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Learning: A Lesson on Behaviorism Psychology Unit 2: Learning Grade Level: 11 th and 12 th Kyle Muntzinger Psychology Unit 2: Learning Grade Level: 11.

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Presentation on theme: "Learning: A Lesson on Behaviorism Psychology Unit 2: Learning Grade Level: 11 th and 12 th Kyle Muntzinger Psychology Unit 2: Learning Grade Level: 11."— Presentation transcript:

1 Learning: A Lesson on Behaviorism Psychology Unit 2: Learning Grade Level: 11 th and 12 th Kyle Muntzinger Psychology Unit 2: Learning Grade Level: 11 th and 12 th Kyle Muntzinger

2 ObjectivesObjectives The main objective for this lesson is to instruct the students about learning and behaviorism, a psychology school of thought. The main objective for this lesson is to instruct the students about learning and behaviorism, a psychology school of thought. In this lesson the students will be taught the terms and the perspectives that are involved with Behaviorism and Learning. In this lesson the students will be taught the terms and the perspectives that are involved with Behaviorism and Learning. The main objective for this lesson is to instruct the students about learning and behaviorism, a psychology school of thought. The main objective for this lesson is to instruct the students about learning and behaviorism, a psychology school of thought. In this lesson the students will be taught the terms and the perspectives that are involved with Behaviorism and Learning. In this lesson the students will be taught the terms and the perspectives that are involved with Behaviorism and Learning.

3 MaterialsMaterials Computer Computer TV and VCR TV and VCR Paper Paper Pencil Pencil LCD projector LCD projector Screen Screen Bells and Straws Bells and Straws Computer Computer TV and VCR TV and VCR Paper Paper Pencil Pencil LCD projector LCD projector Screen Screen Bells and Straws Bells and Straws

4 Student Activities Video: Discovering Psychology Video: Discovering Psychology –By Philip Zimbardo Watch Video #8 Watch Video #8 –Learning Prominent researchers — Pavlov, Thorndike, Watson, and Skinner — have greatly influenced today’s thinking about how learning takes place. This program examines the basic principles of classical and operant conditioning elaborated by these renowned figures. Video: Discovering Psychology Video: Discovering Psychology –By Philip Zimbardo Watch Video #8 Watch Video #8 –Learning Prominent researchers — Pavlov, Thorndike, Watson, and Skinner — have greatly influenced today’s thinking about how learning takes place. This program examines the basic principles of classical and operant conditioning elaborated by these renowned figures.

5 Unit #2: Learning Learning: Learning: –to gain knowledge or understanding of or skill in by study, instruction, or experience Learning: Learning: –to gain knowledge or understanding of or skill in by study, instruction, or experience

6 ConditioningConditioning Conditioning= Learning Conditioning= Learning –Stimulus: something that produces a reaction –Response: is the reaction to the stimulus Edward Thorndike (1874-1949) Edward Thorndike (1874-1949) –Law of Effect: Responses to stimuli that produce a satisfying state in a particular situation are more likely to occur again in the situation Responses to stimuli that produce a satisfying state in a particular situation are more likely to occur again in the situation Responses that produce a discomforting, annoying or unpleasant effect in a situation are less likely to occur again in the situation Responses that produce a discomforting, annoying or unpleasant effect in a situation are less likely to occur again in the situation Conditioning= Learning Conditioning= Learning –Stimulus: something that produces a reaction –Response: is the reaction to the stimulus Edward Thorndike (1874-1949) Edward Thorndike (1874-1949) –Law of Effect: Responses to stimuli that produce a satisfying state in a particular situation are more likely to occur again in the situation Responses to stimuli that produce a satisfying state in a particular situation are more likely to occur again in the situation Responses that produce a discomforting, annoying or unpleasant effect in a situation are less likely to occur again in the situation Responses that produce a discomforting, annoying or unpleasant effect in a situation are less likely to occur again in the situation

7 Classical Conditioning Ivan Pavlov (1849-1936) Ivan Pavlov (1849-1936) –Russian psychologist –Classical conditioning: When a neutral stimulus comes to elicit an unconditioned response when that neutral stimulus is repeatedly paired with a stimulus that normally causes an unconditioned response When a neutral stimulus comes to elicit an unconditioned response when that neutral stimulus is repeatedly paired with a stimulus that normally causes an unconditioned response –What happens when you picture your favorite food? Ivan Pavlov (1849-1936) Ivan Pavlov (1849-1936) –Russian psychologist –Classical conditioning: When a neutral stimulus comes to elicit an unconditioned response when that neutral stimulus is repeatedly paired with a stimulus that normally causes an unconditioned response When a neutral stimulus comes to elicit an unconditioned response when that neutral stimulus is repeatedly paired with a stimulus that normally causes an unconditioned response –What happens when you picture your favorite food?

8 Pavlov’s Dogs Experiment of Classical Conditioning Experiment of Classical Conditioning –US, UR, CR, and CS Experiment of Classical Conditioning Experiment of Classical Conditioning –US, UR, CR, and CS

9 Classical Conditioning Neutral Stimulus: stimulus that invokes no response in context (ex. Bell with no pairing) Neutral Stimulus: stimulus that invokes no response in context (ex. Bell with no pairing) Unconditioned Stimulus: stimulus that causes an automatic response (ex. Food) Unconditioned Stimulus: stimulus that causes an automatic response (ex. Food) Unconditioned Response: the automatic response to stimulus (ex. Salivation) Unconditioned Response: the automatic response to stimulus (ex. Salivation) Conditioned Stimulus: learned stimulus that invokes the conditioned response (ex. Bell paired with Food) Conditioned Stimulus: learned stimulus that invokes the conditioned response (ex. Bell paired with Food) Conditioned Response: learned response to a stimulus that was previously neutral (ex. Salivation to Bell) Conditioned Response: learned response to a stimulus that was previously neutral (ex. Salivation to Bell) Neutral Stimulus: stimulus that invokes no response in context (ex. Bell with no pairing) Neutral Stimulus: stimulus that invokes no response in context (ex. Bell with no pairing) Unconditioned Stimulus: stimulus that causes an automatic response (ex. Food) Unconditioned Stimulus: stimulus that causes an automatic response (ex. Food) Unconditioned Response: the automatic response to stimulus (ex. Salivation) Unconditioned Response: the automatic response to stimulus (ex. Salivation) Conditioned Stimulus: learned stimulus that invokes the conditioned response (ex. Bell paired with Food) Conditioned Stimulus: learned stimulus that invokes the conditioned response (ex. Bell paired with Food) Conditioned Response: learned response to a stimulus that was previously neutral (ex. Salivation to Bell) Conditioned Response: learned response to a stimulus that was previously neutral (ex. Salivation to Bell)

10 Examples of Classical Conditioning Case Study Case Study –Little Albert and John B. Watson 1920s psychologist 1920s psychologist Demonstration that emotional reaction such as fears can be acquired through principles of classical conditioning Demonstration that emotional reaction such as fears can be acquired through principles of classical conditioning What happen: What happen: –Albert, 11 month old baby –Trained to fear white fluffy objects by pairing loud harsh noises (clanging of pots and pans to steel bars) with objects like stuffed rabbits to white rats that original invoked a pleasurable response

11 Student Activities Bell and Straw Conditioning Bell and Straw Conditioning –Hands on experiment for the kids using the involuntary reaction of blinking. Pairs of students will classically condition one another by using the bells and straws. Pairs of students will classically condition one another by using the bells and straws. –One student stands facing his/her partner. –The student with the straw blows a puff of air into the partners eye while simultaneously ringing the bell 5 times. –After five times the student with the bell rings the bell with no puff of air. The student should blink involuntarily and the action should go extinct within a few minutes. Bell and Straw Conditioning Bell and Straw Conditioning –Hands on experiment for the kids using the involuntary reaction of blinking. Pairs of students will classically condition one another by using the bells and straws. Pairs of students will classically condition one another by using the bells and straws. –One student stands facing his/her partner. –The student with the straw blows a puff of air into the partners eye while simultaneously ringing the bell 5 times. –After five times the student with the bell rings the bell with no puff of air. The student should blink involuntarily and the action should go extinct within a few minutes.

12 Operant Conditioning B.F. Skinner (1904-1990) B.F. Skinner (1904-1990) –American Psychologist –Operant Conditioning: Learning that is strengthened when behavior is followed by reinforcement or consequence –Reinforcement: Increase the likelihood of the behavior –Punishment: Decrease the likelihood of the behavior B.F. Skinner (1904-1990) B.F. Skinner (1904-1990) –American Psychologist –Operant Conditioning: Learning that is strengthened when behavior is followed by reinforcement or consequence –Reinforcement: Increase the likelihood of the behavior –Punishment: Decrease the likelihood of the behavior

13 ReinforcementReinforcement

14 Schedules of Reinforcement Continuous Continuous –Reinforced every time the behavior occurs Partial Partial –Not reinforced every time –Types Interval: a certain time elapses before the behavior can be reinforced (Fixed or Variable) Interval: a certain time elapses before the behavior can be reinforced (Fixed or Variable) Ratio: a certain amount of times the behavior must be performed before it is reinforced (Fixed or Variable) Ratio: a certain amount of times the behavior must be performed before it is reinforced (Fixed or Variable)

15 Examples of Operant Conditioning + Reinforcement: + Reinforcement: Push the lever= Food Push the lever= Food - Reinforcement: - Reinforcement: Get too warm in the sun= Move inside Get too warm in the sun= Move inside + Punishment: + Punishment: Giving chores if kids misbehave Giving chores if kids misbehave - Punishment: - Punishment: Taking away recess to unruly kids Taking away recess to unruly kids

16 Student Activities Sniffy the Virtual Rat Sniffy the Virtual Rat –Examples of Conditioning Schedules of reinforcement: Schedules of reinforcement: Continuous Continuous Partial Partial –Interval –Ratio Students will have hands on training in conditioning Sniffy the Virtual Rat to better understand different types of conditioning. Students will have hands on training in conditioning Sniffy the Virtual Rat to better understand different types of conditioning. Sniffy the Virtual Rat Sniffy the Virtual Rat –Examples of Conditioning Schedules of reinforcement: Schedules of reinforcement: Continuous Continuous Partial Partial –Interval –Ratio Students will have hands on training in conditioning Sniffy the Virtual Rat to better understand different types of conditioning. Students will have hands on training in conditioning Sniffy the Virtual Rat to better understand different types of conditioning.

17 Observational Learning Albert Bandura (1925-…) Albert Bandura (1925-…) –Observational Learning: People acquire knowledge and skills by observing and imitating others Albert Bandura (1925-…) Albert Bandura (1925-…) –Observational Learning: People acquire knowledge and skills by observing and imitating others

18 Bandura’s Social Learning Theory

19 Student Activities Discussion Discussion –Observational Learning and Bandura Modeling and learning by imitation Modeling and learning by imitation Question for class to debate: Question for class to debate: –Split the class into two teams for debate Does violence on television and video games lead to violence in teenagers? Does violence on television and video games lead to violence in teenagers? Discussion Discussion –Observational Learning and Bandura Modeling and learning by imitation Modeling and learning by imitation Question for class to debate: Question for class to debate: –Split the class into two teams for debate Does violence on television and video games lead to violence in teenagers? Does violence on television and video games lead to violence in teenagers?

20 WebsitesWebsites Thomson Wadsworth Publishing Thomson Wadsworth Publishing –Sniffy the Virtual Rat Sniffy the Virtual RatSniffy the Virtual Rat Wikipedia Wikipedia –Behaviorism Behaviorism Discovering Psychology Discovering Psychology –Phil Zimbardo Videos Phil Zimbardo VideosPhil Zimbardo Videos Rockstar Games Rockstar Games –Grand Theft Auto pictures Grand Theft Auto picturesGrand Theft Auto pictures Merriam- Webster Online References Merriam- Webster Online References –Definition to learning Definition to learningDefinition to learning

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