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Chapter 6

Chapter 6. Learning. Learning: A relatively permanent change in behavior due to experience or practice. What words are important in that definition? Relatively permanent Change in behavior Practice. 1). Classical Conditioning.

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Chapter 6

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  1. Chapter 6 Learning

  2. Learning:A relatively permanent change in behavior due to experience or practice • What words are important in that definition? • Relatively permanent • Change in behavior • Practice

  3. 1). Classical Conditioning • Ivan Pavlov: Pavlov was a Russian physiologist whose pioneering studies of the digestive system led to decades of research to identify the principles of classical conditioning

  4. 1). Classical Conditioning • Labeling the parts of classical conditioning • Unconditioned Response:A simple unlearned response. A reflex Examples:

  5. 1). Classical Conditioning • Labeling the parts of classical conditioning • Unconditioned Stimulus: A stimulus that triggers a response reflexively or automatically Examples:

  6. 1). Classical Conditioning • Labeling the parts of classical conditioning • Neutral Stimulus: Does not elicit (bring about) the unconditioned response

  7. 1). Classical Conditioning When has conditioning occurred? Conditioning has occurred when the neutral stimulus ALONE elicits (causes) the unconditioned response

  8. 1). Classical Conditioning • Labeling the parts of classical conditioning • Conditioned Stimulus: The conditioned stimulus is the previously neutral stimulus that, through conditioning (learning) gains the power to cause the response

  9. 1). Classical Conditioning • Labeling the parts of classical conditioning • Conditioned Response: The conditioned response is the previously unconditioned response. It is elicited by (caused by) the conditioned stimulus.

  10. Pavlov’s Experiment

  11. Practice UCS UCR (Before Conditioning) NS + UCS UCR (Acquisition Phase) CS CR (After Conditioning)

  12. 1). Classical Conditioning • Principles of Conditioning (These same principles also apply to operant conditioning) • Stimulus Generalization:The organism responds NOT ONLY to the conditioned stimulus (CS) but also to similar stimuli

  13. 1). Classical Conditioning • Stimulus Generalization Example: (Little Albert) http://www.youtube.com/watch?v=0FKZAYt77ZM

  14. 1). Classical Conditioning • Principles of Conditioning • Stimulus Discrimination:The organism responds ONLY to the stimulus it was conditioned to. (The organism responds differently to different stimuli)

  15. 1). Classical Conditioning • Principles of Conditioning • Extinction:After repeated presentation of the conditioned stimulus (CS) without the unconditioned stimulus (UCS) the conditioned response (CR) fades away and eventually stops.

  16. 1). Classical Conditioning • Principles of Conditioning • Spontaneous Recovery: After extinction, and a lapse of time, the conditioned response reappears The two factors needed for spontaneous recovery to occur are: 1. extinction 2. rest period (lapse of time)

  17. 1). Classical Conditioning • Principles of Conditioning • Counter Conditioning: A new response is conditioned to an old stimulus

  18. 2) Operant Conditioning Classical Conditioning vs. Operant Conditioning • Bhvr is involuntary 1. Bhvr. is voluntary • Organism is passive 2. Organism is active • R+ comes BEFORE 3. R+ comes AFTER

  19. 2) Operant Conditioning • Laws of Effect (E.L. Thorndike): • Positive Law of Effect: If a behavior is followed by a satisfying state of affairs, the likelihood of the behavior occurring again increases. • Negative Law of Effect: If a behavior is followed by an unpleasant state of affairs, the likelihood of the behavior occurring again decreases

  20. 2) Operant Conditioning • Reinforcement: Reinforcement ALWAYS increases the likelihood of a behavior

  21. 2) Operant Conditioning • Primary Reinforcement: something that is naturally rewarding, such as food (if you are hungry), warmth (if you are cold), and water (if you are thirsty). Primary reinforcers are inherently valued. They return the body to homeostasis

  22. 2) Operant Conditioning • Secondary Reinforcement: something you have learned is rewarding because it’s been paired with a primary reinforcer. Examples are

  23. 2) Operant Conditioning • Positive Reinforcement:Something pleasant is added in order to increase a response http://www.youtube.com/watch?v=guroaQRFsX4

  24. 2) Operant Conditioning • Negative Reinforcement: Something unpleasant is removed in order to increase a response …

  25. 2) Operant Conditioning • Punishment: Always decreases the likelihood of a response • Something unpleasant that decreases the likelihood of a response

  26. 2) Operant Conditioning • Some disadvantages of using punishment: • Punishment doesn’t teach acceptable behavior • Punishment can create anger and hostility • Punishment can only work when it is guaranteed

  27. 2) Operant Conditioning Negative Reinforcement vs. Punishment Something unpleasant is Something unpleasant REMOVEDPRESENTED Behavior INCREASES in Behavior DECREASES likelihood in likelihood

  28. 2) Operant Conditioning • Schedules of Reinforcement: when and how often the reinforcement occurs • Continuous • Partial/Intermittent

  29. 2) Operant Conditioning • Continuous Reinforcement Schedules: Each and every correct behavior is reinforced (This is extremely rare in everyday life) Examples:

  30. 2) Operant Conditioning • Partial/Intermittent Reinforcement: Only some response are rewarded Variable: changes Fixed: unchanging Interval: time Ratio: # of responses

  31. 2) Operant Conditioning • Fixed Ratio: The number of responses needed for reinforcement is unchanging Examples: • Variable Ratio: The number of responses needed for reinforcement changes Examples:

  32. 2) Operant Conditioning • Fixed Interval: The time between reinforcement is unchanging Examples: • Variable Interval: The time between reinforcement changes Examples:

  33. 2) Operant Conditioning

  34. 2) Operant Conditioning • Behaviors are learned most rapidly when reinforced on a continuous reinforcement schedules • However, behaviors extinguish the fastest when reinforced on a continuous schedule

  35. 2) Operant Conditioning • Behaviors reinforced on partial schedules of reinforcement (especially variable schedules) are the most difficult to extinguish because it takes the organism a long time to figure out the reinforcement has stopped

  36. 2) Operant Conditioning Guided Practice • Being rewarded for very third correct answer. • Giving a rat pellet of food for pressing a bar on the AVERAGE of every two minutes. • Giving a student a blow pop every time he/she provides a correct answer. • Paying telemarketers a bonus for every 5 sales he/she makes in excess of the company’s quota. • Trying to reach a friend by telephone when you get a busy signal.

  37. 2) Operant Conditioning • Shaping: Reinforcing behaviors that move closer and closer to the target behavior When is shaping used? Shaping is used when trying to teach a complex or difficult task

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