Understanding Learning: From Instincts to Classical Conditioning

1. Learning A relatively permanent change in knowledge or behavior that results from experience.

2. Not Learning: Instincts and Reflexes • Some behavioral responses are instinctual or reflexive and do not reflect learning • Fixed Action Pattern (instinct) • A behavior that is built into an animal’s nervous system and is triggered by a specific stimulus, even the first time it is encountered • All members of a particular species display the behavior (I.e., the behavior is species-specific) • Reflex • An automatic response to external stimulation • Many behavioral reflexes in infants quickly disappear

3. Simple (Nonassociative) Learning: Habituation and sensitization • Habituation • A primitive form of learning in which a stimulus becomes familiar to an organism after repeated exposure and the organism stops responding • Sensitization • Another primitive form of learning in which a noxious stimulus, such as an electrical shock to the tail of the Aplysia, increases the response to a gentle touch of another part of the snail’s body • Both of these forms of simple learning are caused by changes in the amount of neurotransmitter released by the sensory neuron that is stimulated

4. Classical conditioning: One form of associative learning • Classical conditioning: A learning process in which a previously neutral stimulus becomes associated with another stimulus (and the response that stimulus elicits) through repeated pairing with that stimulus; associative learning • Before Stimuli Are Paired • Unconditioned Stimulus (US) elicits Unconditioned Response (UR) • Meat powder (US) leads to salivation (UR) • Neutral stimulus (NS) elicits no particular response • Bell (NS) leads to orienting response only

5. Pavlov’s Apparatus • Harness and fistula (mouth tube) help keep dog in a consistent position and gather uncontaminated saliva samples • They do not cause the dog discomfort

6. During and After Conditioning • Conditioning Trials: Neutral Stimulus is Paired with the Unconditioned Stimulus • Bell (NS) rings, then meat powder (US) is delivered • Each time this happens is called a conditioning “trial” • Repeated several times • After Several Trials • When bell rings, dog salivates • The bell is now a Conditioned Stimulus (CS) • Salivation is now a Conditioned Response (CR)

7. Acquisition, Extinction, and Spontaneous recovery

8. Important classical conditioning principles • When should the CS be presented? • Forward pairing, in which the CS precedes the US, is the most effective type of conditioning • Higher (or second) order conditioning • If an additional neutral stimulus is paired with the CS, it too can be conditioned and become a CS • Stimulus generalization • The tendency to respond in a conditioned manner to a stimulus that is similar to the CS • Stimulus discrimination • The complement of generalization • The ability to not respond to stimuli similar to the CS that have been distinguished from the CS (perhaps through extinction)

9. Conditioned Emotional Responses • A learned association between a neutral stimulus and a stimulus that evokes an emotional response • John Watson conditioned an 11-month old boy – named “Albert” – to fear a white laboratory rat • Each time he reached for the rat, Watson made a loud clanging noise right behind Albert • Albert’s fear generalized to anything white and furry • Including rabbits and Santa Claus • Phobia: A fearful, anxious, irrational reaction to an object or event that often leads to avoidance • Can be treated using classical conditioning principles

10. Conditioned Taste Aversion • If a flavor is followed by an illness experience, the organism will not consume the flavor in the future • John Garcia conditioned wolves to avoid the taste of sheep • Wolves were fed mutton that was laced with a chemical (lithium chloride) that caused nausea • Later, when a wolf attacked a sheep, it stopped its attack as soon as it experienced the taste of mutton • Before conditioning, the mutton is the neutral stimulus and lithium chloride is the US, because the UR (nausea) is a reflexive response to lithium chloride, not mutton

11. Conditioned Immune Responses • In rats, sugar water was paired with a drug that weakened the immune system and later, the sugar water alone weakened the immune system • In humans, chemotherapy weakens the immune system and, after being paired with the hospital in which the chemotherapy takes place, just entering the hospital weakened the immune system • In rats, when sugar water was paired with a bacterial agent that increased immune system response, later the sugar water alone increased immune system response • In humans, when sherbet ice cream (or another neutral stimulus) is paired with a shot of adrenalin (which increases the immune response), later the sherbet ice cream alone will increase the immune response.

12. Biological Preparedness • All animals are biologically programmed to learn some associations more easily than others. • John Garcia paired light, sound, and taste stimuli presented simultaneously to rats with • A dose of X-rays that caused nausea hours later • A painful shock applied to the foot

13. Contiguity vs. Predictability • Classical Conditioning may be learning that one event predicts another • Top graph: The US does not happen without the CS • Good learning here • Organism is not anxious when tone is not sounded • Bottom graph: The US happens with or without CS • Poor learning here • Organism is in a constant state of anxiety

14. Rescorla-Wagner Model • When the occurrence of the US is a surprise, there is greater classical conditioning to the CS. • This is because the organism will seek out a stimulus (a NS) that predicts the occurrence of the US and associate that stimulus (now a CS) with the US • Novel stimuli are more easily associated with a US than are familiar stimuli • In second-order conditioning, blocking sometimes occurs • Blocking is the failure of a stimulus to become conditioned because there is already a (familiar) stimulus acting as the CS • Latent inhibition • An often-presented (familiar) neutral stimulus is unlikely to be associated with a US after just a single trial because of the history of the organism’s experience

15. The Law of Effect • E. L. Thorndike put hungry cats into “puzzle boxes” in which a lever would open the door to food that was visible outside of the box • Time to escape decreased from 3 minutes to 1 minute over 25 attempts • Behaviors that worked to escape were repeated while other behaviors (scratching bars, sniffing corners) decreased • The Law of Effect: Behavior is controlled by it’s consequences

16. Operant Conditioning: A second form of associative learning • Operant conditioning: Behaviors (operants) operate on the environment and will either increase or decrease depending on the consequences they elicit

17. Examples • Positive reinforcement • Introduction of a reward (money, hug, smile, etc.) • Negative reinforcement • Removal of an aversive stimulus • Taking aspirin removes the headache, which increases the likelihood of taking aspirin in the future • Positive punishment • Introduction of an aversive stimulus • Spanking, scolding; in experiments: shock • Negative punishment • Removal of a positive stimulus • Taking away the keys to the car • Timeouts

18. Perils of Punishment • Learner may not understand which operant is being punished • Learner may come to fear the teacher (a conditioned emotional response), rather than learn the association between action and punishment, and then avoids the teacher • Punishment may not undo existing rewards for a behavior • As a result, the behavior may be hidden, but not extinguished • Punished behavior needs to be replaced • The punishment might be levied when the teacher is angry • As a result, the punishment might not be appropriate • Punitive punishment leads to future aggression (modeling) • Neglected children may enjoy the attention, even when it’s negative

19. Partial Reinforcement Effect • Partial Reinforcement Effect • The tendency for a schedule of partial reinforcement to strengthen later resistance to extinction. • After partial reinforcement, the subject is already familiar with the fact that every operant is not followed by a reinforcer

20. Schedules of Reinforcement • Simple reinforcement schedules produce characteristic response patterns • Steeper lines mean higher response rates • Ratio schedules produce higher response rates than interval schedules

21. Other important operant conditioning principles • Shaping is a procedure that produces novel behaviors by reinforcing closer and closer approximations to the desired behavior • Discriminative stimuli signal the fact that the consequences of our behavior often vary from one situation to the next • One of the keys to the flexibility and complexity of behavior • People give and receive reinforcement and punishment in nearly all of their interactions • Parent punishes child by sending him to his room. Child negatively reinforces the parental act of punishment if he no longer acts out. • Primary vs. secondary reinforcers • Primary: satisfy biological needs • Secondary: are associated with primary reinforcers • e.g., money, grades, etc.

22. Practical Applications of Operant Conditioning • Clinical • Biofeedback • Cognitive-behavioral therapy • Workplace • School • Computer-assisted instruction • Token systems • But must take care when rewarding an intrinsically enjoyable task

23. Biofeedback & Tension Headaches • Sensors on the head detect muscle activity and the system converts signal to visual display • Patient watches the display, tries to reduce tension, and thereby tries to reduce activity on the display • If the display shows reduced activity (because the patient has reduced tension in their mind/body), this acts like a reinforcer • Like getting a good grade after studying hard • If the display shows increased activity (because the patient is experiencing increased tension in their mind/body), this is acts like a punishment • Like getting a poor grade after not studying • Over time, patients will learn how to reduce tension in the mind/body • In this way, the use of biofeedback is a very successful practical application of operant conditioning principles

24. The difference between classical and operant conditioning • In classical conditioning, the organism’s behavior is reflexive and it learns a relationship between two stimuli that precede it. • In operant conditioning, the organism learns a relationship between a voluntary behavior and the consequence of that behavior, which of course occurs after the behavior.

25. The traditional view of conditioning . . . • Organisms learn specific responses to specific stimuli. • If there is anything internal to the organism that has an effect on behavior, these effects can be more simply explained by appealing to the principles by which stimuli are associated with each other or with responses. • S-R psychology

26. Is supplemented by a cognitive perspective on conditioning • But researchers discovered several situations in which the traditional view was an insufficient explanation of behavior • These observations indicated that psychologists needed to consider stuff (motivation, cognition, beliefs, expectations) that is internal to the organism • Motivational perspective on learning • Cognitive perspective on learning • Latent learning of cognitive maps, locus of control, and learned helplessness • Observational learning

27. A Motivational Perspective on Learning • Drives are internal stimulation that create an unpleasant state of tension. In turn, this tension impels the organism into activity in order to reduce the tension. Drive strength determines the vigor and persistence of that activity. • Hunger, Thirst, Sex, Aggression • Drive reduction theory: A reinforcer is reinforcing because it reduces drives. • If a rat is hungry (primary drive) and it receives food (primary reinforcer) as a result of a certain action, then hunger is reduced and the behavior increases. • If a person needs money (a secondary drive) and they receive money (secondary reinforcer) as a result of a certain action, then the need for money is reduced and the behavior increases.

28. Motivational Perspective on Learning cont. • Escape learning • Organisms can learn to make a response that terminates an aversive stimulus (negative reinforcement) • Avoidance learning • Organisms can learn to make a response in order to prevent an aversive stimulus from even starting to make the organism feel discomfort. • Where’s the negative reinforcement in avoidance learning? • Avoidance is escape from fear. • An internal state is an important factor in learning.

29. Latent Learning and Cognitive Maps • Rats: one maze trial/day • One group found food every time (red line) • Second group never found food (blue line) • Third group found food on Day 11 (green line) • Sudden change, day 12 • The essence of conditioning is not the modification of behavior, it’s the modification of knowledge.

30. Locus of control • Behavior is not so much influenced by the actual relationship between behavior and it’s consequences as it is by the subjective belief about that relationship, called an expectancy. • Generalized expectancies are a dimension of one’s personality. • Internal locus of control: I am the master of my own destiny. • If I study harder I can influence my grades. • External locus of control: My fate is determined by forces outside of my control. • My grade will be arbitrarily determined by the questions that are selected on the exam.

31. Learned helplessness • Dogs are placed in a harness and then shocked. • Half the dogs can escape from the shock; half cannot. • After several trials, the dogs that can escape the shock learn to do so very rapidly (escape learning), while those that cannot do not even attempt to escape. • Then the dogs from both groups are placed in a “shuttle box” where they can escape a shock by jumping over a barrier. • The dogs that had been in the inescapable harness do not attempt to escape. • They have learned to be helpless, even in their new situation. • They have an expectancy that nothing they do can help them escape the shock. • This is an animal model for depression in humans.

32. Observational Learning I • Observational Learning • Learning that occurs when one observes the behavior of others • Albert Bandura conducted important experiments showing that nursery school students would behave more aggressively when they observed an aggressive adult. • Monkeys raised in a laboratory that were unafraid of snakes observed the fear response of wild monkeys towards snakes and then became fearful of snakes themselves (Mineka et al., 1984). • Vicarious conditioning • Learning the consequences of a behavior by observing the consequences of somebody else’s behavior • Even though an organism may not behave in a manner that it has seen punished, this does not mean that the organism has not learned (acquired) the behavior

33. Observational Learning II • Modeling • A common term used to describe one organism’s imitation of the behavior of another organism (i.e., the model) • Such imitation is often unconscious. • Mirror neurons • When an organism performs an action, these special neurons become activated, even though they are not themselves responsible for the performance of the action. • When a second organism watches the first organism perform the action, the analogous set of mirror neurons in the second organism becomes activated, even though the second organism does not actually perform the action. • Mirror neurons may be responsible for storing an action plan • When the organism performs the action, mirror neurons may direct other neurons that are directly responsible for the action • The action plan stored in mirror neurons may also used to provide feedback to the neurons that are directly responsible for the action about possible discrepancies between the action plan and the performed action

34. Biological Mechanisms of Reward • Nucleus accumbens • Subcortical brain structure that is part of the limbic system • The pleasure center • When stimulated, the organism feels pleasure • Responsible for the pleasure that you feel when you eat, drink, engage in sexual behaviors, use recreational drugs, and even when you receive a secondary reinforcer (such as money) • Dopamine is the principal neurotransmitter in the nucleus accumbens • Drugs that block the effects of dopamine disrupt operant conditioning

35. The neuronal basis of learning • Donald Hebb: Learning results from alterations in synaptic connections • Cells that fire together, wire together. • When the firing of one neuron excites another neuron, the synapse becomes strengthened such that there is an increase in the likelihood that when the first neuron fires again, so will the second neuron. • Also known as long-term potentiation (LTP) • Artificial stimulation of a first neuron increases the likelihood that further stimulation of that neuron will activate a second neuron • Caused by increased sensitivity of the post-synaptic neuron to the stimulation • Compare with habituation and sensitization, where the amount of neurotransmitter released into the synapse changes. • NMDA receptors • Special receptors that open only if two neurons fire at the same time • Like Hebb argued • Required for LTP • Genetically altering these receptors in mice led to super smart “Doogie mice”

36. Computerized Neural Networks • Computer models of learning in which individual pieces of information can be graphically represented by nodes (see Figure 6.24) • These models can behave like human beings • They emphasize strengthening connections between nodes that are used when a particular stimulus is input and weakening connections that are not used • Like Hebb argued

37. Pandemonium Model

38. Interactive Activation Model