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LEARNING

LEARNING. HOW DO YOU LEARN BEST??. 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.

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LEARNING

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  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 – Unconditioned stimulus UCR – Unconditioned response NS – Neutral stimulus CS – Conditioned stimulus CR – Conditioned response

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

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

  6. 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 – banging bars -------- UCR – fear • NS – white rat • CS- white rat ------------------ CR – fear/cry

  7.   In delayed conditioning, the CS is presented before the onset of the UCS and continues until the UCS is presented • This is considered the most effective form of conditioning

  8. The CS is presented and terminated before the UCS is presented. • This is the procedure of trace conditioning, which can be very effective if the interval is very brief. • Less effective than delayed conditioning

  9. In simultaneous conditioning the CS and the UCS are presented at exactly the same time. • Pavlov found that conditioning was very weak when the tone and food were presented together. • 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.

  10. In the procedure sometimes called backward conditioning, the UCS is presented and terminated before the presentation of the CS. • Most psychologists argue that it does not work.

  11. Response generalization – when the subject responds to stimuli that are perceived as similar to the CS Response discrimination – when the subject responds only to the CS Generalization vs. Discrimination

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

  13. 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

  14. 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

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

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

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

  18. Shaping • Shaping – a system of quickly and systematically teaching animals/humans behavior • Successive approximations – each behavior that gets closer to the desired response • Shaping experiment

  19. 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 – food, water, sleep, oxygen, sex • Secondary reinforcers – learned needs/drives such as – money, good grades, award, praise, etc. These are conditioned to have meaning

  20. 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

  21. Positive vs. negative reinforcement Positive reinforcers – increase the likelihood that the behavior will when a stimulus is introduced after the behavior occurs 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.

  22. Negative reinforcement – when a response is strengthened by the removal of an unpleasant stimulus • With punishment, the behavior should decrease, while with negative reinforcement the behavior should increase

  23. 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

  24. Escape and avoidance learning • Negative reinforcement leads to 2 kinds of behaviors: • 1) Escape learning – the subject’s response will end or remove the aversive stimulus • 2) Avoidance learning – the subject’s response will prevent aversive stimulus from occurring the first place

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

  26. Schedules of Reinforcement

  27. Punishment • It should be swift • Should match the crime • Explain why the person is being punished • Explain an alternate behavior • Be consistent-consistent punishment, • Use physical punishment as little as possible

  28. Negative effects of punishment • Suppression of behavioral activity • Triggers strong emotional responses • May lead to aggressive behavior

  29. 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)

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

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

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