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Learning  relatively permanent change in behavior due to experience Associative Learning  learning that two events occur together two stimuli (classical.

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Presentation on theme: "Learning  relatively permanent change in behavior due to experience Associative Learning  learning that two events occur together two stimuli (classical."— Presentation transcript:

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2 Learning  relatively permanent change in behavior due to experience Associative Learning  learning that two events occur together two stimuli (classical conditioning) a response and its consequences (operant conditioning)

3 Classical /Pavlovian Conditioning We learn to associate two stimuli Two related events: Lightning Stimulus 1 Thunder Stimulus 2 Result after repetition We see lightning Stimulus We wince anticipating thunder Response

4 Operant Conditioning We learn to associate a response and its consequence Response: Pushing vending machine button Consequence:Receiving a candy bar

5 Learning Behaviorism  John B. Watson  Psychology… should be an objective science should study behavior without reference to mental processes

6 Classical/Pavlovian Conditioning Ivan Pavlov  1849-1936  Russian physician/ neurophysiologist  Nobel Prize (1904)  studied digestive secretions

7 Classical/Pavlovian Conditioning Classical Conditioning  organism comes to associate two stimuli lightning and thunder tone and food  begins with a reflex  a neutral stimulus is paired with a stimulus that evokes the reflex  neutral stimulus eventually comes to evoke the reflex

8 Classical/Pavlovian Conditioning Pavlov’s device for recording salivation

9 Classical/Pavlovian Conditioning Unconditioned Stimulus (UCS)  stimulus that unconditionally triggers a response natural & automatic food Unconditioned Response (UCR)  unlearned, naturally occurring response to the unconditioned stimulus salivation when food is in the mouth Unconditioned = Unlearned

10 Classical/Pavlovian Conditioning Conditioned Stimulus (CS)  originally neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response Conditioned Response (CR)  learned response to a previously neutral conditioned stimulus Conditioned = learned

11 Pavlov’s Classic Experiment Before Conditioning During ConditioningAfter Conditioning UCS (food in mouth) Neutral stimulus (tone) No salivation UCR (salivation) Neutral stimulus (tone) UCS (food in mouth) UCR (salivation) CS (tone) CR (salivation)

12 Classical/Pavlovian Conditioning Acquisition  the initial stage of classical conditioning  a response is established and gradually strengthened  associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus starts to evoke a conditioned response

13 Classical/Pavlovian Conditioning Extinction  diminishing of a conditioned response  when an unconditioned stimulus does not follow a conditioned stimulus  example: if tone is repeatedly sounded without food, dogs will salivate less and less

14 Classical/Pavlovian Conditioning Strength of CR Pause Acquisition (CS+UCS) Extinction (CS alone) Extinction (CS alone) Spontaneous recovery of CR Weak Strong Time

15 Classical/Pavlovian Conditioning Spontaneous recovery  reappearance, after a rest period, of an extinguished conditioned response Generalization  tendency to respond to stimuli that are similar to the conditioned stimulus

16 Generalization Drops of saliva in 30 seconds 60 50 40 30 20 10 0 Hind paw PelvisShoulderFront paw ThighTrunkForeleg Part of body stimulated

17 Classical/Pavlovian Conditioning Discrimination  learned ability to distinguish between a conditioned stimulus and other irrelevant stimuli dogs learned to respond to a specific tone and not to other tones

18 Nausea Conditioning among Cancer Patients UCS (drug) UCR (nausea) CS (waiting room) CS (waiting room) CR (nausea) UCS (drug) UCR (nausea)

19 Little Albert’s Fear Conditioning UCS (loud noise) UCR (fear) CS (rat) CS (rat) CR (fear) UCS (loud noise) UCR (fear) Stimulus similar to rat (such as rabbit) Conditioned fear (generalization)

20 Operant Conditioning  type of learning in which organisms associate their own actions with consequences  behavior is strengthened if followed by reinforcement  diminished if followed by punishment Law of Effect  Thorndike’s principle that rewarded behavior is likely to recur

21 Classical vs. Operant Conditioning Operant Behavior  complex or voluntary behaviors push button, perform complex task  operates (acts) on environment  produces consequences Respondent Behavior (Classical Conditioning)  occurs as an automatic response to some stimulus (salivating in response to meat and a tone)

22 Operant Conditioning B.F. Skinner (1904- 1990)  elaborated Thorndike’s Law of Effect  developed behavioral technology

23 Operant Conditioning Operant Chamber (“Skinner Box”)  bar pressed by animal to obtain food/water reinforcement  device attached to record rate of pressing

24 Operant Conditioning Shaping  Reinforcers (e.g., food) gradually guide actions toward a desired behavior http://www.youtube.com/watch?v=mm5FGrQEyBY

25 Operant Conditioning Reinforcer  any event that strengthens the behavior it follows Positive reinforcement  strengthens a response by presenting a pleasurable stimulus Negative reinforcement  strengthens a response by removing something unpleasant

26 Principles of Reinforcement Primary Reinforcer  innate  satisfies a biological need (e.g., food) Secondary Reinforcer  conditioned (learned)  money; good grades Immediate and Delayed Reinforcers  Delayed gratification (think back to the kids & marshmallows video!)

27 Schedules of Reinforcement Continuous Reinforcement  reinforcing the desired response each time it occurs  extinction occurs rapidly Partial (Intermittent) Reinforcement  reinforcing a response only part of the time  results in slower acquisition  greater resistance to extinction  gambling; occasionally giving in to tantrums

28 Schedules of Reinforcement Fixed Ratio (FR)  schedule that reinforces a response only after a specified number of responses  the faster you respond, the more rewards you get  different ratios  very high rate of responding  like piecework pay  example: free sub after buying 10

29 Schedules of Reinforcement Variable Ratio (VR)  reinforces a response after an unpredictable number of responses  slot machines; fly fishing  very hard to extinguish because of unpredictability

30 Schedules of Reinforcement Fixed Interval (FI)  reinforces a response only after a specified time has elapsed  response occurs more frequently as the anticipated time for reward draws near  checking cookies in oven

31 Schedules of Reinforcement Variable Interval (VI)  schedule that reinforces a response at unpredictable time intervals  produces slow, steady responding  like pop quiz

32 Schedules of Reinforcement Variable Interval Number of responses 1000 750 500 250 0 10203040506070 Time (minutes) Fixed Ratio Variable Ratio Fixed Interval Steady responding Rapid responding near time for reinforcement 80

33 Punishment aversive event that decreases the behavior that it follows

34 Problems with Punishment Punished behavior is not forgotten, it's suppressed  May just learn discrimination (behavior not okay in one setting, but still does it elsewhere) Causes increased aggression  shows that aggression is a way to cope with problems

35 Problems with Punishment Creates fear Does not necessarily guide toward desired behavior Punishment often just teaches how to avoid the punishment Most psychologists favor emphasis on reinforcement  Notice what the individual is doing right and affirm them for it

36 Operant vs Classical Conditioning Comparison of Classical and Operant Conditioning Classical Conditioning Operant Conditioning The response Involuntary, automatic “Voluntary,” operates on environment Acquisition Associating events; CS announces Associating response with a conse- UCS. quence (reinforcer or punisher). Extinction CR decreases when CS is repeatedly Responding decreases when reinforce- presented alone. ment stops. Cognitive Subjects develop expectation that Subjects develop expectation that a processes CS signals the arrival of UCS response will be reinforced or punished; they also exhibit latent learning, without reinforcement. Biological Natural predispositions constrain Organisms best learn behavior similar to predispositions stimuli and responses can easily be their natural behaviors; unnatural be- associated. haviors instinctively drift back toward natural ones.

37 Observational Learning  learning by observing and imitating the behavior of others Modeling  process of observing and imitating behavior Prosocial Behavior  positive, constructive, helpful behavior  opposite of antisocial behavior

38 Observational Learning Albert Bandura  pioneer researcher of observational learning  Bobo Doll Study  http://www.youtube.co m/watch?v=vdh7Mngn tnI http://www.youtube.co m/watch?v=vdh7Mngn tnI

39 Negative Observational Learning antisocial effects TV – powerful source of observational learning Link between viewing violence and aggressive behavior Desensitization – become increasingly indifferent to violence after prolonged exposure

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