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CHAPTER 6CHAPTER 6Learning

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LEARNINGLEARNING Learning

Classical conditioning Operant/Instrumental

conditioning Observational learning

Ivan Pavlov – Classical conditioning

Terminology Unconditioned Stimulus (UCS) Conditioned Stimulus (CS) Unconditioned Response (UCR) Conditioned Response (CR)

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PHOBIAS AND PHOBIAS AND CONDITIONINGCONDITIONING

Phobias are irrational fears of specific objects, animals, or situations

People acquire phobias through conditioning

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CLASSICAL CONDITIONINGCLASSICAL CONDITIONING

A learning procedure in which subjects make associations between a natural stimulus and a neutral stimulus

Ivan Pavlov

Tuning fork/salivation

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THE EXPERIMENTTHE EXPERIMENT A neutral stimulus can

replace a natural stimulus if it’s presented just before that stimulus

Food = unconditioned stimulus (US)

Salivation = unconditioned response (UR)

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OTHER TERMSOTHER TERMS Conditioned stimulus

(CS) = tuning fork

Salivation = conditioned response (CR)

Conditioned responses are learned, not natural or reflexive

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Demonstration of Pavlov’s Doghttp://www.youtube.com/watch?v=CpoLxEN54ho&feature=related

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E

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CLASSICAL CONDITIONING: MORE CLASSICAL CONDITIONING: MORE TERMINOLOGY TERMINOLOGY

Trial = pairing of UCS and CS Acquisition = initial stage in learning Stimulus contiguity = occurring together in time and

space 3 types of Classical Conditioning

Simultaneous conditioning: CS and UCS begin and end together

Short-delayed conditioning: CS begins just before the UCS, end together

Trace conditioning: CS begins and ends before UCS is presented

Classical Conditioning in Everyday Life Conditioned fears Other conditioned emotional responses Conditioning and physiological responses Conditioning and drug effects

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PROCESSES IN CLASSICAL PROCESSES IN CLASSICAL CONDITIONINGCONDITIONING

Extinction Spontaneous Recovery Stimulus Generalization Discrimination Higher-order conditioning Applications of classical conditioning

– Pavlov and persuasion

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CLASSICAL CONDITIONING CLASSICAL CONDITIONING AND PLEASANT RESPONSEAND PLEASANT RESPONSE Advertising campaigns use classical conditioning

Pairing a healthy, young, pretty model with a product John Watson

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POSITIVE EMOTIONSPOSITIVE EMOTIONS

A song on the radio

Scent, fragrance, or perfume

Passing a bakery

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APPLICATIONS: APPLICATIONS: DRUG ADDICTIONDRUG ADDICTION

Withdrawal/“cold turkey”

Cues or triggers in the environment

Avoidance of cues

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TASTE AVERSIONSTASTE AVERSIONS

John Garcia explained the role of classical conditioning in creating taste aversions

Timing/single instance

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TASTE AVERSION: AN TASTE AVERSION: AN APPLICATIONAPPLICATION

Aversions can have survival benefits

How to protect sheep from coyotes without killing the coyotes

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PRINCIPLES OF PRINCIPLES OF CLASSICAL CONDITIONINGCLASSICAL CONDITIONING

Acquisition of a conditioned response occurs gradually

Timing is very important

The intensity of the US

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GENERALIZATIONGENERALIZATION

Occurs when a subject responds to a second stimulus similar to the original (CS) without any conditioning

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DISCRIMINATIONDISCRIMINATION

The ability to respond differently to different stimuli

Generalization and discrimination are each a part of everyday life

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EXTINCTIONEXTINCTION

The gradual weakening and eventual disappearance of a conditioned response

The response disappears but is not forgotten (spontaneous recovery)

Reconditioning

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XX 6.7

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JOHN B. WATSONJOHN B. WATSON

The case of “Little Albert”

Fear response

Ethics

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XXX 6.8

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XX 6.10

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OPERANT CONDITIONING OPERANT CONDITIONING OR INSTRUMENTAL OR INSTRUMENTAL

LEARNINGLEARNING Edward L. Thorndike (1913) – the law of effect –

puzzle box and learning curve

B.F. Skinner (1953) – principle of reinforcement Operant chamber – “Skinner Box” Emission of response Reinforcement contingencies – antecedents, behaviors, and

consequences (ABC) Cumulative recorder – F 6.13b

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XX 6.12

Table of ContentsFigure 6.13 Skinner box and cumulative recorder

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BASIC PROCESSES IN OPERANT CONDITIONING

Acquisition

Shaping – animal examples

Extinction

Stimulus Control Generalization Discrimination

Remote controlled rat

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XX 6.14

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Table 6.1 Comparison of Basic Processes in Classical and Operant Conditioning

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REINFORCEMENT: REINFORCEMENT: CONSEQUENCES THAT CONSEQUENCES THAT STRENGTHEN RESPONSESSTRENGTHEN RESPONSES

Delayed Reinforcement Longer delay, slower

conditioning

Primary Reinforces Satisfy biological needs

Secondary Reinforcers Conditioned reinforcement

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SCHEDULES OF SCHEDULES OF REINFORCEMENTREINFORCEMENT

Continuous reinforcement

Intermittent (partial) reinforcement

Ratio schedules Fixed Variable

Interval schedules Fixed Variable

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CONSEQUENCES: CONSEQUENCES: REINFORCEMENT AND REINFORCEMENT AND

PUNISHMENTPUNISHMENT Increasing a response: Positive reinforcement = response followed by

rewarding stimulus Negative reinforcement = response followed by

removal of an aversive stimulus Escape learning Avoidance learning

Decreasing a response: Punishment Problems with punishment – third variable problem

and correlation between punishment and aggression – F 6.21

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XX 6.18

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XX 6.20

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CHANGES IN OURCHANGES IN OURUNDERSTANDING OF CONDITIONINGUNDERSTANDING OF CONDITIONING

Biological Constraints on Conditioning Breland and Breland (1961) – misbehavior of

organisms Instinctive Drift Conditioned Taste Aversion – Garcia & Koelling (1966)

Preparedness and Phobias

Cognitive Influences on Conditioning Signal relations Response-outcome relations Latent learning

Evolutionary Perspectives on learning

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OBSERVATIONAL LEARNING: BASIC OBSERVATIONAL LEARNING: BASIC PROCESSESPROCESSES Albert Bandura (1977, 1986)

Observational learning Vicarious conditioning Bandura, Ross, & Ross (1963) – featured study

4 key processes attention retention reproduction Motivation

acquisition vs. performance

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xxx 6.24

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p. 245

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OBSERVATIONAL LEARNING OBSERVATIONAL LEARNING AND THEAND THEMEDIA VIOLENCE MEDIA VIOLENCE CONTROVERSYCONTROVERSY Studies demonstrate that exposure to TV and movie violence increases the likelihood of physical aggression, verbal aggression, aggressive thoughts, and aggressive emotions

The association between media violence and aggression is nearly as great as the correlation between smoking and cancer – F 6.26 – third variable problem

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Figure 6.27. Comparison of the relationship between media violence and aggression to other correlations.

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MODIFY YOUR MODIFY YOUR OWN OWN BEHAVIOR?BEHAVIOR?