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Learning

Learning. Learning is not attained by chance; it must be sought for with ardor and attended to with diligence. Abigail Adams. Learning. Relatively permanent change in knowledge or behavior resulting from experience 4 types of learning Habituation Classical conditioning

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Learning

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  1. Learning Learning is not attained by chance; it must be sought for with ardor and attended to with diligence. Abigail Adams

  2. Learning • Relatively permanent change in knowledge or behavior resulting from experience • 4 types of learning • Habituation • Classical conditioning • Operant conditioning • Observational learning • They all operate under the same principle – learning by association

  3. Habituation • Tendency to become familiar with a stimulus merely as a result of repeated exposure • Orienting reflex • Eyes widen, eyebrows rise, muscles tighten, heart beats faster, brain-waves indicate heightened physiological arousal • Effect weakens with continued presentation of stimulus – we habituate • Primitive form of learning • Found in all organisms • Decreases the power of reward to motivate

  4. PRINCIPLES

  5. Classical Conditioning Pavlov

  6. Classical Conditioning (Ivan Pavlov) Stimulus elicits a Response [S R] EXAMPLE: Bell rings, students leave!

  7. THE FORMULA IN OTHER WORDS UCS  UCR An unconditioned stimulus elicits an unconditioned response NS + UCS  UCR A neutral stimulus paired with an unconditioned stimulus elicits an unconditioned response A conditioned stimulus elicits a conditioned response CS  CR

  8. Experiment time! A hop, skip, and a jump!

  9. Loud Noise Startle _____ → _____ UCS UCR _____ + _____ → _____ NS UCS UCR _____ → _____ CS CR Loud Noise Balloon Startle Balloon Startle Go over Classical Conditioning worksheet – numbers 1-10

  10. Classical Conditioning • A tendency to connect events that occur together in time and space • Pavlov (1849-1936) • Psychic secretions led to classical conditioning, though unintentionally • A stimulus comes to elicit a response that it doesn’t normally elicit • How does this come about? • Unconditioned stimulus (UCS) • Unconditioned response (UCR) • Conditioned stimulus (CS) • Conditioned response (CR)

  11. Basic Principles of Classical Conditioning • Acquisition • It takes some number of paired trials for the learning (or acquisition) of a CR • Key factors: order and timing of presentation • Extinction • The elimination of a learned response by removal of the US or reinforcement • Stimulus Generalization • The tendency to respond to a stimulus that is similar to the CS

  12. Stimulus generalization I don’t care if she is a tape dispenser. I love her!

  13. Basic Principles of Classical Conditioning • Acquisition • It takes some number of paired trials for the learning (or acquisition) of a CR • Key factors: order and timing of presentation • Extinction • The elimination of a learned response by removal of the US or reinforcement • Generalization • The tendency to respond to a stimulus that is similar to the CS • Discrimination • The ability to distinguish between different stimuli

  14. 1. Acquisition • The process of developing a learned response

  15. 2. Extinction • The diminishing of a learned response • Continuously presenting the CS without the UCS

  16. 3. Generalization • Producing 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 • Example: Little Albert

  17. 4. Discrimination • Producing different responses to two similar stimuli

  18. Little Albert – Before Conditioning

  19. Little Albert – During Conditioning

  20. Little Albert – After Conditioning

  21. Little Albert - Generalization

  22. Things to keep in mind… • Classical – associate 2 things, thus anticipate events • Lightening . . . . Thunder! • Unconditioned means unlearned • Associations should be natural • Response can be the same, but isn’t always • Contingency – CS should precede UCS • Simultaneous pairing takes longer and isn’t as powerful • Backwards pairing rarely works

  23. Things to keep in mind… • Single-trial (or minimal-trial) learning • Phobias • Little Albert • Taste aversions • Cancer patients & chemotherapy

  24. Applying Classical Conditioning • Conditioned Fears • We have preferences for some fears • They are learned more quickly and the associations last longer, even during the extinction phase • Social Behaviors • People form strong positive and negative attitudes toward neutral objects by virtue of their links to emotionally charged stimuli • Immune System • Preliminary research shows that we can slow/bolster the immune system through classical conditioning

  25. Operant Conditioning • Operant conditioning • Associate response with its consequence • Behavior becomes more or less probable depending on its consequences • Law of effect • Responses followed by positive outcomes are repeated whereas those followed by negative outcomes are not

  26. Operant Conditioning • Skinner boxes • Behavioral contingencies • Positive reinforcement • Negative reinforcement • Extinction • Punishment

  27. Reinforcement • Reinforcer • A consequence that increases the likelihood that behavior will occur again • Positive reinforcement • Providing a positive stimulus • Studying earns you a good grade • Premack principle • More probable behavior can be used as a reinforcer for less probable behavior • Negative reinforcement • Removing an aversive stimulus • Fastening our seatbelts to turn of the buzzer

  28. Punishment • Punishment • A consequence that decreases the likelihood that behavior will occur again • Positive punisher • Providing an aversive stimulus • Scolding a child, shocking a lab rat for pressing the response lever • Negative punisher • Removing a positive stimulus • Taking food away from a hungry rat

  29. Shaping and Extinction • Shaping • Encouraging a new behavior by reinforcing successive approximations • This is how trainers get animals to do new tricks • Extinction • As in classical conditioning, failure to reward the learned behavior will eventually lead to a cessation of that behavior • If a vending machine stops giving you a Coke, you’ll stop putting your money into it

  30. Things to keep in mind . . . • Primary vs. secondary reinforcers • Primary – stimuli that are innately reinforcing • Secondary – stimuli that are rewarding because of their association with primary reinforcers • Why don’t the behaviors just keep occurring? • Discriminative stimulus • Relative degree of satiation

  31. Reinforcement Schedules • Continuous • Learning occurs rapidly • Subject to rapid extinction when discontinued • Partial • Fixed-Interval (FI) • Variable-Interval (VI) • Fixed-Ratio (FR) • Variable-Ratio (VR)

  32. Behavioral Contingencies

  33. Observational Learning • Not all learning comes from direct experience! • Sometimes we watch others & see what happens… • Older siblings, peers, & parents • Vicarious rewards & punishments • Also: intrinsic rewards & punishments

  34. Albert Bandura • Bobo doll studies • 2 stages of observational learning • Acquisition • Performance • 4 steps of observational learning • Attention • Retention • Reproduction • Motivation

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