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Comprehensive Guide to Learning Theories and Conditioning Methods

Explore classical conditioning, operant conditioning, behaviorism, stimulus response, and specific principles of learning processes. Includes examples, key figures, and real-world applications.

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Comprehensive Guide to Learning Theories and Conditioning Methods

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  1. Learning • Conditional • The way in which events, stimuli and behavior become associated with one and other. Ex. Classical + operant

  2. Learning • Def-process that results in a relatively consistent change in behavior and is based on experience Ex. Improvement in performance, understanding, appreciation

  3. Learning • Learning performance distinction • The difference between what has been learned and what is expressed or performed in overt behavior

  4. Behaviorism • John Watson (1878-1958)-Psychology from the standpoint of a behaviorist • Observable behavior • Prediction and control of behavior • Baby Albert

  5. Watson • http://youtube.com/watch?v=KxKfpKQzow8

  6. Behaviorism • Skinner (1904-1990) Walden Two, Beyond Freedom + Dignity • Radical behaviorism • Environmental stimuli caused behavior

  7. Behaviorism • Area of psychology that focuses on the environmental determinants of learning behavior

  8. Classical Conditioning • Type of learning in which a behavior comes to be elicited by a stimulus that is acquired • It’s power through an association w/ a biologically significant stimulus

  9. Classical Conditioning • Founder Ivan Pavlov (1849-1936) • Dog experiment • Reflex-unlearned response elicited by specific stimuli that have biological relevance for an organism

  10. Classical Conditioning • Neutral Stimulus (NS) • Stimulus that has nothing to do with response

  11. Classical Conditioning • Unconditional Stimulus (UCS) • An event that leads to a certain predictable response with out previous training

  12. Classical Conditioning • Unconditional Response (UCR) • A reaction that occurs naturally and automatically when the unconditioned stimulus is presented

  13. Classical Conditioning • Conditioned Stimulus (CS) • Ordinarily neutral event leads to a response

  14. Classical Conditioning • Conditioned Response (CR) • The event that is caused (learned)

  15. Classical Conditioning • Timing ( being contiguous) • CS+UCS must be paired closely for conditioning to work

  16. Classical Conditioning • Extinction • The weakening of conditioned association in the absence of a reinforcer or unconditioned stimuli

  17. Classical Conditioning • Spontaneous recovery • After a rest period or time out, w/out further exposure to the UCS there is a sudden reappearance of the CR when CS is presented

  18. Classical Conditioning • Stimulus generalization • Automatic extension of responding to stimuli that have never been paired w/original UCS • Stimulus discrimination • Respond differently to stimuli that are distinct from the CS on some dimension

  19. The Office • http://www.spike.com/video/office-jim-trains/2820493

  20. Acquisition • Robert Resorta (1966- ) • Proved need for condition procedure to be contiguous

  21. Acquisition • Leon Kamin (1969) • CS must be informative • Blocking • Organism doesn’t learn a new stimulus that signals an UCS because the new stimulus is presented simultaneously w/ a stimulus that is already effective as a signal

  22. Acquisition • Drug use and conditioning • Place of use important • Shepard Siegel (1982)

  23. Acquisition • Psychoneuroimmunology • Investigates interactions between psychological processes, such as response to stress + the functions of the immune system

  24. Operant Conditioning • Edward Thorndike (1898) • Puzzle boxes • Stimulus-response (S-R) connection • Cat’s claw at button opens door in puzzle box (freedom) • Law of effect • Law of learning that states the power of a stimulus to evoke a response is strengthened when the response is followed by a reward+weakened when it is not followed by a reward

  25. Operant Conditioning • B.F Skinner • Operant (affecting environment) • Behavior emitted by an organism that can be characterized in terms of the observable effects it has on the environment • Reinforcement contingency • Consistent relationship between a response and the changes in the environment that it produces

  26. Operant Conditioning • BF Skinner • Operant conditioning • Learning in which the probability of a response is changed by its consequences

  27. Skinner • http://youtube.com/watch?v=mm5FGrQEyBY

  28. Operant Conditioning • Reinforcer • Stimulus that, when made contingent upon a response, increases the probability of that response • Positive reinforcement • Behavior is followed by the presentation of an appetitve stimulus, increasing the probability of that behavior

  29. Operant Conditioning • Negative reinforcement • Behavior is followed by the removal of an aversive stimulus, increasing the probability of that behavior

  30. Operant Conditioning • Operant extinction • Behavior no longer produces predictable consequences, returns to pre conditioned level • Punisher • Any stimulus that, when made contingent upon a response, decreases the probability of that response

  31. Operant Conditioning • Positive punishment • Behavior is followed by the presentation of an aversive stimulus, decreasing probability of a behavior Ex. spanking • Negative punishment • A behavior is followed by the removal of an appetitive stimulus, decreasing the probability of that behavior Ex. grounding

  32. Operant Conditioning • Discriminative stimuli Ex. Red light, green light • Stimuli that acts as predictors of reinforcement, signaling when particular behaviors will result in positive reinforcement

  33. Operant Conditioning • Three-term contingency • The means by which organisms learn that, in the presence of some stimuli but not others, their behavior is likely to have a particular effect on the environment

  34. Operant Conditioning • Primary reinforces • Food, water-biological needs • Conditioned enforcers (secondary) • Like in classical, formerly neutral stimuli have become reinforces

  35. Operant Conditioning • Premack Principle (1965) • A more probable activity can be used to reinforce a less probable one. EX. Kyla clean room/watch video

  36. Schedules of Reinforcement • Patterns of delivery and with holding reinforcement • Partial reinforcement • Response acquired under intermittent reinforcement are more difficult to extinguish than those acquired with continuous reinforcement

  37. Schedules of Reinforcement • Fixed-ratio-reinforcer is delivered for the 1st response made after fixed number of responses Ex. Contract grading • Variable-ratio-reinforcer is delivered for the 1st response made after variable number of responses whose average is predetermined Ex. Slot machine

  38. Schedules of Reinforcement • Fixed interval-reinforcer is delivered for the 1st response made after fixed period of time ex. Pay check • Variable interval- reinforcer is delivered for the 1st response made after a variable period f time whose average is predetermined. Ex. Pop quizzes

  39. Schedules of Reinforcement • Shaping by successive approximations • Reinforce any response that successively approximates and ultimately matches desired response

  40. Biology + Learning • Biological constraints • limitations on learning imposed by species’ genetic endowment ex. Sensory, behavior, cognitive • Instinctual drift • The tendency for learned behavior to drift toward instinctual behavior ex. Raccoons, rubbing hands • Pias rooting

  41. Biology + Learning • Taste-aversion learning • John Garcia • Biological constraint on learning in which an organism learns in one trial to avoid food whose ingestion is followed by illness • Up to 12 hrs., one trial, permanent

  42. Cognitive Influences on Learning • Animal cognition • The cognitive capabilities of a nonhuman animals • Researchers trace the development of cognitive capabilities across species + the continuity of capabilities from nonhuman to human animals • Clever Hans (horse)

  43. Cognitive Influences on Learning • Cognitive map • Mental representation of physical space • Animals use spatial memory to recognize + identify features of the environment • Animals use spatial memory to find important goal objectives in their environment • Animals use spatial memory to plan their route through environment

  44. Cognitive Influences on Learning • Observational learning • Process of learning new response s by watching the behavior of another • Acquire large pattern, less trial + error

  45. Cognitive Influences on Learning • Observational learning • Bandura • Adults punch BoBo, children watching do the same

  46. Bandura • http://youtube.com/watch?v=BTB-I-L3YIE

  47. Cognitive Influences on Learning • Observational learning • Most influenced when: • It is seen as having reinforcing consequences • The models perceived positive liked and respected • Perceived similarities between features traits and traits of the model and observer • Observer is rewarded for paying attention to model • Models’ behavior is visible and salient • Is within observers range of competence

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