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Learning

Learning. Modules 20, 21 & 22. Learning Acquiring new and relatively enduring information or behaviors. Associative Learning : connecting of events that co-occur in time and or space. Habits. Learned associations can become habits (repeated behaviors in a given context).

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Learning

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  1. Learning Modules 20, 21 & 22 Modules 20, 21 & 22

  2. Learning Acquiring new and relatively enduring information or behaviors. Associative Learning: connecting of events that co-occur in time and or space. Modules 20, 21 & 22

  3. Habits Learned associations can become habits (repeated behaviors in a given context). Wood & Neil, (2007) - 66 repetitions Modules 20, 21 & 22

  4. Ivan Pavlov (1849 – 1936) John B. Watson (1878 – 1958) B. F. Skinner (1904 – 1990) Behaviorism is the view that psychology... • Should be an objective science • Studies behaviors without taking mental processes into account Modules 20, 21 & 22

  5. Behaviorism Goal: to find basic principles (laws) of learning. - study only overt (observable) behavior. - principles same for humans and animals. Define learning as changes in behavior due to experience. Modules 20, 21 & 22

  6. Conditioning Relation between: Stimulus - any detectable event (e.g., light, smell of cookies) And Response - any observable behavior Modules 20, 21 & 22

  7. General Assumption: Through experience the stimulus and response become associated. Conditioning = Learned Associations Modules 20, 21 & 22

  8. Classical Conditioning Ivan Pavlov Modules 20, 21 & 22

  9. Modules 20, 21 & 22

  10. Vocabulary • Unconditioned Stimulus (US): a stimulus that naturally triggers a response Example: food • Unconditioned Response (UR): a naturally occurring response to the US (food) Example: salivation • Neutral Stimulus (NS): a stimulus that has not been paired with the US and elicits no response Example: bell • Conditioned Stimulus (CS): a previously neutral stimulus (NS) that is paired with the US and as a result, triggers a conditioned response (CR) Example: bell • Conditioned Response (CR): a learned response to a previously neutral stimulus (NR), but now a conditioned stimulus (CS) Example: salivation Modules 20, 21 & 22

  11. Classical Conditioning Unconditioned Stimulus (US) naturally elicits an Unconditioned response (UR) E.g., Food  Salivation Loud noise  startle response Pain  avoidance response Modules 20, 21 & 22

  12. Conditioned Stimulus (CS)- does not naturally elicit the UR. When NS is paired with the US several times, the NS will become associated with the US and will elicit the same UR. Pavlov game Modules 20, 21 & 22

  13. Bell (NS) (UR) FOOD (US) Salivation After several Pairings (CR) Bell (CS) Salivation Salivation is now a conditioned response to the sound of the bell Modules 20, 21 & 22

  14. Ex. The Cat and the Can Opener. Can opener Sound (NS) Smell of Food Food (US) Dance Soon the can opener alone will result in the cat doing the food dance. Modules 20, 21 & 22

  15. If the aroma brewing coffee makes your heart race, what is the US?  The CS?  The CR? Modules 20, 21 & 22

  16. Extinction: When the CS and US are no longer paired, conditioning lessens and then disappears. Re-conditioning A previously conditioned response is re-conditioned faster than a new response. Modules 20, 21 & 22

  17. Spontaneous Recovery Modules 20, 21 & 22

  18. Stimulus Generalization The CR is elicited by similar stimuli. Stimulus Discrimination Only a specific CS elicits the CR. Modules 20, 21 & 22

  19. Stimulus Generalization? Modules 20, 21 & 22

  20. Classical Conditioning and Phobias Watson and Little Albert Conditioned fear of white lab mouse. Sight of mouse (CS) paired with loud noise (UCS). UCR (CR) is a startle response. Generalized to other white or fuzzy objects. Modules 20, 21 & 22

  21. Treating Phobias Systematic Desensitization Experience feared stimulus in safe environment. Fear should extinguish. Modules 20, 21 & 22

  22. Applications of Classical Conditioning • Former drug users crave the drug when... • They are in the environment in which they took drugs. • They associate with people with whom they took drugs. • These contexts act as CSs and trigger cravings for the drug (CR). Modules 20, 21 & 22

  23. Basic Principles Stronger Conditioning for 1) More pairings 2) Shorter time between CS and US 3) More Intense CS 4) Novel CS Modules 20, 21 & 22

  24. Module 21 Operant Conditioning Modules 20, 21 & 22

  25. Thorndike and the Law of Effect Edward Thorndike (1898) • Placed cats in a puzzle box with a food reward outside the box • Recorded the amount of time that it took them to figure out how to escape • Concluded that rewarded behavior is likely to recur, which he called the law of effect. Modules 20, 21 & 22

  26. B. F. Skinner Skinner Boxes Shaping - rewarding closer approximations Modules 20, 21 & 22

  27. Shaping behavior • Successive approximations • Reward behavior that approaches the desired behavior • Allows animal trainers to get animals to perform complex behaviors • Helps us understand what nonverbal organisms perceive Modules 20, 21 & 22

  28. Sheldon Conditions Penny (3 mins.) Conditioning does not work at a conscious level. According to behaviorists, a rewarded behavior increases because it is associated with the reward, not because the person is expecting a reward. Modules 20, 21 & 22

  29. Reinforcers (R) - increase behavior Punishment - decreases behavior Always defined by their effect. Modules 20, 21 & 22

  30. Primary R - biologically rewarding ( e.g., food, drink, warmth, comfort) Conditioned R - learned through association with Primary Rs. (money, grades, praise) Modules 20, 21 & 22

  31. Immediate and Delayed Consequences Modules 20, 21 & 22

  32. Extinction Stimulus Generalization Stimulus Discrimination Discriminative Stimulus Cues that indicate when a response is likely to get reinforced. Modules 20, 21 & 22

  33. Schedules of Reinforcement Continuous - Always rewarded Intermittent - Only sometimes rewarded Fixed (predictable) Variable (unpredictable) Interval (passage of time) Ratio (number of responses) Modules 20, 21 & 22

  34. Interval Fixed - e.g., Boss checks up on you every half hour. Variable – Boss checks up on average every half hour, but you are never certain when the boss will check in. Modules 20, 21 & 22

  35. Ratio Fixed – you get a checkmark for every 10 widgets. Variable – you get a checkmark for every 10 widgets on average. Never sure which widget will earn you a checkmark. Modules 20, 21 & 22

  36. Schedules and Extinction Continuous - easy to extinction Fixed - easy to extinguish Variable - harder to extinguish Modules 20, 21 & 22

  37. Is gambling continuous reinforcement or partial reinforcement? Modules 20, 21 & 22

  38. Principles 1) more R’s better conditioning 2) shorter period of time between behavior and R the better 3) the larger the R, the better Modules 20, 21 & 22

  39. Behavior Modification - Application of Operant Learning Principles to change behavior. Why is reinforcement better than punishment? Modules 20, 21 & 22

  40. Do we have to be consciously aware of R for conditioning to work? No. Modules 20, 21 & 22

  41. Module 22 Effects of Biology and Cognition and Learning by Observation Modules 20, 21 & 22

  42. John Garcia Biological Predispositions • John Garcia challenged the idea that all associations can be learned equally well. • Humans (and nonhuman animals) are biologically predisposed to learn certain associations but not others. Modules 20, 21 & 22

  43. Conditioned Taste Aversions Rats given water that is sweet, bright, noisy water. Condition 1: Electric shock Condition 2: X-ray Causing Nausea hours later Modules 20, 21 & 22

  44. Rats given Choice Shocked group - avoided bright noise water - drank sweet water X-rayed Group - avoided sweet water - drank bright noisy water. Modules 20, 21 & 22

  45. Why is this important? One trial (not gradual learning) Long period between behavior and consequence Belongingness - taste associated with illness - sounds and sights associated with pain Modules 20, 21 & 22

  46. Species-Specific Behaviors Breland and Breland “Misbehavior of Organisms” Instinctive Drift Modules 20, 21 & 22

  47. Predictability (Rescorla Studies) Paired a Tone (NS) with a Shock(US) Group 1 (Tone is Good Predictor) 4 Tone - Shock pairings given. Shock always follows Tone and never occurs without Tone. Modules 20, 21 & 22

  48. Group 2 (Tone is poorer predictor) 4 Tone - Shock pairings given Shock always follows the Tone and often occurs without Tone. Equal numbers of trials, thus both should be equally conditioned if learning depends only association. Modules 20, 21 & 22

  49. Only Group 1 becomes conditioned. Conditioning is the establishment of a predictive relationship between a stimulus and an outcome. What is learned is an expectancy. Modules 20, 21 & 22

  50. Latent Learning (Tolman) Rats put in complex maze once a day for 16 days. Gr 1: Rewarded - fewer errors over the 16 days. Gr 2: No reward - no change over 16 days Modules 20, 21 & 22

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