LEARNING

1. LEARNING HOW DO YOU LEARN BEST??

2. Ivan Pavlov and the role of Serendipity • Russian physiologist studying the digestive system • Focusing on what substance helped to break food down • One notable substance studied was saliva • Developed method to measure saliva production

3. Components of Classical Conditioning Ivan Pavlov termed this type of learning as classical conditioning (a.k.a. Pavlovian conditioning) UCS – UCR – NS – CS – CR –

4. Classical Conditioning UCS ->->->->UCR UCS naturally causes or: Then, we pair the NS (which becomes the CS) with the UCS enough times to create the CR CS ->->->->->CR

5. Salivary Conditioning Apparatus

6. Pupils dilating at the sound of a bell.. UCS – lights off -> -> -> UCR – pupil dilation NS – Bell CS – Bell -> -> -> CR – pupil dilation

7. The tale of Little Albert…. • Watson and his assistant Rosalie Rayner (okay, there is a scandal there with these two) trained Little Albert to be afraid of a white rat • UCS – -------- UCR – • NS – • CS- ------------------ CR –

8.   In delayed conditioning, the CS is presented: • This is considered the most effective form of conditioning

9. The CS is presented and terminated: • This is the procedure of trace conditioning, which can be very effective if: • Less effective than delayed conditioning

10. In simultaneous conditioning the CS and the UCS are presented: • Pavlov found that conditioning was very weak when: • One explanation is that there is no time for the subject to anticipate the UCS and thus the CS does not take on the properties of the UCS.

11. In the procedure sometimes called backward conditioning, the UCS is presented and terminated: • Most psychologists argue that it does not work.

12. Response generalization – when the subject responds to: Response discrimination – when the subject responds: Generalization vs. Discrimination

13. What would happen if you…. • Kept presenting the CS without the presence of the UCS? • Reintroduced the pairing of the CS and the UCS?

14. Taste-Aversion Learning • When one associates a particular sensory cue (smell, taste, sound or sight) with getting sick and thereafter avoiding that particular sensory cue in the future

15. Behavior therapy using classical conditioning • Aversive therapy-pair up bad behavior (acts as a CS) with some type of negative stimulus (acts as a UCS) to create a negative CR • e.g. – you can pair up smoking with making a person really sick. They will then associate smoking with getting sick and usually just the thought of smoking will make them nauseous

16. Phobias…….so now you know how they occur • Ways to deal with a phobia: • Systematic desensitization • Flooding

17. Operant Conditioning Response -> Subject a response Subject knows they are responding for stimulus Classical Conditioning Stimulus -> Subject has response Subject does not know that learning is taking place Operant Conditioning

18. Created the Skinner box, which showed how behavior could be shaped Skinner

19. Shaping • Shaping – a system of quickly and systematically teaching animals/humans behavior • Successive approximations –

20. Reinforcers • Skinner held that our behavior is learned through the use of reinforcers – that is, any stimulus that will increase the likelihood that the behavior will occur again • Primary reinforcers – unlearned biological needs/drives – • Secondary reinforcers – learned needs/drives such as –etc.

21. Extinction and Spontaneous Recovery • In operant conditioning, the response can be weakened and eventually extinguished by no longer presenting the reinforcer • The response can be spontaneously recovered by reintroducing the reinforcer

22. Positive vs. negative reinforcement Positive reinforcers – In order for the reinforcer to be considered positive, it must be one which the subject considers to be positive – that is, if a subject does not like chocolate, offering this as a positive reinforcer will not work.

23. Negative reinforcement – when a response is strengthened - • With punishment, the behavior should decrease, while with negative reinforcement the behavior should increase

24. Examples of negative reinforcement • Parent picking up baby to remove the aversive stimulus of baby crying • Child cleaning room to stop parent nagging • Child being moved near teacher to stop them from talking – if the child does not talk again, then they have been punished – however, if the child was seeking attention, they will talk again to get the teacher’s attention

25. Escape and avoidance learning • Negative reinforcement leads to 2 kinds of behaviors: • 1) Escape learning – • 2) Avoidance learning –

26. Continuous vs. intermittent reinforcement • Continuous reinforcement: when the subject receives a reinforcer every time they do the response • Intermittent: more variable • Schedules of reinforcement

27. Schedules of Reinforcement

31. Office Class vs Operant cond

32. Punishment • It should be • Should • Explain why the person is being punished • Explain an • Be consistent-consistent punishment • Use physical punishment :

33. Negative effects of punishment • Suppression of • Triggers • May lead to

34. Some suggestions • Reinforce positive desirable behavior and ignore undesirable behavior (within reason) • Praise children around the child for desirable behavior (vicarious learning – ripple effect) • Reinforce behaviors as they get closer to the desired behavior-esp. with small children (shaping – successive approximations)

35. Learning • Learning and learned helplessness • Learning and the self-fulfilling prophecy

36. When learning takes place via modeling – that is “monkey see, monkey do” Albert Bandura – social learning theory Bobo doll Observational Learning