1. Chapter Ten The Learning Perspective

2. Classical Conditioning Pavlovian Conditioning Response acquired by associating one stimulus with another Basic Elements: Stage 1 (existing reflex)USUR Stage 2 (pairing of stimuli)USUR CS Stage 3 (development of USUR CR)CSCR Stage 4 (completed CSCR conditioning)

3. Issues Affecting Classical Conditioning Conditioned response (CR) is generally less intense than the unconditioned response (UR) The greater the frequency of CS–US pairings, the more likely conditioning will take place If US is very strong, conditioning will take place rapidly

4. Additional Issues in Classical Conditioning Discrimination — differential responding between classes of stimuli Generalization — experience of a less intense CR to classes of stimuli similar to CS Extinction — gradual weakening of CR in response to presentation of CS without US

5. Emotional Conditioning Situations of classical conditioning in which the conditioned response (CR) is an emotional reaction –Gives rise to likes and dislikes, preferences and biases Associations of neutral stimuli with events that reflexively cause good or bad feelings

6. Instrumental Conditioning Also known as operant conditioning Process whereby behavior that is followed by a “positive state of affairs” is more likely to be done again in a similar situation –Links an action, an outcome, and the likelihood of future action –Recognizes contingency between response and its consequences –“Law of effect” as described by Thorndike

7. Reinforcement and Punishment Reinforcer = “positive state of affairs” that increase (strengthen) the likelihood of a response –Primary reinforcer—diminishes biological needs –Secondary reinforcer—associated (through classical conditioning) with primary reinforcer –Positive reinforcement—receipt of something positive –Negative reinforcement—removal of something negative Punishment—Negative or aversive outcome that decreases the tendency of behavior that preceded it –NOT THE SAME AS NEGATIVE REINFORCEMENT –Receipt of something negative –Removal of something positive (time out from positive reinforcement)

8. Additional Issues in Instrumental Conditioning Discriminative stimulus—a stimulus that is present when a behavior is followed by a reinforcer –Stimulus acts as a switch to turn behavior on and off (cue function) –Important in personality because it provides a mechanism for behavioral complexity Generalization—responding in a similar way to classes of similar discriminative stimuli –Give continuity to behavior –Provides a basis for explaining traits Extinction—gradual weakening of response from lack of reinforcer

9. Schedules of Reinforcement Continuous—behavior always followed by reinforcement Partial — behavior followed by reinforcement less than every time More resistant to extinction—partial reinforcement effect

10. Social Reinforcement Less focus on physical needs in the reinforcement of human behavior, but rather on the effects of smiles, hugs, praise, approval, love, and interest and attention of others People are most affected by social reinforcement Social reinforcers don’t require a state of deprivation Invoke principles of self-reinforcement –Self-reward of desired things –Reaction to own behavior with self-approval

11. Vicarious Emotional Learning Also called empathy Experience of emotion from watching another, experience an intense level of the same emotion Is not the same as sympathy—concern or distress at the suffering of another Creates opportunities for learning through vicarious reinforcement

12. Vicarious Reinforcement Seeing a person reinforced for a behavior increases your tendency to do a similar behavior Seeing a person punished for a behavior decreases your tendency to do a similar behavior Permits trial and error processes that: –Preserve self-esteem –Allow focus on “learning,” rather than the details of “behaving” Relies on development of expectancies between behavior and outcomes

13. Expectancies Concerning Outcomes Outcome expectancy—evaluation of whether a behavior will lead to a desired outcome Behavior determined by: –Expectancy –Incentive—value of desired outcome (goal) Difference from traditional conditioning point of view: –Traditional perspective doesn’t assume expectancies matter or have causal influence on behavior

14. Efficacy Expectancies Albert Bandura Perceived ability to carry out a desired action Also known as self-efficacy Assumption: It’s not enough to know what needs to be done, one must be confident in ability to do it

15. Observational Learning Acquisition of ability by watching the behavior of another (model) Requirements –Attention—particularly to the correct aspects of the model’s behavior –Retention—representations in memory Imaginal coding—creating images and mental pictures Verbal coding—creating a description –Production Competency—possession of skills required to carry out behavior Influenced by prior skills and knowledge

16. Acquisition vs. Performance People don’t always do everything they learn through observation Issue: What factors influence performance? –Observed rewards increase probability of performance –Observed punishment decreases probability of performance

17. Modeling Aggression Observational learning—may provide examples of innovative aggressive techniques Vicarious reinforcement—may suggest that violence is an appropriate way to deal with conflict or disagreement Desensitization—extinguishing of negative emotional responses to aggression and violence

18. Assessment (Conditioning-Based Approach) Emphasis on –Behaviors, rather than cognitions –Emotional responses being linked to conditioned stimuli and thus are tied to specific contexts –Direct observation of behavior Physiological assessment — measures physical aspects of emotional responses (used frequently in research settings) Behavioral assessment — observations of overt behavior

19. Assessment (Social-Cognitive Approaches) Emphasizes use of self-reports Focus on subjective feelings, thoughts and expectancies, rather than objective aspect of situation Particular interest in responses to specific categories of situations –Guided by recognition that behavior can vary greatly from situation to situation

20. Problems in Behavior (Conditioning) Phobias — intense irrational fears Behavioral tendencies that are instrumentally conditioned, but are not functional or adaptive

21. Behavioral Therapy Phobias –Extinction—avoiding phobic stimulus prevents extinction –Systematic desensitization—a form of counterconditioning involving gradual exposure to increasingly threatening stimuli paired with relaxation techniques Contingency Management –Alter reinforcement contingencies

22. Problems in Behavior (Social Cognitive) Problems arise from inappropriate emotional or behavioral tendencies from vicarious or direct learning Negative expectancies can have broad influence on behavior, particularly when generalized Skill deficits can reflect incomplete observational learning or inappropriate models

23. Therapy (Socal Cognitive) Importance of modeling –Therapeutic modeling for persons with skills deficits –Treatment of persons with phobias and fears Mastery model expresses no fear of feared object Coping model expresses initial fear, but over comes it –Important role of self-efficacy in producing positive treatment outcomes