PSYCHOLOGY: LEARNING

PSYCHOLOGY: LEARNING Learningcan be defined as the process leading to relatively permanent behavioral change or potential behavioral change.

Classical Conditioning Ivan Pavlov’s method of conditioning in which associations are made between a natural stimulus and a learned, neutral stimulus.

Stimulus generalizationoccurs when a response spreads from one specific stimulus to other stimuli that resemble the original (responding to any bell sound, no matter what pitch)

Discriminationis the ability to respond differently to distinct stimuli. (only responding to one type of bell)

Extinctionthe gradual loss of an association over time. The conditioned response (CR) will gradually die out

Little Albert experiment conducted by John Watson proved that conditioning of emotions to neutral objects is possible

CLASSICAL CONDITIONING AND ADVERTISING • Ways in which classical conditioning helps sell… • Pairing popular music together with products in ads to generate positive feelings • Consistently advertising a product on an exciting game show may result in the product itself generating excitement • Christmas music played in a story may trigger happy memories in a consumer’s mind persuading them to enter the store. Before we have heard of a product, it is Neutral. If we associate the product (N) with pleasant images (UCS), which produce pleasant feelings (UCR), the product (CS) will later create pleasant feelings (CR).

Let’s say you have a beverage commercial that includes barely clothed models drinking the product. Conditioning is taking place. Neutral: beverage product UCS: barely clothed models UCR: pleasant feelings CS: the product CR: pleasant feelings

Food and Classical Conditioning Taste-aversion - associating a (smell, taste, sound, or sight) with getting sick and thereafter avoiding that particular (smell, taste, sound, or sight) in the future. • Helps rats learn not to eat poison.

OPERANT CONDITIONING Learning in which a certain action is reinforced or punished, resulting in behavioral change

B.F. Skinner is best known for his work with the operant conditioning theory. Believed that how we turn out is a direct result of what we learn from all of the operations (operant) that we make over the years Skinner Box

Negative reinforcementis when something that is unpleasant is stopped or taken away when something is done Headache stops when you take Tylenol so you strengthened the behavior of taking Tylenol Reinforcement always strengthens a response, rather than weakening it.

Punishment involves decreasing the frequency of a behavior. Punishmentalwaysweakensa response, rather than strengthening it.

Negative Reinforcement • Cleaning the house to get rid of disgusting mess or cleaning the house to get rid of your mother's nagging Nagging/Mess as negative reinforcer to cleaning. • Prisoners try to break out of jail to escape the aversiveness of being locked up • Taking aspirin to relieve headache • Good example: headache as negative reinforcer to taking medication

Positive Reinforcement • Positive reinforcement works by presenting a motivating/reinforcing stimulus to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future. • A mother gives her son praise (positive stimulus) for doing homework (behavior). • The little boy receives $5.00 (positive stimulus) for every A he earns on his report card (behavior). • A father gives his daughter candy (positive stimulus) for cleaning up toys (behavior

Negative Reinforcement • Negative reinforcement occurs when a certain stimulus (usually an aversive stimulus) is removed after a particular behavior is exhibited. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative consequence. • Bob does the dishes (behavior) in order to avoid his mother nagging (negative stimulus). • Natalie can get up from the dinner table (negative stimulus) when she eats 2 bites of her broccoli (behavior).

With negative reinforcement, you are increasing a behavior, whereas with punishment, you are decreasing a behavior. • When thinking about reinforcement, always remember that the end result is to try to increase the behavior, whereas punishment procedures are used to decrease behavior

Reinforcement • For positive reinforcement, think of it as adding something positive in order to increase a response. For negative reinforcement, think of it as taking something negative away in order to increase a response.

Positive Punishment • Positive punishment works by presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future. The following are some examples of positive punishment: • A child picks his nose during class (behavior) and the teacher reprimands him (negative stimulus) in front of his classmates. • A child grabs a toy from another child (behavior) and is sent to time out (negative stimulus)

Negative Punishment • Negative punishment happens when a certain desired stimulus is removed after a particular undesired behavior is exhibited, resulting in the behavior happening less often in the future. The following are some examples of negative punishment: • For a child that really enjoys a specific class, such as gym or music classes at school, negative punishment can happen if they are removed from that class (desired stimulus) and sent to the principal’s office because they were acting out/misbehaving (behavior). • If a child does not follow directions or acts inappropriately (behavior), he loses a token for good behavior (desired stimulus) that can later be cashed in for a prize. • Siblings get in a fight (behavior) over who gets to go first in a game or who gets to play with a new toy, the parent takes the game/toy away (desired stimulus

Punishment • With punishment, always remember that the end result is to try to decrease the undesired behavior. Positive punishment involves adding a negative consequence after an undesired behavior is emitted to decrease future responses. Negative punishment includes taking away a certain desired item after the undesired behavior happens in order to decrease future responses.

Reinforcementis something that follows a response and strengthens the tendency to repeat that response PRIMARY & SECONDARY REINFORCERS Primary reinforcementis something that is necessary for survival. Ex: food or water Secondary reinforcementis a stimulus that we have learned to value (linked to a primary reinforcer)

Schedules of Reinforcement Reinforcement is more successful when it DOES NOT follow every desired behavior INTERVAL SCHEDULES deal with the amount of TIME that elapses RATIO SCHEDULES deal with BEHAVIORSor a certain # OF CORRECT RESPONSES

Variable ratios scheduleis when an unpredictable number of responses are required before reinforcement can be obtained. Ex. slot machines.

Fixed ratio schedulea specific number of correct responses is required before reinforcement can be obtained. Ex. Buy 10 haircuts get 1 free.

Variable interval scheduleis when the reinforcement occurs after varying amounts of time. Ex. Fishing and catching a fish after varying amounts of time

Fixed interval scheduleis when the reinforcement is received after a fixed amount of time has passed. Ex. You get allowance every other Friday.

Shapingis the process of gradually refining a response by successively reinforcing closer versions of it. (teach animals tricks)(learn a new skill)

Social Learning The process of altering behavior by observing and imitating others. Includes cognitive learning & Modeling • Cognitive Learning – involves mental process and may involve observation and imitation • Cognitive Map – mental picture of a place

Modeling– learning by imitating/copying Bobo-Doll Experiment Bandura demonstrated that children learn aggressive behaviors by watching an adult’s aggressive behaviors.

TOKEN ECONOMY Desirable behavior is reinforced with valueless objects, which can be accumulated and exchanged for valued rewards

PSYCHOLOGY: LEARNING