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Chapter 07

Chapter 07. Learning. Learning. A relatively permanent change in behavior due to experience. Classical Conditioning. A type of learning where a stimulus gains the power to cause a response because it predicts another stimulus that already produces that response

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Chapter 07

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  1. Chapter 07 Learning

  2. Learning • A relatively permanent change in behavior due to experience

  3. Classical Conditioning • A type of learning where a stimulus gains the power to cause a response because it predicts another stimulus that already produces that response • Form of learning by association

  4. Stimulus-Response • Stimulus - anything in the environment that one can respond to • Response – any behavior or action

  5. Stimulus-Response Relationship

  6. Stimulus-Response Relationship

  7. Behaviorism • The view that psychology should restrict its efforts to studying observable behaviors, not mental processes. • Founded by John Watson

  8. Unconditioned Stimulus (UCS) • A stimulus that triggers a response automatically and reflexively

  9. Unconditioned Response (UCR) • The automatic response to the unconditioned stimulus • The relationship between the UCS and UCR must be reflexive and not learned

  10. Conditioned Stimulus (CS) • A stimulus that through learning has gained the power to cause a conditioned response • The CS must be a neutral stimulus before conditioning occurs.

  11. Conditioned Response • The response to the conditioned stimulus • Usually the same behavior as the UCR

  12. Acquisition • The process of developing a learned response • The subject learns a new response (CR) to a previously neutral stimulus (CS)

  13. Extinction • The diminishing of a learned response • In classical conditioning, the continual presentation of the CS without the UCS

  14. Extinction

  15. Spontaneous Recovery • The reappearance, after a rest period, of an extinguished conditioned response

  16. Ivan Pavlov (1849-1936) • A Russian physiologist who discovered classical conditioning while doing experiments on the digestive system of dogs

  17. Pavlov’s Method of Collecting Saliva

  18. Pavlov’s Research Apparatus

  19. Pavlov’s Experiment

  20. Generalization • Process in which an organism produces the same response to two similar stimuli • The more similar the substitute stimulus is to the original used in conditioning, the stronger the generalized response

  21. Discrimination • A process in which an organism produces different responses to two similar stimuli • The subject learns that one stimuli predicts the UCS and the other does not.

  22. Little Albert • 11-month-old infant • Watson and his assistant, Rosalie Rayner, conditioned Albert to be frightened of white rats • Led to questions about experimental ethics

  23. Little Albert – During Conditioning

  24. Little Albert - Generalization

  25. Taste Aversion • Subjects become classically conditioned to avoid specific tastes, because the tastes are associated with nausea. • John Garcia (1917- )

  26. Robert Rescorla (1940- ) • Developed a theory emphasizing the importance of cognitive processes in classical conditioning • Pointed out that subjects had to determine (think) whether the CS was a reliable predictor of the UCS

  27. Biological Perspective • We are predisposed to learn things that affect our survival. • We are predisposed to avoid threats our ancestors faced--food that made us sick, storms, heights, snakes, etc.--but not modern-day threats--cars, water pollution, etc.

  28. Operant Conditioning • A type of learning in which the frequency of a behavior depends on the consequence that follows that behavior • The frequency will increase if the consequence is reinforcing to the subject. • The frequency will decrease if the consequence is not reinforcing to the subject.

  29. Edward Thorndike (1874-1949) • Author of the law of effect • Behaviors with favorable consequences will occur more frequently. • Behaviors with unfavorable consequences will occur less frequently. • Created puzzle boxes for research on cats

  30. Thorndike’s Puzzle Box

  31. B.F. Skinner (1904-1990) • Developed the fundamental principles and techniques of operant conditioning and devised ways to apply them in the real world • Designed the Skinner Box, or operant chamber

  32. Reinforcement/Punishment • Reinforcement - Any consequence that increases the likelihood of the behavior it follows • Punishment - Any consequence that decreases the likelihood of the behavior it follows • The subject determines if a consequence is reinforcing or punishing

  33. Positive Reinforcement • Anything that increases the likelihood of a behavior by following it with a desirable event or state • The subject receives something they want • Will strengthen the behavior

  34. Negative Reinforcement • Anything that increases the likelihood of a behavior by following it with the removal of an undesirable event or state • Something the subject doesn’t like is removed • Will strengthen the behavior

  35. Positive/Negative Reinforcement

  36. Immediate/Delayed Reinforcement • Immediate reinforcement is more effective than delayed reinforcement • Ability to delay gratification predicts higher achievement

  37. Primary Reinforcement • Something that is naturally reinforcing • Examples: food, warmth, water, etc. • The item is reinforcing in and of itself

  38. Secondary Reinforcement • Something that a person has learned to value or finds rewarding because it is paired with a primary reinforcer • Money is a good example

  39. Types of Punishment • An undesirable event following a behavior • A desirable state or event ends following a behavior

  40. Negative Effects of Punishment • Doesn’t prevent the undesirable behavior when away from the punisher • Can lead to fear, anxiety, and lower self-esteem • Children who are punished physically may learn to use aggression as a means to solve problems.

  41. Positive Effects of Punishment • Punishment can effectively control certain behaviors. • Especially useful if teaching a child not to do a dangerous behavior • Most still suggest reinforcing an incompatible behavior rather than using punishment

  42. Shaping • Reinforcement of behaviors that are more and more similar to the one you want to occur • Technique used to establish a new behavior

  43. Discrimination • The ability to distinguish between two similar stimuli • Learning to respond to one stimuli but not to a similar stimuli

  44. Extinction • In operant conditioning, the loss of a conditioned behavior when consequences no longer follow it. • The subject no longer responds since the reinforcement or punishment has stopped.

  45. Continuous reinforcement • A schedule of reinforcement in which a reward follows every correct response • Most useful way to establish a behavior • The behavior will extinguish quickly once the reinforcement stops.

  46. Partial Reinforcement • A schedule of reinforcement in which a reward follows only some correct responses • Includes the following types: • Fixed-interval and variable interval • Fixed-ratio and variable-ratio

  47. Fixed-Interval Schedule • A partial reinforcement schedule that rewards only the first correct response after some defined period of time • i.e. weekly quiz in a class

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