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Essentials of Understanding Psychology

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1 Essentials of Understanding Psychology
9th Edition By Robert Feldman PowerPoints by Kimberly Foreman Revised for 9th Ed by Cathleen Hunt Copyright McGraw-Hill, Inc. 2011

2 Chapter 5: Learning Copyright McGraw-Hill, Inc. 2011

3 MODULE 15: Classical Conditioning
What is learning? How do we learn to form associations between stimuli and responses? Copyright McGraw-Hill, Inc. 2011

4 MODULE 15: Classical Conditioning
Learning Relatively permanent change in behavior that is brought about by experience Copyright McGraw-Hill, Inc. 2011

5 The Basics of Classical Conditioning
Type of learning in which a neutral stimulus comes to elicit a response after being paired with a stimulus that naturally brings about that response Ivan Pavlov Copyright McGraw-Hill, Inc. 2011

6 The Basics of Classical Conditioning
Neutral stimulus Unconditioned stimulus (UCS) Unconditioned response (UCR) Conditioned stimulus (CS) Conditioned response (CR) Copyright McGraw-Hill, Inc. 2011

7 Applying Conditioning Principles to Human Behavior
“Little Albert” John B. Watson and Rosalie Rayner (1920) Phobias Post-traumatic Stress Disorder (PTSD) Copyright McGraw-Hill, Inc. 2011

8 Acquisition, Extinction & Spontaneous Recovery
Copyright McGraw-Hill, Inc. 2011

9 Extinction Occurs when a previously conditioned response decreases in frequency and eventually disappears Spontaneous Recovery Reemergence of an extinguished conditioned response after a period of rest and with no further conditioning Copyright McGraw-Hill, Inc. 2011

10 Generalization and Discrimination
Stimulus Generalization Occurs when a conditioned response follows a stimulus that is similar to the original conditioned stimulus Stimulus Discrimination Occurs if two stimuli are sufficiently distinct from one another that one evokes a conditioned response but the other does not Copyright McGraw-Hill, Inc. 2011

11 Beyond Traditional Classical Conditioning: Challenging Basic Assumptions
John Garcia Found that some organisms – including humans – were biologically prepared to quickly learn to avoid foods that smelled or tasted like something that made them sick Learned taste aversion Copyright McGraw-Hill, Inc. 2011

12 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? Copyright McGraw-Hill, Inc. 2011

13 Operant Conditioning Learning in which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences Copyright McGraw-Hill, Inc. 2011

14 Thorndike’s Law of Effect
Responses that lead to satisfying consequences are more likely to be repeated Copyright McGraw-Hill, Inc. 2011

15 The Basics of Operant Conditioning
Reinforcement Process by which a stimulus increases the probability that a preceding behavior will be repeated Reinforcer Primary Secondary Copyright McGraw-Hill, Inc. 2011

16 Reinforcement & Punishment
Copyright McGraw-Hill, Inc. 2011

17 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 whose removal leads to an increase in the probability that a preceding response will be repeated Copyright McGraw-Hill, Inc. 2011

18 The Basics of Operant Conditioning
Punishment Stimulus that decreases the probability that a prior behavior will occur again Positive punishment Adding something Negative punishment Removing something Copyright McGraw-Hill, Inc. 2011

19 Pros & 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 Copyright McGraw-Hill, Inc. 2011

20 Schedules of Reinforcement
Continuous reinforcement schedule Reinforced every time it occurs Partial (intermittent) reinforcement schedule Reinforced some but not all of the time Two Categories number of response amount of time Copyright McGraw-Hill, Inc. 2011

21 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 Copyright McGraw-Hill, Inc. 2011

22 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 Copyright McGraw-Hill, Inc. 2011

23 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 Copyright McGraw-Hill, Inc. 2011

24 Shaping: Reinforcing What Doesn’t Come Naturally
Process of teaching a complex behavior by rewarding closer and closer approximations of the desired behavior Animal training Textbook organization Copyright McGraw-Hill, Inc. 2011

25 Biological Constraints on Learning
You Can’t Teach an Old Dog Just Any Trick Biological Constraints Evolutionary explanations of behavior Copyright McGraw-Hill, Inc. 2011

26 Comparing Classical & Operant Conditioning
Copyright McGraw-Hill, Inc. 2011

27 Behavior Analysis and Behavior Modification
Technique for promoting frequency of desirable behaviors and decreasing unwanted ones Techniques 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 Copyright McGraw-Hill, Inc. 2011

28 MODULE 17: Cognitive Approaches to Learning
What is the role of cognition and thought in learning? Copyright McGraw-Hill, Inc. 2011

29 Cognitive Learning Theory
Approach that states learning is best understood in terms of thought processes, or cognitions People develop an expectation that they will receive a reinforcer after making a response Copyright McGraw-Hill, Inc. 2011

30 Latent Learning New behavior is learned but not demonstrated until some incentive is provided for displaying it Learning occurs without reinforcement Copyright McGraw-Hill, Inc. 2011

31 Observational Learning: Learning Through Imitation
Learning by watching the behavior of another person, or model Social cognitive approach Albert Bandura Mirror Neurons Fire when one observes another person carrying out a behavior Copyright McGraw-Hill, Inc. 2011

32 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 Copyright McGraw-Hill, Inc. 2011

33 Does Culture Influence How We Learn?
Relational learning style People master material best through exposure to a full unit or phenomenon Analytical learning style People master material best when they can carry out an initial analysis of the principles and components underlying a phenomenon or situation Copyright McGraw-Hill, Inc. 2011

34 Relational vs. Analytical Styles
Copyright McGraw-Hill, Inc. 2011

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