© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Chapter 5 Learning

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-2 MODULE 15 – Classical Conditioning What is learning? How do we learn to form associations between stimuli and responses?

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-3 Introduction Learning: A relatively permanent change in behavior brought about by experience

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-4 The Basics of Classical Conditioning Ivan Pavlov Neutral stimulus comes to bring about a response after it is: Paired with a stimulus that naturally brings about that response

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-5 Applying Conditioning Principles to Human Behavior John B. Watson and Rosalie Rayner (1920) - Case study of “Little Albert” Phobias - Intense, irrational fears Posttraumatic stress disorder (PTSD)

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-6 Extinction Occurs when a previously conditioned response decreases in frequency and disappears Spontaneous recovery: Reemergence of an extinguished conditioned response after a: Period of rest and with no further conditioning

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-7 Figure 2 - Acquisition, Extinction, & Spontaneous Recovery

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-8 Generalization and Discrimination Stimulus generalization: Stimuli that are similar to the original stimulus Stimulus discrimination: Ability to differentiate between stimuli

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5-9 Beyond Traditional Classical Conditioning: Challenging Basic Assumptions John Garcia Found that some organisms were biologically prepared to quickly learn to avoid foods that tasted like something that made them sick Learned taste aversion

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part MODULE 16 – Operant Conditioning What is the role of reward and punishment in learning? What are some practical methods for bringing about behavior change, both in ourselves and in others?

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Operant Conditioning Learning in which a voluntary response is strengthened or weakened Depends on its favorable or unfavorable consequences

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Thorndike’s Law of Effect Responses that lead to satisfying consequences are more likely to be repeated

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part The Basics of Operant Conditioning Reinforcement: Process by which a stimulus increases the probability that: A preceding behavior will be repeated Reinforcer: Any stimulus that increases the probability that a preceding behavior will occur again Primary Secondary

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part The Basics of Operant Conditioning Positive reinforcers: Stimulus added to the environment that brings about an increase in a preceding response Negative reinforcers: Unpleasant stimulus Removal leads to an increase in the probability that a preceding response will be repeated

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part The Basics of Operant Conditioning Punishment: Stimulus that decreases the probability that a prior behavior will occur again Positive punishment - Application of an unpleasant stimulus Negative punishment - Removal of something pleasant

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Figure 3 - Types of Reinforcement and Punishment

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Pros and Cons of Punishment: Why Reinforcement Beats Punishment Pros of punishment: Appropriate for dangerous behaviors Temporary suppression may provide opportunity to reinforce more desirable behavior Cons of punishment: Frequently ineffective Physical punishment has harmful side-effects Fear, lowered self-esteem Does not relay information about alternative, more desired behavior

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Schedules of Reinforcement Different patterns of frequency and timing of reinforcement following desired behavior Continuous reinforcement schedule: Reinforcing of a behavior every time it occurs Partial (intermittent) reinforcement schedule: Reinforcing of a behavior some but not all of the time Two categories Number of response made before reinforcement Amount of time that elapses before reinforcement

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Schedules of Reinforcement Fixed-ratio schedule: Reinforcement is given only after a specific number of responses Variable-ratio schedule: Occurs after a varying number of responses

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Figure 4 - Typical Outcomes of Different Reinforcement Schedules

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Schedules of Reinforcement Fixed-interval schedule Provides reinforcement for a response only if a fixed time period has elapsed Overall rates of response are relatively low Variable-interval schedule Time between reinforcements varies around some average rather than being fixed

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Discrimination and Generalization in Operant Conditioning Stimulus control training - Behavior is reinforced in the presence of a specific stimulus, but not in its absence Discriminative stimulus - Signals the likelihood that reinforcement will follow a response

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Shaping: Reinforcing What Doesn’t Come Naturally Rewarding closer and closer approximations of the desired behavior Animal training Textbook organization

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Biological Constraints on Learning Biological constraints - Built-in limitations in the ability of animals to learn particular behaviors Evolutionary explanations of behavior

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Behavior Analysis and Behavior Modification Behavior modification: Promoting the frequency of desirable behaviors and decreasing unwanted ones

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Behavior Analysis and Behavior Modification Identify Goals and Target Behaviors Design a Data-Recording System and Record Preliminary Data Select a Behavior-Change Strategy Implement the Program Keep Careful Records after the Program is Implemented Evaluate and Alter the Ongoing Program

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part MODULE 17 - Cognitive Approaches to Learning What is the role of cognition and thought in learning?

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Cognitive Learning Theory Study of learning that focuses on the thought processes that underlie learning People develop an expectation that they will receive a reinforcer after making a response

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Latent Learning New behavior is not demonstrated until some incentive is provided for displaying it Learning occurs without reinforcement Cognitive map - Mental representation of spatial locations and directions

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Observational Learning: Learning Through Imitation Learning by observing the behavior of another person, or model Albert Bandura - Social cognitive approach Mirror neurons - Fire when one observes another person carrying out a behavior

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Violence in Television and Video Games: Does the Media’s Message Matter? Recent research supports the claim that: Watching high levels of media violence makes viewers more susceptible to acting aggressively

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Violence in Television and Video Games: Does the Media’s Message Matter? Several aspects of media violence may contribute to real-life aggressive behavior Experiencing violent media content seems to lower inhibitions against carrying out aggression Distorts our understanding of the meaning of others’ behavior Desensitizes people to violence

© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part Does Culture Influence How We Learn? Relational learning style - People master material best through exposure to a full unit Analytical learning style - People master material best when they can: Carry out an initial analysis of the principles and components underlying a phenomenon