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Learning is defined as: A relatively permanent change in behavior

Learning is defined as: A relatively permanent change in behavior that is NOT due to fatigue, illness, or drug ingestion. First, let’s talk about: Classical conditioning, also called Respondent conditioning and Pavlovian conditioning.

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Learning is defined as: A relatively permanent change in behavior

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  1. Learning is defined as: A relatively permanent change in behavior that is NOT due to fatigue, illness, or drug ingestion First, let’s talk about: Classical conditioning, also called Respondent conditioning and Pavlovian conditioning

  2. Ivan Pavlov (1849-1936) -- a Russian physiologist Food SalivationUCS UCR Alone Salivation CS CR

  3. Ivan Pavlov (1849-1936) -- a Russian physiologist 1. Food Salivation(reflexively, without learning) • Training: • Food + Salivation 3. Eventually: Alone Salivation

  4. According to Pavlov, this is... “Stimulus Substitution” The CS substitutes for the UCS

  5. A mouse is classically conditioned to blink in response to a low intensity sound. What is the UCS in this situation? • the puff of air • the eyeblink • the sound • the mouse

  6. Classical Conditioning Effectiveness: Simultaneous – No! Backward – No! Trace – If CS predicts UCS

  7. A generalization gradient 1.0 0.8 0.6 0.4 0.2 0.0 Salivation (in cc’s) 600 800 1000 1200 1400 Training Stimulus Hertz

  8. Generalization John B. Watson and “Little Albert” Discrimination Extinction (spontaneous recovery) Biological predispositions for learning (e.g., The Garcia Effect)

  9. B. F. Skinner Next, let’s talk about: Operant conditioning, also called Instrumental conditioning and Skinnerian conditioning The three-term contingency: S - R - S Signal or Discriminative stimulus Response Reinforcement or Punishment Extinction

  10. By definition: Reinforcement increases future responding and Punishment decreases future responding Another type of reinforcement: Aversive Stimulus Removed!!! S - R - S Negative Reinforcement Positive = Added Negative = Removed

  11. Shaping successive approximations of a desired response:

  12. Schedules of Reinforcement So far, we’ve talked about CRF schedules. Now, consider Partial Schedules of Reinforcement: FR – Fixed ratio FI – Fixed interval VR – Variable Ratio VI – Variable Interval Ratio schedules – reinforcement is contingent upon number of responses Interval schedules – reinforcement is contingent upon the passage of time

  13. A pigeon is trained to peck a keylight every 10 seconds. What reinforcement schedule is this? • FR • FI • VR • VI

  14. The Partial Reinforcement Effect Behavior that has been reinforced according to a partial schedule of reinforcement is more resistant to extinction. Think about it... It’s easier to detect that reinforcement is no longer available, after reinforcement on a CRF schedule.

  15. The Premack Principle The opportunity to engage in a high probability response can serve as a reinforcer for a low probability response. For me, eating ice cream is a ________ probability response. High or Low? For me, eating spinach is a ________ probability response. High or Low? So, which can serve as a reinforcer for the other?

  16. Predispositions for Learning Breland and Breland (1961) “Instinctive drift” More complex forms of learning: e.g., Wolfgang Kohler Albert Bandura

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