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Learning *any relatively permanent change in behavior that results from experience.

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Presentation on theme: "Learning *any relatively permanent change in behavior that results from experience."— Presentation transcript:

1 Learning *any relatively permanent change in behavior that results from experience.

2 Three major types of learning:  Classical conditioning *Pavlov  Operant conditioning * Skinner  Modeling *Bandura

3 Classical Conditioning * Famous experiment * Pavlov

4 Key Vocabulary  Unconditioned response (UCR)  Unconditioned stimulus (UCR)  Neutral stimulus (NS)  Conditioned stimulus (CS)  Conditioned response (CR)

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6 Key Vocabulary  Generalization  Discrimination  Extinction

7 Operant Conditioning  Skinner  Learning from the consequences of behavior. from the consequences of behavior.

8 Skinner and Operant  Learner acts on something (takes action)  You are who you are because of your life-long history of rewards and punishments. Classical- for more reflexive, automatic type activities. Operant - Learner seeks rewards and avoids punishments.

9 Reinforcement: anything that increases the probability that a given response will occur again. Reinforcement: anything that increases the probability that a given response will occur again.  Primary  Secondary  Positive  Negative  Punishment?

10 Reinforcement Schedules  Continuous  Partial

11 Partial Reinforcement  Ratio Based on the number of correct responses an organism makes between reinforcement Based on the number of correct responses an organism makes between reinforcement  Interval Based on the amount of time that elapses before reinforcement is given Based on the amount of time that elapses before reinforcement is given 4 Different Partial Reinforcement Schedules

12 1. Fixed Ratio reinforcement Schedule  Reinforcement that depends on the number of responses Ex: received a treat after the 5 th, 10 th, 15 th, 20 th … correct response Ex: received a treat after the 5 th, 10 th, 15 th, 20 th … correct response

13 2. Variable-ratio reinforcement schedule  Reinforcement is based on number of correct responses, but varies in the number Ex: 4 th, 15 th, 73 rd, 100 th, 102 nd, 150 th, etc Ex: 4 th, 15 th, 73 rd, 100 th, 102 nd, 150 th, etc Best for prolonged periods of timeBest for prolonged periods of time

14 3. Fixed-Interval Reinforcement Schedule  Reinforcement occurs after a specified amount of time Ex: reinforcement is given every 5 minutes, or every hour, or every 3 hours etc Ex: reinforcement is given every 5 minutes, or every hour, or every 3 hours etc The time is constantThe time is constant

15 4. Variable-interval reinforcement schedule  The amount of time between reinforcements changes each time Ex: after 5 minutes, 13 minutes, 45 minutes, 53 minutes, 20 minutes etc Ex: after 5 minutes, 13 minutes, 45 minutes, 53 minutes, 20 minutes etc

16 Aversive Control  Unpleasant or aversive consequences which influence our behavior

17 Negative Reinforcement verses Punishment  Negative Reinforcement A painful or unpleasant stimulus is removed A painful or unpleasant stimulus is removed The removal increases the frequency of a behavior The removal increases the frequency of a behavior Ex: Headache medicationEx: Headache medication  Punishment Painful or unpleasant stimulus which decreases the behavior that caused it Painful or unpleasant stimulus which decreases the behavior that caused it Ex: SpankingEx: Spanking

18 Modeling  3 Types 1. When the behavior of others simply increases the chance you will do the same.

19  Pure imitation Use a video to get “Buns of Steel” Use a video to get “Buns of Steel” Learning how to shoot a free throw Learning how to shoot a free throw Learning how to swing a golf club Learning how to swing a golf club Learning how to fry an egg Learning how to fry an egg 2. Observational Learning

20 3.Disinhibition  Used in clinical work with phobias Person watches someone engage in a threatening activity without an aversive response Person watches someone engage in a threatening activity without an aversive response Person may find it easier to engage in same activity Person may find it easier to engage in same activity Ex: Person with fear of snakes watches people handle snakes without incident Ex: Person with fear of snakes watches people handle snakes without incident

21 Three factors that influence learning.  Feedback  Transfer -positive-negative  Practice

22 Tid Bits on Learning  Everyone learns how to learn Tend to develop strategies for problem solving and sometimes get set in our approach Tend to develop strategies for problem solving and sometimes get set in our approach

23 Learned Helplessness  When people are unable to control events in their lives they are less motivated to act and stop trying Ex: domestic abuse, self fulfilling prophecy Learned Laziness Learned Laziness If rewards come without effortIf rewards come without effort

24 Shaping  Process of using reinforcements to create new responses out of old Ex: In Class Work, mouse in a box Ex: In Class Work, mouse in a box

25 Response Chains  Learned responses that follow one another in a sequence that provide a signal for the next Ex: swimming, pounding a nail etc. Ex: swimming, pounding a nail etc.

26 Information Processing  psychologists refer to all cognitive and mental processes that occur in the brain as information processing.

27 Information Processing Input Central processing Output

28 Input  selective attention  feature extraction *All the information we receive from our senses If you take it all in you will be overwhelmed. Therefore:

29 Central Processing *Refers to the storing and sorting of information in the mind.

30 Memory  Three types of memory:  sensory storage  short term  long term

31 Sensory Stage   Holds info for only an instant at the receptors

32 Short Term   Holds info for approximately 20 seconds   Can only hold 7-8 unrelated items (unrehearsed) Chunking Clustering

33 Long Term   Any storage from seconds on Indefinite

34 Output   Retrieving information   Stored info is useless unless we can retrieve it   Key to memory is ORGANIZATION

35 1. Recognition   “oh yeah syndrome”   Memory is organized in a way that makes recognition easy Multiple Choice   Info is often linked to many different categories/items in memory. The more links the better * Travel the road frequently

36 Recall   The active reconstruction of information More remarkable than recognition Involves knowledge, attitudes and expectations etc.

37 Confabulation   When a person re-remembers parts of a memory/experience and fills in the gaps by making up the rest

38 Eidetic Memory   “Photographic Memory” Incredible and rare

39 Forgetting   When information that once entered long term memory can’t be retrieved, it is said to be forgotten   Physical damage does permanently remove memories

40   Short term and sensory storage quickly fade away or decay   Still uncertain if long term memories ever decay away   Some forgotten info can be retrieved through hypnosis, medication, and brain stimulation which suggests that they do not decay

41 Forgetting may be due to…  Amnesia  Interference  repression

42   Amnesia Loss of memory functional (mental trauma) Organic (brain injury)

43   Interference Memory being blocked by previous or succeeding memories Proactive – earlier memory does the blocking Retroactive – later memory does the blocking

44   Repression Subconscious blocking of memories that are painful, unpleasant or undesirable Defense mechanism

45 Improving Memory   Techniques are based on efficient organization of the things one learns and chunking information for easier handling

46 Four Strong Influences on our ability to retrieve   Meaningfulness The more meaningful something is, the easier it will be to remember   Association More vivid memories when linked with items previously stored

47   Lack of Interference Good way to protect mind from this is to over-learn. Practice, practice, practice The more senses involved the better

48   Degree of original Learning The better you learn something the first time, the more information you’ll likely recall

49 Mnemonic Devices   Techniques for using associations to memorize information Ex: every good boy does fine (or deserves fudge)   Form mental pictures

50 Thinking & Factors  Four units of thought: 1. image 2. symbol 3. concept 4. rule *creativity

51 Output *the ideas and actions that result from our central processing. Retrieval: 1.recognition 2.Recall *confabulation *eidetic memory


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