Chapter 6: Learning Music: “Another Brick in the Wall” Pink Floyd “Learn to Fly” Foo Fighters

Learning: Agenda 1. Classical Conditioning a) Pavlov’s experiments b) Terminology c) Acquisition/ Generalization/ Extinction d) Application: Little Albert 2. Operant Conditioning a) Distinction with CC b) Skinner -Shaping c) Reinforcement d) Punishment e) Application: Gaining Self-Control** 3. Observational Learning a) Bandura’s Bobo-Doll Experiments b) Application: Media Violence 4. Movie: Snake Phobia (12 min.)

1. Classical Conditioning  Introduction with beer commercials:   Definition of Learning:  Relatively permanent change in behaviour that results from experience  a) Pavlov’s Experiments:  Found that dogs could salivate to non-food stimuli!  b) Terminology:  Unconditioned Stimulus: UCS Always causes reflexive response Unconditioned Responses: UCR Innate, unlearned response to UCS Conditioned Stimulus: CS Previously neutral stimulus that now elicits a response Conditioned Response: CR Learned response to neutral stimulus

1. Classical Conditioning (cont’d)  Tip: Conditioned=Learned Unconditioned=Unlearned  c) Acquisition:  When should the CS (e.g. tone) be paired with the UCS (e.g. food) for conditioning to occur?  Generalization:  Tendency to respond with CR to stimuli similar to the original CS (e.g. different tones)  Extinction:  Occurs with the presentation of the CS alone (e.g. tone)  Note on the treatment of phobias, and spontaneous recoveries of conditioned responses  edded edded

1. d) Application:  Little Albert: Watson’s famous case (1920) with 11-month healthy boy Experimental procedure Conditioned fear of white furry objects  Two-process theory of phobic reactions: 1) Classical conditioning of fear 2) Operant conditioning of avoidance:  Avoidance is reinforced and phobia is maintained See p. 257

2. Operant Conditioning a) Distinction with CC: Controlling stimuli comes after the response b) Skinner: “Law of effect”: Rewarded behavior is more likely to re-occur Shaping: for more complex behaviors c) Reinforcement: Always strengthens behavior Primary vs. Secondary reinforcement

2. Operant Conditioning (cont’d) Negative Reinforcement: responses that terminate a negative, or aversive situation are reinforced e.g. giving a candy (response) to a crying child (negative stimulus) Schedules of reinforcement: (p. 255) Note: partial reinforcement produces greater persistence in behavior than continuous reinforcement

2. c) Pos. vs. Neg. Reinforcement (p. 257)

2. d) Punishment Negative consequences following undesired behaviour ***Decreases the frequency of a behavior E.g. Removing a privilege /“Time out” Prescribing undesired activity Physical aggression Drawbacks: Punished behavior is not forgotten, it is suppressed Physical punishment increases aggression through modeling  Can also create fear that will generalize Does not tell you “what to do”! Punishment if used swiftly, works best when accompanied with explanation and positive reinforcement for appropriate behaviour

2. d) Neg. Reinforcement or Punishment? p. 258

2. e) Application of Operant Conditioning e) Gaining Self-Control! 1) Identify target behavior What you wish to decrease or increase 2) Monitor your current habits Keep a daily log which will serve as baseline 3) Look at antecedents and consequences (functional analysis) 4) Begin your program! Set appropriate goals a) To increase behavior:  find good reinforcers (p. 260)  Seek situations that promote desired behavior

2. e) Self-Control Program (cont’d) 4) Begin your program (cont’d) b) To decrease behavior: Avoid situations that elicit unwanted behavior Find substitute for the consequences of unwanted behavior Reward yourself for not engaging in unwanted behavior 5) Monitor your behavior on a daily basis (chart your progress) 6) Enlist social support 7) Go from continuous to partial reinforcement

3. Observational Learning Both CC and OC can take place vicariously, through observational learning. a) Bandura’s Bobo-Doll Experiments ( ) Study: 3-5 yr. old children in 4 experimental conditions: 1) Live, aggressive model 2) Filmed, aggressive model 3) Cartoons with aggressive acts 4) No exposure to aggression (control condition) Results: Groups 1, 2 & 3 showed significantly greater no. of aggressive acts (i.e. hits against bobo doll) than the control condition

3. Observational Learning: Conclusions: Learning can occur through observation and imitation (i.e. without conditioning or direct reinforcement) b) Applications: Media violence: fMRI studies:  Exposure to violent movies linked to brain area involved in the inhibition of aggressive impulses (lowered activation) Violent video games:  Reduces sensitivity to violence and suffering of victims  Players more hostile, less forgiving and believe violence is “normal”  Can increase likelihood of aggression Conversely, prosocial models can have positive effects Prosocial video games:  Players get into fewer fights at school and found to be more helpful

4. Movie: Snake Phobia Can people with a specific phobia learn to quickly overcome their fears? You will see an actual demonstration of exposure therapy that helps a snake phobic overcome her severe phobic reaction in just three hours. (12 min.)