1. Psychology in Action (8e) PowerPoint  Lecture Notes Presentation Chapter 6: Learning 1

2. Lecture Overview Classical Conditioning Operant Conditioning Cognitive-Social Learning Cognitive-Social Learning The Biology of Learning Using Conditioning and Learning Principles Using Conditioning and Learning Principles 2

3. Introductory Definitions Learning (relatively permanent change in behavior or mental processes resulting from practice or experience) Conditioning (process of learning associations between environmental stimuli and behavioral responses) 3

4. Classical Conditioning Pavlov’s Contribution Classical Conditioning: learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR) 4

5. Pavlov’s Original Experiment 5

6. Classical Conditioning--Key Terms Neutral Stimulus (NS): stimulus that, before conditioning, doesn’t naturally bring about the response of interest Unconditioned Stimulus (UCS): stimulus that elicits an UCR occurring without previous conditioning Unconditioned Response (UCR): unlearned reaction to an UCS occurring without prior conditioning 6

7. Classical Conditioning--Key Terms (Continued) Conditioned Stimulus (CS): previously NS that, through repeated pairings with an UCS, now causes a CR Conditioned Response (CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS 7

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9. Why Study Psychology? It Helps You Understand Popular Cartoons! 9

10. Classical Conditioning (Continued) 10

11. Classical Conditioning (Continued) Conditioned Emotional Response (CER): Watson demonstrated how emotions can be classically conditioned to a previously neutral stimulus (NS). John B. Watson 11

12. Watson and Rayner Created a Fear of Rats (a CER) in Little Albert 12

13. Classical Conditioning’s Basic Principles Stimulus Generalization: learned response to stimuli that are similar to the original conditioned stimuli (CS) ALL ALL Snakes bite! 13

14. Classical Conditioning’s Basic Principles (Continued) Stimulus Discrimination: learned response to a specific stimulus, but not to other, similar stimuli some Now I know that some snakes are nice! 14

15. Extinction: gradual weakening or suppression of a previously conditioned response (CR) Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR) 15

16. Higher-Order Conditioning: neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS) Classical Conditioning’s Basic Principles (Continued) 16

17. Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning 17

18. Operant Conditioning Operant Conditioning: learning in which voluntary responses are controlled by their consequences 18

19. Operant Conditioning (Continued) Thorndike’s Contribution Law of Effect: the probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence 19

20. Operant Conditioning (Continued) Skinner’s Contribution Conducted systematic research using a Skinner box 20

21. Operant Conditioning’s Basic Principles Reinforcement: strengthening a response 21

22. Operant Conditioning’s Basic Principles (Continued) unlearned Primary Reinforcers: normally satisfy an unlearned biological need (e.g., food) learned Secondary Reinforcers: learned value (e.g., money, praise) 22

23. Operant Conditioning’s Basic Principles (Continued) Positive Reinforcement: adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise) 23

24. Operant Conditioning’s Basic Principles (Continued) Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin) 24

25. Operant Conditioning’s Basic Principles (Continued) 25

26. Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement 1. Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed 2.Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies 26

27. 3. Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed 4.Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) 27

28. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) 28

29. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) If you want to increase the overall number of responses, which schedule of reinforcement should you choose? 29

30. Operant Conditioning’s Basic Principles (Continued) Shaping: reinforcement is delivered for successive approximations of the desired response 30

31. Operant Conditioning’s Basic Principles (Continued) Punishment: weakening a response 31

32. Operant Conditioning’s Basic Principles (Continued) Positive Punishment: adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting) 32

33. Operant Conditioning’s Basic Principles (Continued) Negative Punishment: taking away (or removing) a stimulus that weakens a response and makes it less likely to recur (e.g., restriction) 33

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35. Side Effects of Punishment Judging by this woman’s expression, is she experiencing an example of increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, or learned helplessness? 35

36. Cognitive-Social Learning Cognitive-Social Theory: emphasizes the roles of thinking and social learning in behavior 36

37. Cognitive-Social Learning (Continued) Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution). 37

38. Cognitive-Social Learning (Continued) Tolman’s rats built a cognitive map (a mental image of a three- dimensional space). They also displayed latent learning (hidden learning that exists without behavioral signs). 38

39. Cognitive-Social Learning (Continued) Observational Learning: learning new behaviors or information by watching others Bandura's Famous Bobo Doll study 39

40. Observational Learning and Modeling Note the increasing bicep circumference of these G.I. Joe action figures. What are the effects of this type of modeling? 40

41. Cognitive-Social Learning (Continued) Observational Learning involves four processes: 1. Attention 2. Retention 3. Motor Reproduction 4. Reinforcement 41

42. The Biology of Learning: Neuroscience and Learning When we learn something, we experience the creation of new synaptic connections and alterations in many brain structures. 42

43. The Biology of Learning: Evolution and Learning Classical Conditioning  Taste Aversion: classically conditioned negative associations of food to illness 43

44. The Biology of Learning: Evolution and Learning (Continued) Biological Preparedness: built-in (innate) readiness to form associations between certain stimuli and responses Instinctive Drift: conditioned responses shift (or drift) back toward innate response pattern 44

45. Using Conditioning and Learning Principles Classical Conditioning can be seen in: Marketing Prejudice Medical Treatments Phobias 45

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47. Using Conditioning and Learning Principles (Continued) Operant Conditioning can be seen in: Prejudice Biofeedback Superstitions 47

48. Using Conditioning and Learning Principles (Continued) Cognitive-Social Theory can be seen in: Prejudice Media Influences 48