2. Learning *any relatively permanent change in behavior that results from experience.

3. Three major types of learning:  Classical conditioning *Pavlov  Operant conditioning * Skinner  Modeling *Bandura

4. Classical Conditioning * Famous experiment * Pavlov

5. Key Vocabulary  Unconditioned stimulus (UCS)  Neutral stimulus (NS)  Conditioned stimulus (UCS)  Conditioned response (CR)

6.   (UCS) (UCR) UCS: A stimulus that leads to a certain behavior without previous training UCR: A response that occurs naturally and automatically when UCS is presented

7. Examples: Smell of good food Salivation Loud, unexpected noiseJump Gross SmellRepulsed

8.   Neutral Stimulus (NS) Something completely unrelated to UCS and UCR

9.   Then combine NS with UCS and you will still get UCR

10.   But eventually you will not need the UCS to get the UCR. The NS will elicit the same response.

11.   That means the NS has become the Conditioned Stimulus (CR) which is resulting in a Conditioned Response (CR) and Operational Conditioning has occurred.

12. UCS UCR NS + UCS UCR CS CR Example

13. Key Vocabulary  Generalization  When animal responds to second stimulus as it did the first  Discrimination  The ability to respond differently to different stimuli  Extinction  The conditioned response eventually dies out

14. Operant Conditioning  B. F. Skinner  Learning from the consequences of behavior. from the consequences of behavior.

15. Skinner and Operant  Learner acts on something (takes action)  You are who you are because of your life-long history of rewards and punishments. Classical- for more reflexive, automatic type activities. Operant - Learner seeks rewards and avoids punishments.

16. Reinforcement: anything that increases the probability that a given response will occur again. Reinforcement: anything that increases the probability that a given response will occur again.  Primary Natural Natural  Secondary Learned Learned Socially approvedSocially approved

17. Reinforcement Continued Reinforcement Continued  Positive Anything that is added to a situation that increases the probability that the response will occur again (reward) Anything that is added to a situation that increases the probability that the response will occur again (reward)  Negative Painful or unpleasant stimulus is removed or not applied if certain behavior occurs Painful or unpleasant stimulus is removed or not applied if certain behavior occurs  Punishment Suppresses unwanted behavior – does not eliminate it Suppresses unwanted behavior – does not eliminate it

18. Negative Reinforcement verses Punishment  Negative Reinforcement A painful or unpleasant stimulus is removed A painful or unpleasant stimulus is removed The removal increases the frequency of a behavior The removal increases the frequency of a behavior Ex: Headache medicationEx: Headache medication  Punishment Painful or unpleasant stimulus which decreases the behavior that caused it Painful or unpleasant stimulus which decreases the behavior that caused it Ex: SpankingEx: Spanking

19. Aversive Control  Unpleasant or aversive consequences which influence our behavior

20. Reinforcement Schedules  Continuous Reinforcing every appropriate response  Partial Positive reinforcement on a partial or intermittent basis Leads to more stable, persistent response

21. Partial Reinforcement 4 Basic Schedules RATIO - based on the number of correct responses an organism makes between reinforcements RATIO - based on the number of correct responses an organism makes between reinforcements INTERVAL - based on the amount of time between reinforcements INTERVAL - based on the amount of time between reinforcements REINFORCEMENT CAN BE FIXED OR VARIABLE

22. 1. Fixed Ratio reinforcement Schedule  Reinforcement that depends on the number of responses  Number stays consistent Example: Example: received a treat after the 5 th, 10 th, 15 th, 20 th … correct response received a treat after the 5 th, 10 th, 15 th, 20 th … correct response

23. 2. Variable-ratio reinforcement schedule  Reinforcement is based on number of correct responses, but varies in the number Example: Example: 4 th, 15 th, 73 rd, 100 th, 102 nd, 150 th, etc4 th, 15 th, 73 rd, 100 th, 102 nd, 150 th, etc Slot MachineSlot Machine Best for prolonged periods of time

24. 3. Fixed-Interval Reinforcement Schedule  Reinforcement occurs after a specified amount of time Example: Example: reinforcement is given every 5 minutes, or every hour, or every 3 hours etcreinforcement is given every 5 minutes, or every hour, or every 3 hours etc The time is constantThe time is constant

25. 4. Variable-interval reinforcement schedule  The amount of time between reinforcements changes each time Example: Example: Reinforcement is given after 5 minutes, 13 minutes, 45 minutes, 53 minutes, 20 minutes etcReinforcement is given after 5 minutes, 13 minutes, 45 minutes, 53 minutes, 20 minutes etc

26. Modeling  3 Types 1. When the behavior of others simply increases the chance you will do the same.

27.  Pure imitation Use a video to get “Buns of Steel” Use a video to get “Buns of Steel” Learning how to shoot a free throw Learning how to shoot a free throw Learning how to swing a golf club Learning how to swing a golf club Learning how to fry an egg Learning how to fry an egg 2. Observational Learning

28. 3.Disinhibition  Used in clinical work with phobias Person watches someone engage in a threatening activity without an aversive response Person watches someone engage in a threatening activity without an aversive response Person may find it easier to engage in same activity Person may find it easier to engage in same activity Ex: Person with fear of snakes watches people handle snakes without incident Ex: Person with fear of snakes watches people handle snakes without incident

29. Three factors that influence learning.  Feedback  Transfer -positive Old knowledge helps learn new skill-negative Old knowledge makes it harder to learn new skill  Practice

30. Tid Bits on Learning  Everyone learns how to learn Tend to develop strategies for problem solving and sometimes get set in our approach Tend to develop strategies for problem solving and sometimes get set in our approach

33. Learned Helplessness  When people are unable to control events in their lives they are less motivated to act and stop trying Ex: domestic abuse, self fulfilling prophecy Learned Laziness Learned Laziness If rewards come without effortIf rewards come without effort

34. Shaping  Process of using reinforcements to create new responses out of old Ex: In Class Work, mouse in a box Ex: In Class Work, mouse in a box

35. Response Chains  Learned responses that follow one another in a sequence that provide a signal for the next Ex: swimming, pounding a nail etc. Ex: swimming, pounding a nail etc.