1. Learning
Chapter 5

2. Learning
The process by which practice or experience results in a relatively permanent change in behavior
Conditioning
A simple form of learning in which a specific pattern of behaviors is learned in the presence of well-defined stimuli

3. Classical Conditioning

4. Classical Conditioning
Learning in which a response naturally caused by one stimulus comes to be elicited by a different, formerly neutral stimulus
Ivan Pavlov
Accidentally discovered classical conditioning
His experiments on salivation in dogs turned into research on learning

5. Elements of Classical Conditioning
Unconditioned stimulus (US)
A stimulus that automatically causes a specific response in an organism
And example of a US would be food
Unconditioned response (UR)
The response caused by a US
The UR is automatic and unlearned
An example of a UR is salivation in response to food

6. Elements of Classical Conditioning
Conditioned Stimulus (CS)
A formerly neutral stimulus that is paired with a US and eventually causes the desired response all by itself
An example of a CS is the bell in Pavlov’s studies
Conditioned Response (CR)
The learned response to the CS
An example is salivation in response to the bell

7. Classical Conditioning Procedure
Before Conditioning
Bell (CS)
No Response
Food (US)
Salivation (UR)

8. Classical Conditioning Procedure
During Conditioning
Food (US)
Bell (CS)
Salivation (UR)

9. Classical Conditioning Procedure
After Conditioning
Bell (CS)
Salivation (CR)

10. Classical Conditioning In Humans
Many phobias are the result of classical conditioning
The “Little Albert” experiment demonstrated a classically conditioned phobia
Desensitization therapy
A technique that uses classical conditioning to treat phobias
Person learns to relax in presence of stimulus that used to be upsetting

11. Classical Conditioning in Humans
Classical conditioning is selective
Preparedness is the notion that humans are predisposed to develop certain phobias because they have survival value
May explain common fears such as dark, heights, and snakes

12. Classical Conditioning in Humans
Taste aversion
Learned association between the taste of a certain food and a feeling of nausea or revulsion
This learning can occur quickly, often with only one pairing
Speed of learning is likely related to survival instincts

13. Operant Conditioning

15. Operant Conditioning
Learning in which an organism’s behavior is followed by a reward or punishment
Organism learns to perform behavior in order to gain a reward or avoid a punishment

16. Elements of Operant Conditioning
Reinforcer
A stimulus or event that follows a behavior and makes that behavior more likely to occur again
Punisher
A stimulus or event that follows a behavior and makes that behavior less likely to occur again

17. Types of Reinforcement
Positive reinforcer (+)
Adds something rewarding following a behavior, making that behavior more likely to occur again
Giving a dog a treat for fetching a ball is an example
Negative reinforcer (-)
Removes something unpleasant from the environment following a behavior, making that behavior more likely to occur again
Taking an aspirin to relieve a headache is an example

18. Punishment
Goal of punishment is to decrease the occurrence of a behavior
Effective punishment
Should occur as soon as possible after the behavior
Should be sufficient, i.e., strong enough
Should be certain, occurring every time the behavior does
Should be consistent

20. Punishment Not as effective as reinforcement
Does not teach proper behavior, only suppresses undesirable behavior
Causes upset that can impede learning
May give impression that inflicting pain is acceptable

21. Operant Conditioning is Selective
Operant conditioning techniques work best with behaviors that would typically occur in a specific situation
Superstitious behavior
Tendency to repeat behaviors that are followed closely by a reinforcer, even if they are not related
For example, a particular pair of socks might become “lucky” if something good happened when you wore them

22. Learned Helplessness
Failure to try to avoid an unpleasant stimulus because in the past it was unavoidable
Possible model for depression in humans
Powerlessness
Abusive Homes
Poverty
Reservation System
Welfare-Dependency Cycle
Attributes

23. Sweat Shop
Slot Machine
Soda Machine
Lacrosse Game
Salaries

24. Fixed Ratio
Variable Ratio
Continuous Reinforcement
Fixed Interval
Variable Interval

25. Observational Learning
Cognitive Learning
Learning that depends on mental activity that is not directly observable
Involves such processes as attention, expectation, thinking, and memory
Observational Learning
Social Learning Theory focuses on what we learn from observing other people
Observational or vicarious learning occurs when we see the consequences of other people’s behavior

26. Parenting Styles Permissive-Indulgent Permissive-Indifferent
More responsive than demanding
Nontraditional and lenient, do not require mature behavior, allow considerable self-regulation and avoid confrontation
Fail to set appropriate limits
Results: disrespectful, immature, impulsive
Low in both responsiveness and in level of demand
Neglectful & inattentive
Little emotional support
Result: overly dependent, lack social skills, and self control

27. Parenting Styles Authoritarian Authoritative Highly rigid
Obedience- and status-oriented, and expect their orders to be obeyed without explanation
Well-ordered & structured environments w) clearly stated rules
Result: poor communication, moody, distrustful, withdrawn
Demanding and responsive
Firm structure and guidance
Assertive, but not intrusive and restrictive.
Disciplinary methods are supportive, rather than punitive.
Result: self reliant & responsible, self-regulated as well as cooperative.

28. Parenting Prompts
What are the styles among team members, and provide your best reasoning for choosing each style. Defend it.
Describe the most common type you have observed among various relationships & within different households
Which method(s) is/are portrayed in the media; which is the most prevalent; and to what extent has the media influenced perceptions of parenting styles--as an example of the cognitive and observational learning processes?

29. Concepts Section 1 Section 2 Learning Conditioning
Classical Conditioning
Unconditioned Stimulus (US)
Unconditioned Response (UR)
Conditioned Stimulus (CS)
Conditioned Response (CR)
Operant Conditioning
Reinforcers
Punishers
Positive Reinforcers
Negative Reinforcers
Punishment
Learned Helplessness

30. Concepts Section 3 Section 4 Skinner Box Cognitive Learning Shaping
Extinction
Spontaneous Recovery
Schedule of Reinforcement
Cognitive Learning
Social Learning Theory
Observational Learning

31. Extinction & Spontaneous Recovery
Classical
US and CS are no longer paired, eliminating the CR = Extinction
Spontaneous recovery occurs when the CR temporarily returns without additional training
Operant
occurs when reinforcement is stopped, eliminating the conditioned behavior
Spontaneous recovery occurs when behavior temporarily returns without additional training

32. Schedules of Reinforcement
Interval schedules
Reinforcement depends on the passing of time
Fixed-interval schedule
Reinforcement follows the first behavior after a fixed amount of time has passed
Example: receiving a paycheck every two weeks
Variable-interval schedule
Reinforcement follows the first behavior after a variable amount of time has passed
Example: pop quizzes

33. Schedules of Reinforcement
Ratio schedules
Reinforcement depends on the number of responses made
Fixed-ratio schedule
Reinforcement follows a fixed number of behaviors
Example: being paid on a piecework basis
Variable-ratio schedule
Reinforcement follows a variable number of behaviors
Example: playing slot machines

34. Schedules
Part 1) Create an example of each Schedule of Reinforcement…then
Part 2) Justify how each meets the criteria for their respective Schedule.
Sequence as follows:
1. Fixed Interval 2. Variable Interval 3. Fixed Ratio 4. Variable Ratio

35. Response Patterns to Schedules of Reinforcement