Learning: Classical & Operant Conditioning

1. Learning:Classical & Operant Conditioning

2. Learning: Principles & ApplicationsClassical Conditioning Objectives Terminology: • Neutral Stimulus • Unconditioned Stimulus • Unconditioned Response • Conditioned Stimulus • Conditioned Response Objectives Performance Tasks: • Students should be able to locate real world examples of classical conditioning. • Students should be able to take what the have learned and use it to create their own classical conditioning experiment.

3. Classical Conditioning • Classical conditioning: person/animal’s old response becomes attached to new stimulus • This is a type of learning Ivan Pavlov "Ivan Pavlov - Biography". Nobelprize.org. 17 Apr 2012 http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html

4. The Secret Behind Pavlov’s Discovery… • How did Pavlov stumble upon his discovery? • To find out please follow the link below and read the section titled “Pavlov’s drooling dogs” • http://www.nobelprize.org/educational/medicine/pavlov/readmore.html

5. So how did Pavlov accidentally discover a type of learning? • He was studying digestion and noticed that dogs salivated at the sight of food. • He was studying digestion and noticed that dogs salivated without the proper stimulus. • He set out to discover classical conditioning from the start. • He was studying digestion and noticed that dogs stopped salivating at the sight of food.

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8. Classical ConditioningComponents of the experiment • Neutral Stimulus (NS) • Stimulus that does not illicit a response from the test subject. • Eventually becomes the CS. • Unconditioned Stimulus (UCS) • Stimulus that naturally causes a response from the test subject. • Unconditioned Response (UCR) • Response that occurs naturally in the presence of the Unconditioned Stimulus. • Will be the same response as the CR. • Conditioned Stimulus (CS) • After pairing the UCS with the NS a number of times, eventually the NS will illicit the same response from the test subject as the UCS. • Conditioned Response (CR) • Response that now occurs in response to the CS.

9. Pavlov‘s Dogs Anderson, Phil. "Learning: Classical Conditioning & Operant Conditioning." http://schoolworkhelper.net/. St. Rosemary Educational Institution, October 29, 2010. Web. Retrieved on: Tuesday 17th April 2012. http://schoolworkhelper.net/2010/10/learning-classical-conditioning-operant-conditioning/

10. General Principles of Classical Conditioning • Helps animals/humans adapt to environment • Also helps avoid danger • Acquisition • Classically conditioned response occurs gradually… • Each pairing of NS-UCS, the CR is strengthened • Timing Matters too… the closer the NS & UCS are paired, the faster the CR is learned • Pavlov found that conditioning worked best when CS & UCS were ½ second apart, the strongest the association (tuning fork  meat ½ second  salivation)

11. What was the neutral stimulus in Pavlov’s Experiment? • The bell • The food • Salivation • Pavlov

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14. Generalization & Discrimination • Generalization  • Pavlov did experiments where the image of a circle became the CS • Found CR (salivation) would occur with the image of an oval too = generalization • Began to associate similar stimuli • Discrimination  • Pavlov was able to produce discrimination by only pairing the meat (UCS) with a circle • Dogs no longer would salivate to an oval then • Limiting the association

15. Circle (CS) = Salivation (CR) GENERALIZATION Oval (CS) = Salivation (CR) Circle (CS) = Salivation (CR) DISCRIMINATION (Meat not paired w/ oval) SALIVATION Oval (CS) Salivation (CR)

16. Extinction & Spontaneous Recovery • Pavlov discovered that if he stopped presenting the food (UCS) after the sound of the tuning fork (CS), the salivation (CR) eventually stopped • = Extinction • However, this doesn’t mean the CR is completely unlearned… Spontaneous Recovery • Response is not brought back to original strength but still can re-occur (Pavlov’s dogs produced less saliva)

17. If you become classically conditioned are you doomed to be that way forever? • Yes, once the NS is conditioned to become the CS the CR becomes permanent. • No, classical conditioning usually only lasts a few days even if the NS is continuously paired with the UCS. • No, eventually if the CS is no longer paired with the UCS and extended period of time has passed, extinction is likely to occur. • None of the above

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20. Classical Conditioning & Human Behavior • Case of Little Albert • UCS = • UCR = • CS = • CR = "PSYCHOLOGICAL HARASSMENT INFORMATION ASSOCIATION." All Videos. Web. 18 Apr. 2012. <http://www.psychologicalharassment.com/all_videos.htm>.

21. What was the CR for Little Albert? • The white rabbit. • Little Albert’s lack of fear of the white rat before the experiment. • The fear of the white rat after the experiment. • The loud noise made at the presence of the rabbit.

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24. Classical Conditioning & Human Behavior • Hobart Mowrer & Mollie Mowrer • Solving bed-wetting through classical conditioning • Bell & Pad • 2 metallic sheets perforated w/ small holes & attached by wires to battery-run alarm • So wetting the bed will cause alarm to go off & bed-wetter to wake • UCS = • UCR = • CS = • CR =

25. What is the UCS for the Bell and Pad example? • Feeling of a full bladder • Waking up • The loud noise of the bell • The pad

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28. Taste Aversion • Have you ever ate something and then something happened (i.e. you became sick from the flu) and now you refuse to eat it? • This is classical conditioning at work • Classical conditioning is an example of a behaviorist theory • Behaviorism is an attempt to understand behavior in terms of relationship between observable stimuli & observable responses

29. Classical Conditioning At Work DavidBakercc. "Office Conditioning." YouTube. YouTube, 15 Feb. 2009. Web. 18 Apr. 2012. <http://www.youtube.com/watch?v=WfZfMIHwSkU>.

30. Learning: Principles & ApplicationsOperant Conditioning Objectives Terminology: • Reinforcement • Fixed-Ratio Schedule • Variable-Ratio Schedule • Fixed-Interval Schedule • Variable-Interval Schedule • Shaping • Negative Reinforcement • Punishment Objectives Performance Tasks: • Students should be able to locate real world examples of operant conditioning. • Students should be able to take what the have learned and use it to create their own operant conditioning experiment.

31. Operant Conditioning • “The term operant is used because the subject operates on or causes some change in the environment” (p.252). Behavior Positive Reinforcer Negative Reinforcer Changed Behavior

32. Operant Conditioning • Putting it another way… • With operant conditioning a behavior occurs and then is reinforced or punished to increase or decrease the likelihood that that behavior will occur again. • So I do something (sneak out of the house) and my parents then punish me for that behavior (grounded for 1 month).

33. Classical vs. Operant • So what’s the difference? • In classical the CS & UCS are presented independent of the participant’s behavior. • The dogs don’t drool and then are given the food as a result of their drooling • In operant the participant must engage in a behavior in order for the programmed outcome to occur. (study of how voluntary behavior is affected by consequences)

34. Reinforcement • Positive Reinforcer: • Occurs when something an animal/person wants is added after an action. • Example: Parent giving a young child a cookie after the child uses the potty appropriately • Negative Reinforcer: • Occurs when something unpleasant is taken away if the animal/person performs an action. • Example: Taking away a teenagers curfew if they get all “A’s” on their report card

35. Skinner Box • B.F. Skinner (Behaviorist, operant conditioning guru) • Rat must learn how to solve problem of how to get food to appear in cup • This is done by pressing a bar (not natural behavior for rat), so how is it learned? • Reinforcement – 1st food is dispensed whenever the rat moves close to bar • 2nd once rat goes to bar regularly the experimenter only provides food when rat presses bar • Other examples: • Training your dog… • Give a positive reinforcer every time it does what you want (sit, beg, speak, shake, rollover, put the toilet seat down)

36. Skinner Box "PSYCHOLOGICAL HARASSMENT INFORMATION ASSOCIATION." All Videos. Web. 18 Apr. 2012. <http://www.psychologicalharassment.com/all_videos.htm>.

37. What would be the reinforcer Skinner used? • Food • Water • The task that had to be done • Small electric shock

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40. Primary & Secondary Reinforcers • Primary fulfills biological need • Secondary reinforcer has acquired value through classical conditioning • Example: Wolfe experiment • Trained chimps to value poker chips • Poker chips have no value to chimps naturally (NS) but if they are paired with a primary reinforcer like food (UCS), they begin to respond the same way to poker chips as they would food • Chimps were observed fighting over poker chips

41. Primary & Secondary Reinforcers Cont. • Chimp-O-Mat • Dispensed peanuts/bananas (primary reinforcers) • Chimps had to pull bar to get chips & then insert these chips into a slot which caused chimp-o-mat to dispense food • Chips became conditioned to the secondary reinforcer (chimps would fight/save/steal) • For people… it would be money!

42. What’s the difference between primary and secondary reinforcers? • Secondary reinforcers fulfill a biological need, primary do not • Primary reinforcers fulfill a biological need, secondary do not • Primary reinforcers are negative reinforcers, secondary are positive reinforcers • Primary reinforcers are positive reinforcers, secondary are negative reinforcers

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45. Schedules of Reinforcement(how often is behavior reinforced) • Continuous: when behavior is reinforced every time it occurs • Partial: when behavior is rewarded intermittently • Responses tend to be more stable & long lasting because the animal realizes that they will not be reinforced every time so they are not discouraged when reinforcement is not immediate • Skinner found this out when his box would break down & rats kept pressing bar

46. Partial Schedules of Reinforcement

47. What type of reinforcement schedule would be occurring if a worker gets paid $75 for every finished product they produce? • Fixed-Ratio • Fixed-Interval • Variable-Ratio • Variable-Interval

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50. Shaping & Chaining • Shaping is the process in which reinforcement is used to sculpt new responses out of old ones • Successive Approximations (think back to Skinner Box) • Example: Rat raising the American Flag • Rat doesn’t immediately do this… • You reinforce stages of the intended behavior • 1st : reinforce the rat every time it goes near the flagpole until it does this regularly • 2nd : then only reinforce behavior when the rat touches the flagpole until it does this regularly • 3rd : Continue to limit reinforcement this way until the intended outcome (raising the flag) occurs • Response chains: putting various responses together in sequence • Examples: Band, Cheerleading, Dance, Karate, Swimming… • Learn the basics and then you can piece things together • Dancing: learn how to perform various dance moves, then you can chain them together to create a full dance routine