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PSY 2012 General PsychologyChapter 6: Learning

Samuel R. Mathes! Ph.".#ssociate Pro$essor

%he "epartment o$ Psychology%he &ni'ersity o$ (est )lori*a

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(hich is learne*+

, Snee-ing hen *ust gets in your nose

, lin/ing your eye hen a pu$$ o$ air hits it

, "rooling hen you taste a lemon

, ncreasing heart rate hen you see aspi*er

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(hat is % 3learning+4

, Instincts: 5eha'iors that occur as a resulto$ the organisms genotype

, Reflexes: 5eha'iors that occur as a resulto$ an automatic reaction to someen'ironmental change or con*ition

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"e$ining Learning

, Relati'ely permanent change in 5eha'ioror mental state 5ase* on e7perience

8 Relati'ely permanent change: Can 5e altere*ith $uture learning

8 eha'ior: Some response to a situation ore'ent

8 Mental state: /nole*ge! attitu*e! 5elie$!strategy

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%heories o$ Learning

, Behavioral or Environmental Theories:8 Change in the in*i'i*uals 5eha'ior or mental

state is in response to something in theen'ironment

8 y controlling the en'ironment! ones learningcan 5e controlle*

8 nly those 5eha'iors e can *irectly o5ser'eare orthy o$ stu*y

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%heories o$ Learning

, Cognitive Theories of Learning:8 Change in the in*i'i*uals 5eha'ior or mental

state is 5ase* on internal mental processesnot *irectly o5ser'a5le

8 %he en'ironment only in*irectly in$luences our5eha'iors an* mental states

8 nternal states an* processes are legitimateo59ects o$ stu*y

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eha'ioral or n'ironmental %heories o$Learning

, ;a5ituation: a$ter repeate* e7posures to astimulus! our response to it *ecreases

8 (hat *i* e *iscuss in Sensation

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eha'ioral or n'ironmental %heories o$Learning: Classical Con*itioning

, *enti$y a stimulusresponse relationship that

occurs naturally =e.g. eye 5lin/ in response to apu$$ o$ air>

, *enti$y a stimulus that *oes notelicit theresponse naturally =e.g. a tone>

, Present the tone imme*iately prior to the pu$$ o$

se'eral times

, (hen the tone elicits the 5lin/ ithout the pu$$!then Classical Con*itioning has occurre*

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Classical Con*itioning

, %he pu$$ o$ aireye 5lin/ re$le7 *i* notha'e to 5e taught or con*itione*

8 %he pu$$ o$ air then! is the UnconditionedStimulus (UCS)

8 %he eye 5lin/ is the Unconditioned Reflex(UCR)

8 %he &CS&CR re$le7 re?uires L#RG

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Classical Con*itioning

, %he tone *i* not initially elicit an eye 5lin/.

8 %he toneeye 5lin/ connection as neutralat theonset o$ the con*itioning

, )olloing the con*itioning trials! the toneas

conditionedto elicit the eye blink

, %he tone 5ecame the Con*itione* Stimulus =CS>

an* the eye 5lin/ the Con*itione* Response=CR>.

, CS =tone>CR =eye 5lin/>.

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Classical Con*itioning

, #le7 has a startle* reaction to the soun*

o$ a lou* 3pop.4 imme*iately 5e$ore thelou* pop! a light $lashes. #$ter se'eraltimes! #le7 has a startle* reaction to the

$lash o$ light., (hat is the &CS+

, (hat is the &CR+

, (hat is the CS+

, (hat is the CR+

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Classical Con*itioning, Sam $e* his *og! lga! each morning. ;e

oul* pour $oo* $rom the container intoher $oo* 5ol an* lga oul* smell the$oo* an* come to the /itchen to eat. Soon!

the noise ma*e 5y the $oo* hen Sampoure* it into the 5ol oul* 5ring lga tothe /itchen to eat her $oo*.

, (hat as the &CS+

, (hat as the &CR+

, (hat as the CS+

, (hat as the CR+

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Classical Con*itioning

, %erminating the 5eha'ior@7tinction

8 (hen the Con*itione* Stimulus is presente*repeate*ly ithout the &ncon*itione*Stimulus! the Con*itione* Response ceasesto occur.

8 $ Sam ma*e the soun* o$ lgas $oo* 5eingpoure* into the 5ol an* *i* not put $oo* intothe 5ol lga oul* stop running to the

/itchen hen she hear* the soun*.

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Classical Con*itioning

, Reco'ering the 5eha'ior@SontaneousRecover!

8 $ the CS is ithhel* $or some time an*reintro*uce*! the CR returns at some le'el

8 $ Sam stops ma/ing the noise o$ lgas $oo**ropping in her $oo* 5ol $or some *ays an*they ma/es the noise again! lga is li/ely tocome. She ill most li/ely return more slolyan* perhaps only loo/ into the /itchen tochec/ $or $oo*.

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Classical Con*itioning

, Stimulus "enerali#ation: the elicitation o$

the Con*itione* Response 5y similar 5ut*i$$erent stimuli

8 n #le7s e7ample a5o'e! i$ #le7 ha* a startlereaction to a *i$$erent light he oul* 5e*emonstrating stimulus generali-ation.

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Classical Con*itioning

, Stimulus $iscrimination: the organism

pro*uces the Con*itione* Response toone Con*itione* Stimulus 5ut not to asimilar 5ut *i$$erent stimulus.

8#le7 =see a5o'e> startles to a $lash o$ re* light=CS> 5ut not to another light o$ similarintensity 5ut *i$$erent color.

t C *iti i L i

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perant Con*itioning: Learning eeha'iors

, .). S/inners 3Ra*ical eha'iorism:

8 %he $actor controlling an organisms 5eha'ioras the conse?uence o$ that 5eha'ior.

8 %here as no nee* to hypothesi-e internal

processes.8 %he only appropriate o59ect o$ stu*y is o'ert!

o5ser'a5le 5eha'ior

8 %he las go'erning 3learning4 'ia operantcon*itioning ere the same $or all organisms.

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perant Con*itioning: Learning eeha'iors

, Aey concepts in perant Con*itioning8 Reinforcement:3#ny con*ition that $ollos an*strengthens a 5eha'ior.4 =Bim5ar*o! et al.! 2006! pg.26>

, %ositive Reinforcement: an e'ent that occursa$ter a response that increases the li/elihoo* o$that response occurring again

, &egative Reinforcement: remo'al o$ an a'ersi'e

con*ition that increases the li/elihoo* o$ thatresponse occurring again

8 Extinction:similar to 7tinction in ClassicalCon*itioning@remo'ing the rein$orcement ten*s toterminate the 5eha'ior

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Rein$orcement

, Denni$ers $ather *eci*e* to gi'e her a tripto Paris i$ she ma*e the *eans list. Shema*e the *eans list an* recei'e* the trip

to Paris.8 s this positi'e or negati'e rein$orcement+

8 (hy *o you thin/ so+

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Rein$orcement

, "a'i* ha* a ha5it o$ lea'ing his /eys in hiscar hen he $ille* up ith gasoline. ncehe loc/e* his /eys in his car. ;e ha* a5u--er installe* such that it soun*e* henthe /eys ere in the car an* the engineas turne* o$$. (hen he remo'e* the/eys! the 5u--er stoppe*.

8 s this positi'e or negati'e rein$orcement+

8 (hy *o you thin/ so+

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Rein$orcement Contingencies

, Contingencies re$lect con*itions that must 5e

met in or*er $or rein$orcement to 5e *ispense*E

, %he rein$orcement must 5e meaning$ul to the

organism =e.g. $oo* $or a *og>

, %he rein$orcement must $ollo the 5eha'iorE

Rein$orcement Contingencies: %iming an*

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Rein$orcement Contingencies: %iming an*Sche*ules o$ Rein$orcement

, Continuous reinforcement: the rein$orcement

is a*ministere* $olloing each 5eha'iorE

8 7cellent $or initial learning o$ ne 5eha'iorsE

8 Pro5lems:, ;a5ituation to the rein$orcer: the rein$orcement

loses its rein$orcing ?ualities

, Satiation: the organism 5ecomes glutte* ith therein$orcer.

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Rein$orcement Contingencies: %iming an*Sche*ules o$ Rein$orcement

, Intermittent Reinforcement: perio*ica*ministration o$ the rein$orcement.

8 Maintains 5eha'iors ith $eer rein$orcementtrials $olloing initial learningE

8 More resistant to extinction

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Rein$orcement Contingencies: %iming an*Sche*ules o$ Rein$orcement

, Ratio Schedules: 5ase* on the num5er o$ responses5e$ore a rein$orcement is a*ministere*.

, 'ixed Ratio: rein$orcement is contingenton a

certain num5er o$ responses an* that num5er isconstant. #s the num5er o$ responses approachesthe re?uire* num5er! the rate o$ responseincreases

, ariale Ratio: the num5er o$ responses $or hicha 5eha'ior ill 5e rein$orces 'aries. %ypically somea'erage num5er is maintaine* o'er trials. %he rateo$ respon*ing ten*s to 5e consistent.

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Rein$orcement Contingencies: %iming an*Sche*ules o$ Rein$orcement

, #le7an*er or/s at a manu$acturing plant an* ispai* a certain amount $or e'ery F units hepro*uces.

, &pon hich sche*ule is his pay 5ase* on a $i7e*or 'aria5le ratio+

, Lucy li/es to play the slot machines in thecasino. She ne'er /nos ho many times sheill play 5e$ore a payo$$.

, s her inning 5ase* on a $i7e* or 'aria5le ratio+

$ C

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Rein$orcement Contingencies: %iming an*Sche*ules o$ Rein$orcement

, Interval Schedules: ase* on the amount o$ time

5eteen rein$orcement. %he $irst response $olloing theminimum time is rein$orce*.

8 'ixed Interval: rein$orcement is contingenton the

$irst response $olloing a set amount o$ time. Rate o$5eha'ior increases slightly as the inter'alapproaches.

8 ariale Interval: the amount o$ time 5eteenrein$orcement is typically 'arie* aroun* somea'erage. n uncontrolle* settings! the 'ariance is notcontrolle* aroun* an a'erage.

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Rein$orcement Contingencies: %iming an*Sche*ules o$ Rein$orcement

, "amon recei'es 2H.00 each hour he or/s an* is pai*e'ery ee/ $or H0 hours or/.

, s this a $i7e* or 'aria5le inter'al sche*ule+

, lecia is a super'isor in a technology *e'elopment $irm.She ma/es unsche*ule* 'isits to the o$$ice in hich hersta$$ or/s. ;er sta$$ mem5ers ne'er /no hen leciaill arri'e.

, s this a $i7e* or 'aria5le inter'al sche*ule+

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)oo* an* Money: Primary an* Secon*aryRein$orcers

, $ the rein$orcer is 5ase* on a natural5iological nee* or *ri'e it is aprimaryrein$orcer

8 )oo*! (ater! Se7! 7ygen

, $ the rein$orcer is a relate* to 5ut in realitynot5ase* on a natural 5iological nee*! it

is a secondaryor conditionedrein$orcer8 Money! Praise! Gra*es

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"oing hat li/e $or "oing hat "o otLi/e to "o

, %he Premac/ Principle:

8 &sing a *esire* or high $re?uency 5eha'ior torein$orce a less *esira5le or loer $re?uency

5eha'iorE, $ you *o your chores! you can go to the mo'ies

ith your $rien*sE

, $ you complete your paper assignment early! you

can en9oy the ee/en* 5e$ore it is *ue.

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&sing the Stic/ instea* o$ the Carrot:Punishment

, %unishment: any con*ition that $ollos an*re*uces the li/elihoo* o$ a 5eha'ior

8 %ositive %unishment: a con*ition that occurs$olloing a 5eha'ior an* re*uces the li/elihoo* o$ that5eha'ior

8 &egative %unishment: remo'al o$ a *esira5lecon*ition $olloing a 5eha'ior that re*uces theli/elihoo* o$ that 5eha'ior.

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Punishment 's. Rein$orcement

, Punishment *oes not usually result in longterm 5eha'ioral changeE

, Punishment *oes not pro'i*e a 'ehicle $or

5uil*ing a more *esira5le 5eha'iorE, Rein$orcement gi'es the rein$orcing

in*i'i*ual more control o'er others

5eha'iorE, Punishment typically lea*s to escape

5eha'iorE

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Something to help you remem5er:

, Rein$orcement alays increases theli/elihoo* o$ the 5eha'iorE

, Punishment alays *ecreases theli/elihoo* o$ the 5eha'iorE

, Positi'e means *oing or gi'ing something$olloing the 5eha'ior

, egati'e means stopping or ta/ingsomething aay.

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Pro5lems $or thought:, Damal ante* his *og to learn to al/ on a

leash. n or*er to train the *og Damal 5ought a3cho/e4 collar that constricte* the *ogs nec/hen the *og ran too $ast.

, s this an e7ample o$ positi'e rein$orcement!negati'e rein$orcement! positi'e punishment! ornegati'e punishment+

, (hy+

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Pro5lems $or thought, #arons parents ante* him to impro'e his

gra*es. %hey *eci*e* they oul* allo him tostay out an e7tra hour on Satur*ay night i$ hema*e the #I honor roll.

, s this an e7ample o$ positi'e rein$orcement!negati'e rein$orcement! positi'e punishment! ornegati'e punishment+

, (hy+

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%he Cogniti'e Revolution

, %o e'ents mar/e* the transition $rom a ra*ical5eha'ioral or en'ironmental perspecti'e onlearning to one that in'ol'e* cognition

8 oam Choms/y pu5lishe* a criti?ue o$ S/innersperspecti'e on language *e'elopment:

, S/inner propose* that all language as learne* throughcon*itioningE

, Choms/y propose* that the high *egree o$ creati'ity!

*i'ersity! an* inconsistency in any in*i'i*uals languagenegate* a strictly 5eha'ioral approach

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%he Cogniti'e Revolution

8 %he *e'elopment o$ the computer as a ay toprocess in$ormation:

, Le* to the recognition that in$ormation can 5e

trans$orme* in representation! processe*! an*repro*uce* in the original $ormE

, Researchers an* scholars use* the computer as ametaphor $or con*ucting research on the mentalprocesses 'iee* as inaccessi5le 5y 5eha'iorists.

%h C iti R l ti

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%he Cogniti'e Revolution, Gestalt Psychology =Aohler>:

8 Sa pro5lem sol'ing as the culmination o$ mentalprocesses that create* representations o$ thepro5lem situationE

8 eha'iorists lac/e* e7planations o$ 3insight4 learningE, Social Learning %heory =an*ura>

8 n*i'i*uals coul* learn a 5eha'ior 5y o5ser'ing othersengaging in the 5eha'ior an* 5eing rein$orce*E

8 n*i'i*uals $orm a mental representation o$ the5eha'ior prior to practicing the 5eha'ior.

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Cogniti'e Psychology: Learning an* MentalProcesses

, Cogniti'e Psychology co'ers much:

8 Memory

8 Pro5lem Sol'ing

8 "ecision Ma/ing

8 ntellectual S/ills

%hese aspects o$ the human con*ition ill

$ollo in the ne7t chapters.