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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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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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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?