time in between the two stimuli should be about half a second. Slide 31 Acquisition The CS needs to come half a second before the US for acquisition to occur. Slide 32 Extinction When the US (food) does not follow the CS (tone), CR (salivation) begins to decrease and eventually causes extinction. Slide 33 Spontaneous Recovery After a rest period, an extinguished CR (salivation) spontaneously recovers, but if the CS (tone) persists alone, the CR becomes extinct again. Slide 34 Stimulus Generalization Tendency to respond to stimuli similar to the CS is called generalization. Pavlov conditioned the dogs salivation (CR) by using miniature vibrators (CS) on the thigh. When he subsequently stimulated other parts of the dogs body, salivation dropped. Slide 35 Stimulus Discrimination Discrimination is the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus. Slide 36 Extending Pavlovs Understanding Pavlov and Watson considered consciousness, or mind, unfit for the scientific study of psychology. However, they underestimated the importance of cognitive processes and biological constraints. Slide 37 Cognitive Processes Early behaviorists believed that learned behaviors of various animals could be reduced to mindless mechanisms. However, later behaviorists suggested that animals learn the predictability of a stimulus, meaning they learn expectancy or awareness of a stimulus (Rescorla & Wagner, 1972). Slide 38 Biological Predispositions Pavlov and Watson believed that laws of learning were similar for all animals. Therefore, a pigeon and a person do not differ in their learning. However, behaviorists later suggested that learning is constrained by an animals biology. Slide 39 Biological Predispositions John Garcia Garcia showed that the duration between the CS and the US may be long (hours), but yet result in conditioning. A biologically adaptive CS (taste) led to conditioning but other stimuli (sight or sound) did not. Courtesy of John Garcia Slide 40 Biological Predispositions Even humans can develop classically to conditioned nausea. Slide 41 Pavlovs greatest contribution to psychology is isolating elementary behaviors from more complex ones through objective scientific procedures. Pavlovs Legacy Ivan Pavlov (1849-1936) Slide 42 1.Former crack cocaine users should avoid cues (people, places) associated with previous drug use. 2.Through classical conditioning, a drug (plus its taste) that affects the immune response may cause the taste of the drug to invoke the immune response. Applications of Classical Conditioning Slide 43 Watson used classical conditioning procedures to develop advertising campaigns for a number of organizations, including Maxwell House, making the coffee break an American custom. Applications of Classical Conditioning John B. Watson Brown Brothers Slide 44 What Can a Hippo learn? http://www.youtube.com/watch?v=G3NueKXS6dk Slide 45 Classical conditioning links horror movie music to fear Scary Music Gore NSUCS Fear UCR Slide 46 Classical conditioning links horror movie music to fear Scary Music Gore NSUCS Fear UCR Scary Music Fear CS CR Slide 47 Learning Factors Number of pairings Reliability of CS in predicting UCS Occurrence of CS just before UCS Slide 48 Classical Conditioning UCS (passionate kiss) UCR (sexual arousal) CS (onion breath) CS (onion breath) CR (sexual arousal) UCS (passionate Kiss) UCR (sexual arousal) Slide 49 Classical Conditioning Strength of CR Pause Acquisition (CS+UCS) Extinction (CS alone) Extinction (CS alone) Spontaneous recovery of CR Slide 50 Timing of CS before UCS Slide 51 Prepared Classical Conditioning Organisms seem predisposed to make certain associations e. g., nausea creates taste aversions Exp: drinking Exp: Garcia Slide 52 Garcias rats 1.Bright light Shocks 2.Bright Light Nausea 3.Funny Water Shocks 4.Funny Water Nausea Conditions 1 and 4 easiest for conditioning to occur. Why? Slide 53 Classical conditioning and Ads Are you conditioned to Respond to the following? Slide 54 Men: What do you see? What do you think? Women: What do you see? What do you think? Slide 55 Men? Women? Have we been conditioned or is it a natural reaction? Slide 56 Slide 57 Men? Women? What are you thinking? Are you conditioned? Slide 58 Slide 59 Men? Women? What do you see? Why is this offensive to women? Why is this exciting to men? Slide 60 Classical conditioning and Ads Slide 61 Slide 62 Slide 63 Slide 64 Slide 65 What is this? Slide 66 Classical conditioning and Ads Slide 67 Slide 68 Slide 69 Operant & Classical Conditioning 1. Classical conditioning forms associations between stimuli (CS and US). Operant conditioning, on the other hand, forms an association between behaviors and the resulting events. Slide 70 Operant & Classical Conditioning 2.Classical conditioning involves respondent behavior that occurs as an automatic response to a certain stimulus. Operant conditioning involves operant behavior, a behavior that operates on the environment, producing rewarding or punishing stimuli. Classical = automatic response Operant = deliberate behavior Slide 71 OPERANT CONDITIONING Slide 72 Operant Conditioning Learning associations between actions and consequences Slide 73 Operant Conditioning We learn to associate a response and its con- sequence Slide 74 Operant Conditioning Behavior followed by Reinforcement Increases chances of Slide 75 Types of Reinforcement Positive Reinforcement adds good things Examples: Money, Praise, Food Negative Reinforcement takes bad things away Examples: removing pain, toothache, hunger Slide 76 Reinforcement Increases Behavior Add Stimulus Positive Reinforcement (+ good things) Remove Stimulus Negative Reinforcement (-bad things) Types of Reinforcement Slide 77 Increases Behavior Decreases Behavior Add Stimulus Positive Reinforcement Positive Punishment Remove stimulus Negative reinforcement Negative Punishment Types of Reinforcement Slide 78 Negative Reinforcement Some examples of negative reinforcers reducing or removing the unpleasant stimulus Taking an aspirin to relieve a headache Slide 79 Negative Reinforcement Smoking in order to relieve anxiety Slide 80 Negative Reinforcement Feigning a stomach ache to avoid something you dont want to face. Slide 81 Negative Reinforcement Hurrying home in winter to escape the cold Slide 82 Negative Reinforcement Putting on your safety belt to stop the buzzing Slide 83 Positive Reinforcement Positive reinforcement has occurred when three conditions have been met: 1.A consequence is presented dependent on a behavior. 2. The behavior becomes more likely to occur. 3. The behavior becomes more likely to occur because and only because the consequence is presented dependent on the behavior. Slide 84 Positive Reinforcement Study for a test, earn an A on the exam. Slide 85 Positive Reinforcement Go to work, get paid. Slide 86 Positive Reinforcement New hairstyle, positive attention and compliments. Slide 87 EXAMPLE of Operant Learning Every night after dinner, Pat sits down to watch TV, but before long Pats dog Juno is barking and whining. Pats gives him a toy to chew on, and he quiets down. Now he whines every night until Pat gives him a toy. How is Junos behavior being learned? Slide 88 1. What is the Behavior? Barking and whining after dinner Slide 89 2. What is the consequence of the behavior? i.e. What happens when Juno barks and whines? Juno gets a toy. Slide 90 3. Is this consequence adding or removing something? Adding something the toy. Slide 91 4. Is it positive or negative (a pleasant or unpleasant consequence)? Slide 92 5. Does this consequence increase or decrease the likelihood of Juno barking and whining in the future. Increase So, is this punishment or reinforcement? Reinforcement Slide 93 Juno is learning to bark and whine after dinner through POSITIVE REINFORCEMENT Slide 94 Law of Effect Underlies all of operant conditioning Behavior that is rewarded will be repeated http://www.youtube.com/watch?v=guro aQRFsX4 Slide 95 Types of Punishment Positive Punishment Adds bad things Example: The driver's speeding results in a ticket and a fine Negative Punishment Takes good things away Example: a child talks back, is not allowed to watch television Slide 96 Reinforcement versus punishment What works better, reinforcement or punishment? Slide 97 Try this Test 1.Go to this site: http://www.monroecc.edu/go/Honor sIntroPsy/ http://www.monroecc.edu/go/Honor sIntroPsy/ 2. Take the test. 3. Score the test. 4. Hand it in. 5. Bring your questions to class. Slide 98 Operant vs. Classical Conditioning Slide 99 Thorndike and Puzzle Boxes Thorndike Cats are put into puzzle boxes Slightly hungry Food outside Slide 100 How do you think this baby was conditioned? http://www.youtube.com/watch?v= E9SSL6IydpM Slide 101 Thorndike and Puzzle Boxes Thorndike Cats put into puzzle boxes Slightly hungry Food outside Time to escape decreased over attempts Slide 102 Thorndike and Puzzle Boxes Thorndike Cats put into puzzle boxes Slightly Hungry Food outside Time to escape decreased over attempts Behaviors that worked to escape were repeated Other behaviors decreased Slide 103 Shaping Rewarding successively closer approximations of a desired behavior Useful for teaching new behaviors Exp: puppy paper training Slide 104 Shaping A Rat 1) The rat is trained to press a lever to get a reward: http://www.youtube.com/watch?v=4n_f_zbcoso 2) The rat has to push a rod and then press the lever to get a reward:http://www.youtube.com/watch?v=4n_f_zbcoso http://www.youtube.com/watch?v=XQ6rlM7PzfI 3) The rat learns to lift a marble, push a rod and press the lever to get a reward:http://www.youtube.com/watch?v=XQ6rlM7PzfI http://www.youtube.com/watch?v=MQcl21rs3B8 Now the rat performs all three behaviors http://www.youtube.com/watch?v=XpbBgxvVJeM Slide 105 Rate of Reinforcement Continuous reinforcement: reward after every response Intermittent reinforcement: only sometimes reward Intermittent works better kids and temper tantrums, icky boyfriends/girlfriends Slide 106 Reinforcement Schedules Fixed-Ratio Variable-Ratio Fixed-Interval Variable-Interval Slide 107 Reinforcement Schedules Fixed Ratio reward after a set number of responses Variable Ratio - reward after a varying number of responses Fixed Interval -reward after a predictable time Variable Interval - reward after an unpredictable time interval Slide 108 Schedules of Reinforcement Ratio- every so many Interval every so often Can be: After an unpredictable number After a random amount of time Slide 109 Fixed-Ratio Schedule Reward after a set number of responses Ex: Frequent shopper at Subway get free sandwich after 8 purchases Ex: Paid per piece of work produced Slide 110 Variable-Ratio Schedules Reward after a varying number of responses Ex: Good job Ex: Boyfriend or girlfriend returns your phone call Slide 111 Variable-Ratio Schedule Slide 112 Fixed-Interval Schedule Reward after a specific time interval Ex: Reward at the end of a half hour of studying Ex: Cake is ready in the oven Ex: Jell-O is set Ex. Your favorite t.v. show is on. Slide 113 Fixed-Interval Schedule Slide 114 Variable-Interval Schedule Reward after an unpredictable time interval Slow, steady responding. Ex: Fishing, cast your hook and wait. Slide 115 Variable-Interval Schedule Slide 116 Schedules of Reinforcement Steeper lines mean higher response rates Ratio schedules produce higher response rates than interval schedules Slide 117 Extinction More rapid to fixed ratio than variable ratio reinforcement Slide 118 Thus, best is variable ratio An example of variable ratio Slide 119 Slide 120 Slide 121 Work Preference Inventory Handout 19-5 Intrinsic vs. Extrinsic Motivation To assess your intrinsic motivation, reverse your scores (1 = 4, 2 = 3, 3 = 2, 4 = 1) for items 9 and 14 and then add the numbers in response to items 3, 5, 7, 8, 9, 11, 13, 14, 17, 20, 23, 26, 27, 28, and 30. To assess extrinsic motivation reverse your scores (1 = 4, 2 = 3, 3 = 2, 4 = 1) for items 1, 16, and 22 and then add the numbers in response to items 1, 2, 4, 6, 10, 12, 15, 16, 18, 19, 21, 22, 24, 25, and 29. Slide 122 Work Preference Inventory Handout Scores on each subscale can range from 15 to 60, with higher scores reflecting greater intrinsic and greater extrinsic motivation, respectively. Mean scores for both male and female students are approximately 45 and 39 on the intrinsic and extrinsic scales, respectively. Research suggests little correlation between scores on the two scales. Slide 123 Observational Learning Learning without direct reinforcement Slide 124 Banduras Bobo Doll Study Children exposed to either aggressive, non-aggressive, or no adult model Children are made to feel frustrated Children then taken to room with Bobo doll and their behavior observed Children exposed to aggressive model much more aggressive than other children. http://www.youtube.com/watch?v =5xlaAkD15Gk&feature=PlayList& p=B143226C2AF88D3B&index=0& playnext=1 http://www.youtube.com/watch?v =5xlaAkD15Gk&feature=PlayList& p=B143226C2AF88D3B&index=0& playnext=1 Slide 125 Whew!! Now you Are a Learning Genius