Chapter 9

1. Chapter 9 Classical Conditioning Vs. Operant Conditioning

2. Classical Conditioning Pavlov’s experiment (p. 243 of book):

3. Classical Conditioning Pavlov’s experiment (p. 243 yellow book): Pavlov’s experiment (p. 243 of book): the tuning fork was a neutral stimulus (nothing that had to do with the response to meat prior to conditioning)

4. Classical Conditioning Unconditioned stimulus: Event that leads to certain predictable response without previous training. Unconditioned response: The salivation—the reaction occurs naturally & automatically given unconditioned stimulus (a reflex)

5. Classical Conditioning Conditioned stimulus (CS) Neutral event which, after conditioning, leads to a response. Conditioned response (CR) The salivation caused by the conditioned stimulus— the neutral event that would not normally lead to salivation

6. Classical Conditioning Classical conditioning Controlling a response such that an old response becomes attached to a new stimulus. Example in your lives: Bells at school: begin/end passing periods or fire drills

7. Classical Conditioning Gradual acquisition (usually)—the conditioned, or learned, response is strengthened with each pairing of the UCS and the CS

8. Classical Conditioning Generalization Animal responds to a second stimulus similar to the original CS, without prior training in second stimulus.

9. Classical Conditioning Discrimination-- Respond differently to different stimuli

10. Classical Conditioning stop presenting food after sound of tuning fork, sound gradually loses effect. Extinction

11. Classical Conditioning Classical conditioning in humans Hobart & Mollie Mowrer (1938) Bed-wetting: the bell and pad Alarm = UCS Waking = UR Full bladder = CS UCS + CS= Child wakes (CR)

12. Classical Conditioning Classical conditioning in humans Taste aversions Sickness after eating something for the first time or after not eating for some time—tend to blame the new food.

13. Operant Conditioning Big Bang Theory Learning from the consequences of behavior. Subject causes some change in the environment Repeat or eliminate behaviors to get reward or avoid punishment

14. Operant Conditioning Reinforcement stimulus or event that affects the likelihood that an immediately preceding behavior will be repeated.

15. Operant Conditioning Schedules of Reinforcement Continuous schedule Better Partial schedule Fixed-ratio schedule Reinforcement depends on a specified schedule of responses.

16. Operant Conditioning Variable-ratio schedule Number of responses needed for reinforcement changes from one time to the next. Fixed-interval schedule Reinforce first response after a predetermined amount of time has elapsed. Time interval always same.

17. Operant Conditioning Variable-interval schedule The time at which the reinforcement becomes available changes through- out the conditioning procedure. More activity than fixed- interval

18. Operant Conditioning Primary reinforcers . . . satisfy or reduce a basic, natural need, such as hunger. Secondary reinforcers conditioned reinforcers because without the condition- ing process, it would be a neutral stimulus having no positive or negative value.

19. Operant Conditioning Operant conditioning is not limited to simple behaviors—it is used to create new knowledge by building on old knowledge. +

20. Operant Conditioning Shaping—the process in which reinforcement is used to sculpt new responses out of old ones. My assistant coaches and I use shaping when we teach our team new plays or variations on existing plays.

21. Operant Conditioning We do that by developing response chains: combinations of responses that follow one another in a sequence. That’s right, Coach Posey. We start by reviewing the basics. Then we teach the more advanced schemes, then how to run a play with all 11 players and then maybe some options. That’s a responsechain—everything builds on something taught before it.

22. Operant Conditioning Aversive control Unpleasant consequences or punishers. Negative reinforcement Takes away an aversive stimulus; removes unpleasant consequences.

23. Operant Conditioning All right! If I squeeze long enough, I can get what I want. Anything to get his grubby hands off me. I won’t let go until you promise to do my math homework for a week. OK, I’ll do your stupid homework, David. Negative Reinforcement

24. Operant Conditioning Punishment vs. negative reinforcement Punishment is used to decrease a behavior or reduce its probability of recurring. Negative reinforcement—like positive reinforcement—always increases a response’s probability of occurring again Remember: positive and negative in this context means add and remove.

25. Operant Conditioning Escape conditioning causes an unpleasant event to stop. Avoidance conditioning preventing an unpleasant situation from happening.

26. Walden Two B. F. Skinner Behaviorism Written 1948; first printed in 1969 Walden Pond by H. D. Thoreau Utopia: Thomas More

27. Walden Two Enclave in Ohio Work 2-4 hours; remainder follow own pursuits No possessions--communal Planners, managers, and scientists—menial tasks as well

28. Walden Two Self-contained community No competition No “thank yous” A person’s work shall not tax his strength or threaten his happiness No personal freedom yet total freedom

29. Walden Two Children conditioned from birth—communal rearing Behavioral engineering— control physical and social environment Imparting techniques of self- control

30. Walden Two Education—did not teach subjects; taught techniques of thinking and learning. Most people lived in separate quarters—even husbands and wives.

31. Walden Two • Your project: • Form new groups of 4-5 • Design a model classroom in which all are happy and get an effective education BY CONFORMING TO • ESTABLISHED RULES. • Establish rules and relate what • techniques you would use to get • students to conform to them. 4.Also discuss curriculum, activities and other aspects of education

32. Principles of Learning Factors that affect learning Feedback—finding out the results of an action or performance

33. Principles of Learning Factors that affect learning Feedback—finding out the results of an action or performance Transfer—transferring Skills you already have into appropriate responses for another skill

34. Principles of Learning Factors that affect learning Transfer: positive—transfer of a skill to help acquire another skill Negative transfer—a previously learned task hinders learning

35. Principles of Learning Factors that affect learning Practice—repetition of a task— binds responses together Physical & mental

36. Social Learning I am Dr. Albert Bandura. In 1961 I performed an experiment about social learning—the process of altering behavior by observing and imitating the behavior of others. Children exhibited aggressive behavior toward the bobo doll. Bobo doll

37. Cognitive Psychology Edward Tolman and cognitive maps Cognitive learning—a form of altering behavior that involves mental processes and may result from observation or imitation. a. Cognitive maps—a mental picture of spatial relationships or relationships between events (only way to account for a rat quickly selecting an alternative route in a maze when the preferred route to the goal is blocked.)

38. Social Learning 1. Cognitive learning—a form of altering behavior that involves mental processes and may result from observation or imitation. a. Cognitive maps b. Latent learning—alteration of a behavioral tendency that is not demonstrated by an immediate, observable change in behavior. I’m not sure if I can find the doctor’s office. Wait a minute. I’ve been here before, and I remember that building. OK, now I think I know how to get there.

39. Social Learning 1. Cognitive learning—a form of altering behavior that involves mental processes and may result from observation or imitation. With this type of learning, my fellow teachers and I must be aware of learned helplessness: too many rewards without effort, learned laziness; pain no matter how much someone tries, that person gives up.

40. Social Learning 1. Cognitive learning—a form of altering behavior that involves mental processes and may result from observation or imitation. 2. Modeling: learning by imitating others Much of teaching and coaching is modeling. Here is another example. . .

41. Eight Styles of Learning Theory of Harvard Psychology Professor, Dr. Howard Gardner

42. Eight Styles of Learning LinguisticLearner The word player

43. Eight Styles of Learning Logical/Mathematical Learner The Questioner

44. Eight Styles of Learning The Spatial Learner The Visualizer

45. Eight Styles of Learning Musical Learner The Music Lover

46. Eight Styles of Learning Bodily/Kinesthetic The Mover

47. Eight Styles of Learning Interpersonal Learner The Socializer

48. Eight Styles of Learning Intra-personal Learner The Individual

49. Eight Styles of Learning The Naturalist Learner Distinguish among and use features of the environment

50. Chapter Project/Test Much has been written about the deficiencies in American education today. Some commentators cite the decline in test scores as evidence that the students of today do not measure up to their peers of a generation ago. Many reasons are given, including the amount of time spent watching television rather than reading or studying. Others argue that television has had little or no impact on the quality of education in the U.S. Write an essay supporting both viewpoints. Be sure to include what you have learned in this chapter about how people learn.