1 / 38

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

sammym
Download Presentation

Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related