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Learning

Learning. An enduring change in knowledge or behavior that results from experienceLearning is flexibleInvolves experienceNon-Associative (change in magnitude of response)Associative (based on the connection between events). Learning Overview. Non-Associative Habituation

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Learning

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    1. Chapter 6 Learning

    2. Learning An enduring change in knowledge or behavior that results from experience Learning is flexible Involves experience Non-Associative (change in magnitude of response) Associative (based on the connection between events)

    3. Learning Overview Non-Associative Habituation & Sensitization Associative Classical Conditioning Operant Conditioning Social Learning

    4. Habituation and Sensitization Habituation: responses become less vigorous to a stimulus over time The response to steady or repeated (harmless) stimulus decreases over time. Example: You don’t hear your air conditioner after it’s been running awhile. Sensitization: responses become more vigorous to a stimulus over time. The experience of one stimulus heightens the response to a subsequent stimulus. Example: People are “jumpy” following natural disasters, like earthquakes.

    6. Non Associative Learning Increased responses to a stimulus, after another or same stimulus, Aplysia

    7. The sensitization response to a single shock (blue bar) dies out after about an hour, and returns to baseline after a day (yellow). So it is an example of short-term memory. However, it the animal is sensitized with multiple shocks given over several days, its subsequent response to a gentle touch on the siphon is much larger and is retained longer (tan and brown bars). This is an example of long-term memory and requires protein synthesis. (These findings are the work of Eric R. Kandel, who was awarded a Nobel

    9. Classical Conditioning Pavlov’s Apparatus

    10. 6.2 Classical Conditioning Classical conditioning Unconditioned stimulus (US) Unconditioned response (UR) Conditioned stimulus (CS) Conditioned response (CR)

    11. Classical Conditioning--Key Terms Neutral Stimulus (NS): stimulus that, before conditioning, doesn’t naturally bring about the response of interest Unconditioned Stimulus (UCS): stimulus that elicits an UCR occurring without previous conditioning Unconditioned Response (UCR): unlearned reaction to an UCS occurring without prior conditioning

    12. Classical Conditioning--Key Terms (Continued) Conditioned Stimulus (CS): previously NS that, through repeated pairings with an UCS, now causes a CR Conditioned Response (CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS

    13. 6.2 Classical Conditioning Basic principles of classical conditioning Aquisition Extinction Spontaneous recovery

    15. Extinction: gradual weakening or suppression of a previously conditioned response (CR) Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR)

    16. 6.2 Classical Conditioning Basic principles of classical conditioning Generalization Discrimination A flat gradient means all stimuli are being responded to as if they were the same.

    18. Learning and Brain Functioning Pavlov believed that conditioning strengthened connections between the CS center and UCS center in the brain. Karl Lashley set out to prove this by searching for such engrams, or physical representations of what had been learned. Believed that a knife cut should abolish the newly learned response.

    19. Learning, and Brain Functioning Lashley’s studies attempted to see if disrupting certain connections between cortical brain areas would disrupt abilities to learn associations. Found that learning and memory did not depend on connections across the cortex Also found that learning did not depend on a single area of the cortex.

    20. 6.2 Conditioned Emotional Responses Watson’s goals: Complex reactions can be conditioned using Pavlovian techniques Emotional responses (such as fear) are learned and not result of unconscious processes “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.”

    21. 6.2 Conditioned Emotional Responses John Watson “even complex behaviors are the result of conditioning” 9-month-old “Little Albert” Stimuli—white rat; dog; rabbit; burning newspaper Showed curiosity Then shown stimulus (rat) and loud noise when he reached to touch it—result was fear Soon sight of rat caused fear

    22. Tenets of Behavioralism All behavior is due to learning There is no way to observe mental activity NO differences across species

    23. The case of drugs and environment Cocaine ? Loss of Homeostasis – body reacts Physical Environment ? Cocaine Physical Environment ? Loss of Homeostasis

    26. It don't hurt (Cheryl Crow, Withdrawal) It don't hurt, like it did, I can sing my song again It don't hurt, like it did, I can sing my song again Scraped the paper off the wall put down carpet in the hall I left no trace of you at all and I can sing my song again. I don't dream, cuz I don't sleep The moon is hanging like your hat Sun comes up but I don't see the curtains tied up like a bat The electric man looks good today Maybe not, well I'm trying hard trying hard to feel that way The electric man's a good place to start.

    27. Took your paintings off the wall that one of me that you called “doll” Headed out cuz the house was feeling small and I can sing my song again. I don't think of you no more, 'cept for every day or two I don't think of you no more, 'cept for in between the sun and moon Packed up and moved out after all Bulldozed the house and watched it fall That blessed sight I still recall I can sing my song again I can sing my song again, I can sing my song again. It don't hurt, like it did, (It hurts worse, who do I kid?)

    28. Operant Conditioning Law of Effect Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely

    29. 6.3 Operant Conditioning B. F. Skinner Operant conditioning Operant chamber Reinforcer Positive Negative Punishment Positive Negative

    30. Operant Conditioning & Classical Conditioning: Different?

    31. Operant Conditioning Operant Conditioning type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment

    32. Operant Chamber

    33. 6.3 Operant Conditioning Reinforcement / Punishment Positive / Negative Primary / Secondary

    34. Reinforcement and Punishment REINFORCERS (positive and negative) Increases behavior desirable event that increases the behavior that it follows powerful controller of desirable behavior PUNISHMENT (positive and negative) Decreases aversive event that decreases the behavior that it follows powerful controller of unwanted behavior

    35. Operant Conditioning’s Basic Principles Positive Reinforcement: adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise)

    36. Operant Conditioning’s Basic Principles Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin)

    37. Punishment

    40. Principles of Reinforcement Primary Reinforcer innately reinforcing stimulus i.e., satisfies a biological need Secondary Reinforcer stimulus that gains its reinforcing power through its association with primary reinforcer Satisfies a social need or is pleasant but not necessary

    41. Operant Conditioning Reinforcer any event that strengthens the behavior it follows Shaping operant conditioning procedure in which reinforcers guide behavior toward closer approximations of a desired goal…baby steps

    42. 6.3 Shaping

    44. HAM first primate in space, 1961. Red Light: Ham has to press the right lever every 15 sec (faster than 1 / 3sec) or gets shocked. Blue Light: press left lever within 5 sec to avoid shock

    45. Operant Conditioning: Schedules of Reinforcement

    46. Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed 2. Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies

    47. Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed 4. Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)

    48. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)

    49. Schedules of Reinforcement

    50. Behaviorism (1) That there is no innate knowledge. All you need is learning. (2) That you could explain human psychology without mental notions like desires and goals. (3) And that these mechanisms apply across all domains and across all species. These assumptions are all wrong

    51. Behaviorism Trained animals revert to instinctive actions Raccoon trained to put coin in bank, washes coin Avoidant responses cannot be trained for approach responses Bird flaps wings to escape, will not flap for food Not all stimuli are created equal Will avoid food b/c nausea, but not avoid for shock

    52. 6.2 Rescorla-Wagner Model of Classical Conditioning

    53. 6.3 Operant Conditioning Superstitious behavior reinforcement of accidental behavior “this stench causes home runs!”

    54. 6.3 Operant Conditioning—Neural Elements Pleasure centers nucleus accumbens medial forebrain hypothalamus involve dopamine

    55. 6.3 Operant Conditioning—Cognitive Elements Edward Tolman (1886-1959) Means-ends relationships Latent learning Cognitive map

    56. Learning, Memory, Amnesia, and Brain Functioning Reverberating circuits of neuronal activity were thought to be the mechanisms of consolidation. Consolidation is also influenced by the passage of time and emotions.

    57. Latent Learning

    58. Tolman And Mental Maps

    60. 6.3 Operant Conditioning—Evolutionary Elements Rats trained to go left in T-maze to get food Next day turned right (contrary to conditioning) Why? rats are foragers adaptive foraging strategy is to NOT search for food the same place twice

    62. 6.4 Observational Learning Learning without direct experience Bandura’s bobo dolls Adult models

    64. Mirror Neurons

    65. Observational Learning and Modeling Note the increasing bicep circumference of these G.I. Joe action figures. What are the effects of this type of modeling?

    67. Terms

    68. The End Back-up slides Radial arm maze youtube http://www.youtube.com/watch?v=24kDZncAC9M&feature=fvw

    69. Outline of the 7 Techniques 1. Allocate your attention efficiently. 2. Interpret and elaborate on what you are trying to learn. 3. Make your studying variable (e.g., location, interpretations, examples) 4. Space your studying of a topic or area and repeat your study several times. 5. Organize and structure the information that you are trying to learn. 6. Visualize the information. Reinstate the context during a test. 7. GENERATE, GENERATE, GENERATE, RETRIEVE, RETRIEVE, RETRIEVE!!

    72. Tinbergen: Four questions Adaptation: Animals have vision to help them find food and avoid danger Phylogeny: sight is caused by a particular series of evolutionary steps Causation: the mechanics of the eye Ontogeny: even the process of an individual’s development Although these answers may be very different, they are consistent with each other.

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