4 th Edition Copyright 2004 Prentice Hall5-1 Learning Chapter 5
Copyright 2004 Prentice Hall5-2 What is Learning? Learning (Conditioning) - experience produces a relatively permanent change in behavior. Not due to maturation.
Copyright 2004 Prentice Hall5-3 Classical Conditioning Classical conditioning - pairing an US, which automatically elicits an UR, with a neutral NS starts conditioning : US + NS = CS CS elicits CR
Copyright 2004 Prentice Hall5-4 Classical Conditioning Several pairings of US & NS during acquisition lead to CS by itself eliciting a conditioned response (CR).
Copyright 2004 Prentice Hall5-5 Conditioning Orientation reflex – initially responding to stimuli (dogs perk ears) Habituation – adapting/ ignoring stimuli
Copyright 2004 Prentice Hall5-6 Classical Conditioning Generalization occurs when CRs are elicited by stimuli similar to the CS. Discrimination is the opposing process-- responding only to the CS.
Copyright 2004 Prentice Hall5-7 Counter-conditioning Pair CS with other NS to extinguish CR Systematic desensitization – Present CS without US to extinguish CR CS – US = NS
Copyright 2004 Prentice Hall5-8 Classical Conditioning CR is eliminated or extinguished when US is removed or not presented
Copyright 2004 Prentice Hall5-9 Classical Conditioning Spontaneous recovery of the CR occurs when time is allowed to pass between extinction sessions.
Copyright 2004 Prentice Hall5-10 Classical Conditioning John Watson and Rosalie Rayner classically conditioned 9-month-old Little Albert to fear a white rat. -- phobias can be learned
Copyright 2004 Prentice Hall5-11 Classical Conditioning This child exhibited a phobia: intense fear The research conducted by Watson and Rayner would not be considered ethical by present-day standards.
Copyright 2004 Prentice Hall5-12 Systematic Desensitization Classically conditioning a desired response to phobic stimuli (relax) by repeated presentation of CS without US. CS becomes neutral again (extinguished)
Copyright 2004 Prentice Hall5-13 Classical Conditioning Previous trials of a CS+US pairing can serve to block the effectiveness of a second CS. Ex: positive = present, not good Negative = absent, not bad
Copyright 2004 Prentice Hall5-14 Classical Conditioning
Copyright 2004 Prentice Hall5-15 Overshadowing Two NS are paired SIMULTANEOUSLY with one US; one NS will be conditioned (CS) more strongly = overshadowing the other NS.
Copyright 2004 Prentice Hall5-16 Classical Conditioning Taste-aversion learning occurs readily in humans Examples? (rice, “candy”)
Copyright 2004 Prentice Hall5-17 Classical Conditioning Learned motives and formed goals (or learned incentives) are acquired through classical conditioning. (Money, grades, material rewards– no value to infants…learn the value)
Copyright 2004 Prentice Hall5-18 Thorndike Instrumental Conditioning: Trial and Error learning If at first you don’t succeed…. Learning = Behavior + Consequences (satisfier/ reinforcers & annoyers/ punishments) LAW OF EFFECT (1911)
Copyright 2004 Prentice Hall5-19 Cognitive and Social Perspectives On Learning Insight learning -- restructuring perceptual stimuli to achieve solution to a problem. (“aha” moment) Latent Learning—learning occurs but is not demonstrated until reinforced (rat maze experiment)
Copyright 2004 Prentice Hall5-20 Cognitive and Social Perspectives On Learning Latent learning occurs when learning has taken place but is not demonstrated until a later time.
Copyright 2004 Prentice Hall5-21 Learning Learned Helplessness – Behaviors have no effect on environment; no rewards/ reinforcers—give up. Learned Laziness – Individual receives reward for no effort or incorrect behaviors.
Copyright 2004 Prentice Hall5-22 Operant Conditioning Operant conditioning = a target response is followed by a reinforcer, which increases the probability that the behavior (target response) will occur again.
Copyright 2004 Prentice Hall5-23 Operant Conditioning All reinforcers increase the frequency of the response they follow. Positive reinforcers are presented after the target response has been made; negative reinforcers are withdrawn or taken away after the target response has been made.
Copyright 2004 Prentice Hall5-24 Operant Conditioning
Copyright 2004 Prentice Hall5-25 Operant Conditioning Primary reinforcers (food) satisfy basic biological needs; secondary (conditioned) reinforcers (money) reinforce behavior by being associated with primary reinforcers.
Copyright 2004 Prentice Hall5-26 Operant Conditioning The opposite of reinforcement, punishment, involves presentation (+) or withdrawal of stimuli (-) called punishers, which result in a decrease of the target behavior.
Copyright 2004 Prentice Hall5-27 Effective Punishment Immediate (timely) Consistent (after every target behavior) No escape/ avoidance Redirect behavior (provide alternative)
Copyright 2004 Prentice Hall5-28 Reinforcement Schedules a behavior may be reinforced according to a particular schedule of reinforcement. ratio – based on number of responses Interval – based on time periods
Copyright 2004 Prentice Hall5-29 Interval Schedules Interval schedule-- a certain amount of time must pass before a response is reinforced. Fixed interval (every week, once a month, etc) Variable interval (time varies- unpredictable time)
Copyright 2004 Prentice Hall5-30 Ratio Schedules Fixed-ratio (FR) a set number of responses before a reinforcer is delivered. Variable-ratio (VR) differing numbers of responses to obtain a reinforcer.
Copyright 2004 Prentice Hall5-31 Operant Conditioning Ratio schedules generally produce higher rates of responding than interval schedules.
Copyright 2004 Prentice Hall5-32 Operant Conditioning
Copyright 2004 Prentice Hall5-33 Operant Conditioning A discriminative stimulus signals that responses will be reinforced.
Copyright 2004 Prentice Hall5-34 Operant Conditioning Operant responses that are variably reinforced take longer to extinguish than continuous reinforcement. This phenomenon is known as the partial (intermittent) reinforcement effect.
Copyright 2004 Prentice Hall5-35 Effective Punishment -Timely (immediate) -Consistent (FR1/Continuous) -Aligned with learner’s motives -No escape -redirect behavior (positive choice)
Copyright 2004 Prentice Hall5-36 Observational Learning we observe and identify with behaviors of others. Advertisements, TV, media appeal to this process. violence -- observational learning may lead to increase in violent behaviors. Bandura’s Bobo Doll experiment
Copyright 2004 Prentice Hall5-37 Observational Learning Attention to behavior Memory of behavior Ability to repeat/ reproduce behavior Motivation (learned goals) Attention to discriminative stimuli (when to model/ imitate behavior)
Copyright 2004 Prentice Hall5-38 Observational Learning Modeling (observation & imitation) Disinhibition after observing another person engage in behavior w/o negative consequences Vicarious learning – imagine effects of being in someone else’s place Counterconditioning – use learning to change inappropriate behaviors (mod)