copyright © allyn and bacon 2006 1 chapter 6 learning this multimedia product and its contents are...
TRANSCRIPT
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Copyright © Allyn and Bacon 2006
11
Chapter 6Chapter 6
LearningLearning
This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program. ISBN: 0-205-42428-7
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22Copyright © Allyn and Bacon 2006
LearningLearning
Learning – A process through which experience produces lasting change in behavior or mental processes
Behavioral learning – Forms of learning that can be described in terms of stimuli and responses
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33Copyright © Allyn and Bacon 2006
LearningLearning
Three types of Learning
• Classical Conditioning
• Operant or Instrumental Learning
• Cognitive or Social Learning
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44Copyright © Allyn and Bacon 2006
Classical conditioning is a basic form of learning in which
a stimulus that produces an innate reflex becomes
associated with a previously neutral stimulus, which then acquires the power to elicit
essentially the same response
What Sort of Learning Does What Sort of Learning Does Classical Conditioning Explain?Classical Conditioning Explain?
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Copyright © Allyn and Bacon 2006
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DemonstrationDemonstration
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The Essentials of Classical The Essentials of Classical ConditioningConditioning
Neutral stimulus – Any stimulus that produces no conditioned response prior to learning
Acquisition – Initial learning stage in classical conditioning; conditioned response becomes elicited by the conditioned stimulus
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77Copyright © Allyn and Bacon 2006
The Essentials of Classical The Essentials of Classical ConditioningConditioning
Unconditioned Unconditioned response (UCR)response (UCR)
Unconditioned Unconditioned stimulus (UCS)stimulus (UCS)
Conditioned Conditioned response (CR)response (CR)
Conditioned Conditioned stimulus (CS)stimulus (CS)
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88Copyright © Allyn and Bacon 2006
The Essentials of Classical The Essentials of Classical ConditioningConditioning
Unconditioned response (UCR)
Unconditioned Unconditioned stimulus (UCS)stimulus (UCS)
Conditioned response (CR)
Conditioned stimulus (CS)
The stimulus that elicits an unconditioned response
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99Copyright © Allyn and Bacon 2006
The Essentials of Classical The Essentials of Classical ConditioningConditioning
Unconditioned Unconditioned response (UCR)response (UCR)
Unconditioned stimulus (UCS)
Conditioned response (CR)
Conditioned stimulus (CS)
The response elicited by an unconditioned stimulus without prior learning
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1010Copyright © Allyn and Bacon 2006
The Essentials of Classical The Essentials of Classical ConditioningConditioning
Unconditioned response (UCR)
Unconditioned stimulus (UCS)
Conditioned response (CR)
Conditioned Conditioned stimulus (CS)stimulus (CS)
A previously neutral stimulus that comes to elicit the conditioned response
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1111Copyright © Allyn and Bacon 2006
The Essentials of Classical The Essentials of Classical ConditioningConditioning
Unconditioned response (UCR)
Unconditioned stimulus (UCS)
Conditioned Conditioned response (CR)response (CR)
Conditioned stimulus (CS)
A response elicited by a previously neutral stimulus that has become associated with the unconditioned stimulus
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1212Copyright © Allyn and Bacon 2006
Classical ConditioningClassical ConditioningPrior to conditioning
Conditioning
After conditioning
Neutral stimulus(tone)
(Orientation to soundbut no response)
Unconditioned stimulus(food powder in mouth)
Unconditioned response(salivation)
Neutral stimulusCS (tone)
Unconditioned stimulus(food powder)
+Conditioned response
(salivation)
Conditioned stimulus(tone)
Conditioned response(salivation)
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1313Copyright © Allyn and Bacon 2006
Classical ConditioningClassical Conditioning
Extinction – Weakening of a conditioned association in the absence of an unconditioned stimulus or reinforcer
Spontaneous recovery –Reappearance of an extinguished conditioned response after a time delay
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1414Copyright © Allyn and Bacon 2006
Acquisition, Extinction, and Acquisition, Extinction, and Spontaneous RecoverySpontaneous Recovery
(1)Acquisition(CS + UCS)
(3)Spontaneous Recovery(CS alone)
Res
t per
iod(2)
Extinction(CS alone)
(Time)
Trials
Str
engt
h of
the
CR
(Wea
k)(S
tron
g)
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1515Copyright © Allyn and Bacon 2006
Classical Conditioning:Classical Conditioning:Generalization and DiscriminationGeneralization and Discrimination
Stimulus generalization involves giving a conditioned response to stimuli that are similar to the CS
Stimulus discrimination involves responding to one stimulus butnot to stimuli that are similar
Confusing stimuli may cause experimental neurosis
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1616Copyright © Allyn and Bacon 2006
Applications of Classical ConditioningApplications of Classical Conditioning
Taste-aversion learning – Biological tendency in which an organism learns to avoid food with a certain taste after a single experience, if eating it is followed by illness
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1717Copyright © Allyn and Bacon 2006
One Final Thought on PavlovOne Final Thought on Pavlov
Why are some stimuli-consequence combinations readily learned while other combinations are highly resistant to learning?
What any organism can or cannot learn in a given setting is due in part to its evolutionary history
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1818Copyright © Allyn and Bacon 2006
How Do We LearnHow Do We LearnNew Behaviors byNew Behaviors by
Operant Conditioning?Operant Conditioning?
In operant conditioning, the consequences of behavior,
such as rewards and punishments, influence the
chance that our behavior will occur again
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1919Copyright © Allyn and Bacon 2006
Skinner’s Radical BehaviorismSkinner’s Radical Behaviorism
B.F. Skinner believed that the most powerful influences on behavior are its consequences
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2020Copyright © Allyn and Bacon 2006
How Do We LearnHow Do We LearnNew Behaviors byNew Behaviors by
Operant Conditioning?Operant Conditioning?
Trial-and-error learning – Learner gradually discovers the correct response by attempting many behaviors and noting which ones produce the desired consequences
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Reinforcement vs PunishmentReinforcement vs Punishment
• Reinforcement
• Anything that increases a behavior or response
• Punishment
• Anything that decreases or stops a behavior/response
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2222Copyright © Allyn and Bacon 2006
Types of ConsequencesTypes of Consequences
Positive
(Add)
Negative
(Remove)
Reinforcement Apply reward to increase behavior
(e.g., Getting A’s for studying hard)
Remove aversive stimulus to
increase behavior
(e.g., Advil relieves headache)
Punishment Apply negative consequence to
decrease behavior
(e.g., Spanking)
Remove desirable stimulus to
decrease behavior
(e.g., Time Out)
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2323Copyright © Allyn and Bacon 2006
Four Kinds of ConsequencesFour Kinds of Consequences
Positive(Add)
Negative(Subtract)
STIMULUS
DecreaseBehavior
PositivePunishment
Getting speeding ticketleads to less speeding
PositivePunishment
Missing dinner leads to less staying out late
IncreaseBehavior
PositiveReinforcementBonus for working hard leads to more hard work
NegativeReinforcement
Aspirin relieving headache
leads to more aspirin use
GO
AL
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2424Copyright © Allyn and Bacon 2006
Class DemonstrationClass Demonstration
Establishing a behavior using operant conditioning
• Select a target behavior; be very specific
• Using shaping reinforcing successive approximations of the behavior
• Be careful to reinforce only the target behavior
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2525Copyright © Allyn and Bacon 2006
Types of ReinforcersTypes of Reinforcers
Primary reinforcers – Reinforcers, such as food and sex, that have an innate basis because of their biological value to an organism
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2626Copyright © Allyn and Bacon 2006
Types of ReinforcersTypes of Reinforcers
Secondary reinforcers – Stimuli, such as money or tokens, that acquire their reinforcing power by their learned association with primary reinforcers (also called conditioned reinforcers)
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Schedules of ReinforcementSchedules of Reinforcement
Continuous reinforcement – Reinforcement schedule in which all correct responses are reinforced
Partial reinforcement – Reinforcement schedule in which some, but not all, correct responses are reinforced (also called intermittent reinforcement)
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Schedules of ReinforcementSchedules of Reinforcement
Ratio schedules – Provide reward after a certain number of responses
Interval schedules – Provide reward after a certain time interval
Fixed Ratio (FR)Fixed Ratio (FR)
Fixed Interval (FI)Fixed Interval (FI)
Variable Ratio (VR)Variable Ratio (VR)
Variable Interval (VI)Variable Interval (VI)
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Schedules of ReinforcementSchedules of Reinforcement
Fixed Ratio (FR)Fixed Ratio (FR)
Fixed Interval (FI)
Variable Ratio (VR)
Variable Interval (VI)
Rewards appear after a certain set number of responses
e.g. factory workers getting paid after every 10 cases of product are completed
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3030Copyright © Allyn and Bacon 2006
Schedules of ReinforcementSchedules of Reinforcement
Fixed Ratio (FR)
Fixed Interval (FI)
Variable Ratio Variable Ratio (VR)(VR)
Variable Interval (VI)
Rewards appear after a certain number of responses, but that number varies from trial to trial
e.g. slot machine pay-offs
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3131Copyright © Allyn and Bacon 2006
Schedules of ReinforcementSchedules of Reinforcement
Fixed Ratio (FR)
Fixed Interval Fixed Interval (FI)(FI)
Variable Ratio (VR)
Variable Interval (VI)
Rewards appear after a certain fixed amount of time, regardless of number of responses
e.g. weekly or monthly paychecks
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3232Copyright © Allyn and Bacon 2006
Schedules of ReinforcementSchedules of Reinforcement
Fixed Ratio (FR)
Fixed Interval (FI)
Variable Ratio (VR)
Variable Interval Variable Interval (VI)(VI)
Rewards appear after a certain amount of time, but that amount varies from trial to trial
e.g. random visits from the boss who delivers praise
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3333Copyright © Allyn and Bacon 2006
How does this differ from extinction in classical conditioning?
Contingencies of ReinforcementContingencies of Reinforcement
Extinction – In operant conditioning, a process by which a response that has been learned is weakened by the absence or removal of reinforcement
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3434Copyright © Allyn and Bacon 2006
PunishmentPunishment
Punishment – An aversive stimulus which diminishes the strength of the response it follows
How does this differ from negative reinforcement?
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3535Copyright © Allyn and Bacon 2006
Punishment vs. Negative Punishment vs. Negative ReinforcementReinforcement
Loud Noise Press Lever
Press Lever
Loud Noise Removed
Loud Noise Applied
Response ConsequenceNegative Reinforcement
Punishment
No Noise
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3636Copyright © Allyn and Bacon 2006
Types of PunishmentTypes of Punishment
Positive punishment – The application of an aversive stimulus after a response
Negative punishment –The removal of an attractive stimulus after a response
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3737Copyright © Allyn and Bacon 2006
Problems of PunishmentProblems of Punishment
Power usually disappears when threat of punishment is removed
PunishmentOften triggers aggression
May inhibit learning new and better responses
Is often applied unequally
When does punishment work?
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3838Copyright © Allyn and Bacon 2006
Alternatives to PunishmentAlternatives to Punishment
Extinction
Reinforcing preferred activitiesPremack principle
Prompting and shaping
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3939Copyright © Allyn and Bacon 2006
Operant and Classical Conditioning Operant and Classical Conditioning ComparedCompared
Classical conditioning involves the association of two stimuli (UCS + CS) before the response or behavior
Operant conditioning involves a reinforcing (reward) or punishing stimulus after a response or behavior
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4040Copyright © Allyn and Bacon 2006
Using Classical and Operant Conditioning Using Classical and Operant Conditioning to Initiate and Sustain Behavior Changeto Initiate and Sustain Behavior Change
Classical Conditioning connects command with behavior
• UCS = tug on leash or pressure on hind legs
• UCR = dog sits
• CS = command (i.e., “Rocky sit”)
• CR = dog sits
Operant conditioning behavior is repeated
• Give praise or food reward following CR
• Use intermittent reinforcement to prevent extinction
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Copyright © Allyn and Bacon 2006
4141
Cognitive Cognitive Learning ModelsLearning Models
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Kohler: Insight LearningKohler: Insight Learning
Wolfgang Kohler
Disenchanted with behaviorists explanation for learning
Believed that cognition, or mental processes must be essential to learning
Observational studies of chimpanzees
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Insight LearningInsight Learning
Problem – bananas hung outside of chimp’s reach
Initial solutions
Pile up boxes and climb on top
Use sticks to knock the fruit down
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4444Copyright © Allyn and Bacon 2006
Insight LearningInsight Learning
Insight learningsolve complex problems by combining simpler,
previously learned responsesProblem-solving occurs through sudden
reorganization of perceptions
Placed bananas higher up – neither previously learned solutions sufficient to get the fruit
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Insight LearningInsight Learning
When unable to reach the fruitFirst – threw the sticks away and kicked the wall
Later, piled up the boxes, grabbed the stick, climbed on the boxes and knocked the fruit down with the stick
Cannot be explained through either operant or classical conditioning alone
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Kohler’s ChimpsKohler’s Chimps
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4747Copyright © Allyn and Bacon 2006
Tolman: Cognitive MapsTolman: Cognitive Maps
Cognitive mapsMental representations or images that help
organisms navigate through the world
Reinforcement has a greater impact on performance than on learning
i.e., reinforcement serves to motivate the animal to demonstrate what it has learned
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Diagram of a Tolman MazeDiagram of a Tolman Maze
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Cognitive MapsCognitive Maps
Three groups of rats
1) No reinforcement
2) Reinforced on every trial
3) No reinforcement for first ten trials; reinforced on all subsequent trials
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Error Curve Error Curve by Day and Food Deprivationby Day and Food Deprivation
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Maze LearningMaze Learning
StartFood/ Goal
Box
A B
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5252Copyright © Allyn and Bacon 2006
Cognitive MapsCognitive Maps
Tolman hypothesized that the rats developed cognitive maps of the mazei.e., Visual/spatial Image or representation of physical
space that is used to navigate through the environment
Demonstrated latent learning – learning that takes place in the absence of reinforcementreinforcement necessary to demonstrate acquisition
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5353Copyright © Allyn and Bacon 2006
Bandura: Social Learning TheoryBandura: Social Learning Theory
Observational LearningAcquisition of behaviors that results from
observation rather than direct experience
E.g., Children learn do cartwheels and
handstands Learn what clothes to wear to fit in (e.g.,
midriffs; low-riser jeans) Learn aggressive behavior
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5454Copyright © Allyn and Bacon 2006
Social Learning TheorySocial Learning Theory
Modeling – imitation and reproduction of behaviors of models
Model must be salient (i.e., are attractive, have high status, and are similar to observer)
Parents, peers, siblings, celebrities
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Social Learning TheorySocial Learning Theory
Vicarious reinforcement Learn about the consequences of a behavior by
observing a model engage in the behavior and experience consequences
Outcome ExpectanciesLearned association between a specific
behavior and a specific consequence ORBelief about the consequences of our behavior
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Social Learning TheorySocial Learning Theory
Outcome expectancies
Alcohol makes me relaxed and sociableWearing brown polyester will make me a social
outcastIf I study for the exam, I will get a good gradeIf I eat those cookies, I will feel goodHaving sex without a condom will result in
enhanced pleasure
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Social Learning TheorySocial Learning Theory
Positive outcome expectanciesBelief that the behavior will result in reinforcing
or rewarding outcomes
Negative outcome expectanciesBelief that the behavior will result in punishing
or negative outcomes
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Social Learning TheorySocial Learning Theory
Expectancies influence subsequent behavior
Positive expectancy (i.e., belief that behavior results in reinforcing outcomes) engage in or repeat behavior
Negative expectancy (i.e., belief that behavior results in punishing outcomes) avoid or discontinue behavior
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Aggressive BehaviorAggressive Behavior
Children observed a model behave aggressively toward the BOBO doll
Were more likely to behave aggressively when given the opportunity to play with the BOBO doll
Especially when the model was reinforced for his/her aggressive behavior