ch. 9 learning: principles and applications

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How do we learn?Most learning is associative learningLearning that certain events occur together.

Ivan PavlovStudied Digestion of

Dogs.Dogs would salivate

before they were given food (triggered by sounds, lights etc…)

Dogs must have LEARNED to salivate.

Click above to see about Pavlov

http://www.youtube.com/watch?v=CpoLxEN54ho

Unconditioned Stimulus Unconditioned Stimulus (UCS): a stimulus that naturally and automatically triggers a response.

Unconditional Response Unconditional Response (UCR): the unlearned, naturally occurring response to the UCS.

Conditioned Response Conditioned Response (CR): the learned response to a previously neutral stimulus.

Conditioned Stimulus Conditioned Stimulus (CS): an originally irrelevant stimulus that, after association with the UCS, comes to trigger a response.

• This is passive learning (automatic…learner does NOT have to think).

• Unconditional Stimulus (UCS)- something that elicits a natural, reflexive response.

• Unconditional Response (UCR)- response to the UCS.

Next you find a neutral stimulus (something that by itself elicits no response).

You present the stimulus with the UCS a whole bunch of times.

AcquisitionAfter a while, the

body begins to link together the neutral stimulus with the UCS.

• We know learning takes places when the previously neutral stimulus elicits a response.

• At this point the neutral stimulus is called the conditioned stimulus (CS) and the unconditional response becomes the conditioned response (CR).

Pavlov spent the rest of his life outlining his ideas. He came up with 5 critical terms that together make up classical conditioning. Write down these terms!!AcquisitionExtinctionSpontaneous

RecoveryGeneralizationDiscrimination

offthemark.com

Let’s play a game….I will need a special volunteer….One who does not get angry easily…One who does not mind getting wet…

Who will it be???

• TRICKY FACT: We know learning exists because the CS is linked to the UCS.

• This is called ACQUISITION.

• Acquisition does not last forever.

• The moment the CS is no longer associated with the UCS, we have EXTINCTION.

Classical Conditioning as portrayed in The Office.

See if you can identify the UCS, UCR, CS and CR.

http://vimeo.com/5371237

Sometimes, after extinction, the CR still randomly appears after the CS is presented.

CANhttp://www.flowgo.com/funny/2028_scary-jack-in-box-scary.html

Something is so similar to the CS that you get a CR.

Something so different to the CS so you do not get a CR.

Discrimination

• John Watson brought Classical Conditioning to psychology with his Baby Albert experiment.

Click to see Baby Albert to some nice jazz.

This type of Classical Conditioning is also known as Aversive Conditioning.

• When it comes to food being paired with sickness, the conditioning is incredible strong.

• Even when food and sickness are hours apart.

• Food must be salient (noticeable.)

Operant ConditioningA type of learning in which behavior is

strengthened if followed by reinforcement or diminished if followed by punishment.

Classical v. OperantThey both use acquisition, discrimination, SR,

generalization and extinction.

•Classical Conditioning is automatic (respondent behavior). Dogs automatically salivate over meat, then bell- no thinking involved.

•Operant Conditioning involves behavior where one can influence their environment with behaviors which have consequences (operant behavior).

What would you like to train someone to do??

• Edward Thorndike• Locked cats in a cage• Behavior changes because of its consequences.• Rewards strengthen behavior.• If consequences are unpleasant, the Stimulus-

Reward connection will weaken.• Called the whole process instrumental

learning.

Click picture to see a better explanation of the Law of Effect.

Law of Effect: rewarded behavior is likely to recur.

• The Mac Daddy of Operant Conditioning.

• Nurture guy through and through.

• Used a Skinner Box (Operant Conditioning Chamber) to prove his concepts.

• A reinforcer is anything the INCREASES a behavior.

Positive Reinforcement:• The addition of something pleasant.Negative Reinforcement:• The removal of something unpleasant.• Two types of NR• Escape Learning• Avoidance Learning(Getting kicked out of class versus cutting class)

http://www.youtube.com/watch?v=JA96Fba-WHk

http://www.youtube.com/watch?v=JA96Fba-WHk

2.      Driving in heavy traffic is a negative condition for most of us. You leave home earlier than usual one morning, and don't run into heavy traffic. You leave home earlier again the next morning and again you avoid heavy traffic. Your behavior of leaving home earlier is strengthened by the consequence of the avoidance of heavy traffic.

The concept of Negative Reinforcement is difficult to teach and learn because of the word negative. Negative Reinforcement is often confused with Punishment. They are very different, however. Negative Reinforcement strengthens a behavior because a negative condition is stopped or avoided as a consequence of the behavior.

Punishment, on the other hand, weakens a behavior because a negative condition is introduced or experienced as a consequence of the behavior.

In Positive Reinforcement a particular behavior is strengthened by the consequence of experiencing a positive condition. For example: A hungry rat presses a bar in its cage and receives food. The food is a positive condition for the hungry rat. The rat presses the bar again, and again receives food. The rat's behavior of pressing the bar is strengthened by the consequence of receiving food.

Meant to decrease a behavior.

Positive Punishment• Addition of something

unpleasant.Negative Punishment

(Omission Training)• Removal of something

pleasant.Punishment works best

when it is immediately done after behavior and if it is harsh!

Do we wait for the subject to deliver the desired behavior?

Sometimes, we use a process called shaping.

Shaping is reinforcing small steps on the way to the desired behavior.

To train a dog to get your slippers, you would have to reinforce him in small steps. First, to find the slippers. Then to put them in his mouth. Then to bring them to you and so on…this is shaping behavior.

Subjects are taught a number of responses successively in order to get a reward.

Click to see a cool example of chaining behaviors.

AcquisitionExtinctionSpontaneous

RecoveryGeneralizationDiscrimination

If I wanted to reinforce my son’s dancing by giving him lollipops when he dances. Identify the following….

Things that are in themselves rewarding.

Things we have learned to value.

Money is a special secondary reinforcer called a generalized reinforcer (because it can be traded for just about anything)

Secondary Reinforcer

Reinforce the behavior EVERYTIME the behavior is exhibited.

Usually done when the subject is first learning to make the association.

Acquisition comes really fast.

But so does extinction.

• Reinforce the behavior only SOME of the times it is exhibited.

• Acquisition comes more slowly.

• But is more resistant to extinction.

• FOUR types of Partial Reinforcement schedules.

Partial

Provides a reinforcement after a SET number of responses.

Provides a reinforcement after a RANDOM number of responses.

Very hard to get acquisition but also very resistant to extinction.

Variable Ratio

Fixed Ration- She gets a manicure for every 5 pounds she loses.

Fixed-ratio SchedulesA schedule that reinforces a response only

after a specified number of responses.

Example: I give cookie monster a cookie every FIVE times he sings “C is for cookie”.

Requires a SET amount of time to elapse before giving the reinforcement.

Requires a RANDOM amount of time to elapse before giving the reinforcement.

Very hard to get acquisition but also very resistant to extinction.

Variable Interval

Fixed Interval: She gets a manicure for every 7 days she stays on her diet.

Albert Bandura and his BoBo Doll

We learn through modeling behavior from others.

Observational learning + Operant Conditioning = Social Learning Theory

Click pic to see some observational learning.

Power point was adapted from :http://www.appsychology.com/appsychPP/

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