What is learning? Four Types of Learning

1. What is learning?Four Types of Learning

2. 1. Classical Conditioning • Method of conditioning – associations are made between a natural stimulus and a learned, neutral stimulus.

3. 2. Operant Conditioning Conditioning that results from the individual’s actions and the consequences they cause.

4. 3. Cognitive learning • Emphasizes thought process in learning

5. 4. Social Learning • Learning that results from observing others

6. CLASSICAL CONDITIONING • Pavlov – Page 5 in packet Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response *Neutral (not vocab word): has no response prior to learning

7. Complete page 6 in packet

8. CLASSICAL CONDITIONING • Conditioned Taste Aversion (in packet) • learned association between the taste of a certain food and a feeling of nausea • Examples ?

9. Writing Response • “Give me a dozen healthy infants, allow me to control the environment, and I can make them into anything I want.” • Is this possible? How • What ethical issues would be involved?

10. John Watson and Emotional Conditioning: (conditioning an emotion)

11. Little Albert ________ + ___________ _______ N UCS UCR ___________ ___________ CS CR Rat (N)  Loud sound (UCS)  Fear (UCR) Rat (CS)  Fear (CR)

12. Little Albert • Stimulus Generalization? • A response spread from one specific stimulus to other stimuli that resemble the original.

13. John Watson showed 2 things: • 1. Can condition emotions 2. Conditioned emotion can generalize to other objects

14. Ethical Issues? • Would this experiment be allowed today? • Name some ethical issues

15. Where is Big Albert? • Extinction? • The Gradual loss of an association over time. • Pavlov’s dogs would extinguish (stop) their salivation at the experimenter unless the experimenter continued to feed them occasionally.

16. Set up classical conditioning equation • 1. Jim and Dwight • 2. Closing time

17. Removal of Fears • Mary Cover Jones • Removed fear of rabbits found in 3 year old boy by pairing rabbit with pleasant stimulus.

18. Operant Conditioning

19. Operant Conditioning RECALL: Conditioning that results from one’s actions and the consequences they cause

20. Reinforcement • Reinforcement? • strengthens a behavior – you want it! • Positive reinforcement? • addition of something pleasant • Negative reinforcement? • taking away or avoiding something unpleasant. • Primary reinforcers • Secondary reinforcers?

21. Punishment • Punishment? • weakening a behavior • Positive punishment? • something unpleasant is added • Negative punishment? • something pleasant is taken away

22. Skinner box?

23. What do you think are the Problems with Punishment? 1. The effects temporary 2. does not teach desired behaviors. 3. may be reinforcing. 4. may respond with fear, anxiety, or anger.

24. Big Bang Theory

25. Principles of Operant Conditioning • Generalization: (recall) • a behavior that spreads from one situation to a similar one. • E.g., Petting a friendly dog – all dogs are friendly • Extinction: (recall) • when a response is no longer followed by reinforcement, person will gradually stop making that response. • Discrimination learning? • to tell the difference between one event or object and another • E.g., petting a third dog and getting bitten – not all dogs are friendly

26. Generalization, Discrimination, and Extinction • Brett makes a wisecrack in his first-period psychology class, and everyone laughs, even the teacher. The following types of learning may occur: • Generalization: He makes wisecracks in other classes, in front of other teachers. • Discrimination: He makes wisecracks in other classes, but when no one laughs or when the teacher glares at him, he stops. He decides to tell jokes only during first period psychology class. • Extinction: He continues to make wisecrack during first period, but when others tire of his jokes and stop laughing, he stops.

27. Spanking and IQ article

28. Schedules of Reinforcement • So far we have focused on continuous reinforcement • Each time a behavior occurs, reinforcement is given. But there are problems with this approach What is schedule of reinforcement?

29. 1. Variable Ratio Schedule? Reinforcement occurs after a desired behavior occurs, but a different number of the desired acts is required each time. • E.g., varying how many times a pigeon has to pecks before giving them food. Will pick over 10,000 times once learning has taken place! • How is slot machines an example?

30. 2. Fixed Ratio? • Reinforcement occurs after the desired act is performed a specific number of times • E.g., A pigeon is rewarded after every five pecks • May produce less quality of desired behavior

31. 3. Variable Interval? • Reinforcement occurs after varying amounts of time if a desired act occurs • The organism never knows (in terms of time) when the reinforcement will arrive. • E.g. ?

32. 4. Fixed interval Schedule • A reinforcement is received after a fixed amount of time has passed if the desired act occurs • E.g. ?

35. Bobo Doll Experiment • Albert Bandura • Children who observe aggressive adult models become aggressive themselves. • Admired and rewarded models most likely to be copied • Children see children do

36. Violent Video Games

37. Cognitive Learning • based on abstract mental processes and previous knowledge.

38. Phobias • Recall: Watson and little Albert. • Not all phobias form from straight association. • Conditioning of fears develop through a cognitive process. • Phobias develop in relation to some kind of natural danger.

39. Cognitive Maps • E.C. Tolman • Cognitive Maps: A mental image of where one is located in space. • Strategies: Methods for solving Problems

40. Sensory Memory • 1 -2 seconds • Raw information from the senses • Needs attention to move on • If given attention passes through to the short term memory

41. Short Term Memory • HOLD onto new information • 15-20 seconds • 5 – 9 items

42. Chunking – grouping of info into meaningful units – allows us to remember more and remember easier

43. How do we move to long term? • Serial Position effect • Recency effect – more likely to remember words at the end of list (still in STM • Primacy effect – more likely to remember words at the beginning of list (rehearse words = LTM)

44. Maintaining Long Term Memory • Rote rehearsal – repeating info over and over • Elaborative Rehearsal – Making info meaningful – make a connection!

45. Which is the real penny?

47. Forgetting verse Not Getting • Do we forget or not pay attention? • Which color is on top of a stoplight? • Is Lincoln wearing a tie on the penny?

48. Maintaining LTM • Rote rehearsal – repeating info over and over • Elaborative Rehearsal – Making info meaningful – make a connection! • Mnemonics – Techniques that help you remember • Peg Word System • Visuals work!

49. Types of LTM • Episodic Memory • Personal Memories (daily journal) • Semantic Memory • Facts and concepts (dictionary/encyclopedia) • Procedural Memory • Motor skills & Habits (How to Guide) • Emotional Memory • Learned emotional responses Implicit Memory – Memories we cannot easily express in words – may be unaware of having Explicit Memory – we can easily express in words and are aware of having

50. 1. What you use while riding a bike • 2. What you use while recalling the events that led up to the Civil War • 3. What you use when you scream at the sight of a spider • 4. What you use when you remember • your first date