Learning

1. Learning Classical Conditioning Operant Conditioning Observational Learning Multiple Intelligences

2. Learning • Conditioning • Pairing of different stimuli • What is happening to you right now?

3. Learning • Classical Conditioning (C.C.) • Based on associations • Pairing of two stimuli = a response (i.e. songs + emotions)

4. Learning • Ivan Pavlov’s dog • Pavlov was a Russian Physiologist (1849-1936) • Discovered dogs could be trained to salivate to any stimulus after several pairings

5. Learning • Letters of Learning • Neutral Stimulus (NS) • Meaningless stimulus, normally causing no response • Unconditioned Stimulus (UCS) • Stimulus that causes a response which is automatic • Unconditioned Response (UCR) • Automatic (not learned) response • Conditioned Response (CR) • Learned response to an NS • Conditioned Stimulus (CS) • Becomes learned stimulus after repeated pairings

6. Learning • Pavlov’s dogs

7. Learning • Classical Conditioning in ads

8. Learning • Hopping Experiment

9. Learning • Adapting to the Environment • Animals and people can avoid danger • Adapt to surrounding env.

10. Learning • Adapting to the Environment: • Extinction • When the conditioned stimulus is no longer followed by unconditioned stimulus, then the conditioned response goes away • i.e. bell (cs) but no food (ucs) many times will no longer cause salivation (cr)

11. Adapting to the Environment: • Taste Aversions • Learned avoidance of a food • One pairing of a food and illness could create a Taste Aversion

12. Learning • Adapting to the environment • Generalization • Responding the same way to similar stimuli • Castor oil (ucs) causes vomiting (ucr) • Castor oil (UCS)+ Orange Juice (ns) = vomiting (UCR) • OJ (CS) = illness (CR) • Disliking all juices

13. Learning • Adapting to the Environment • Discrimination • Acting differently to stimuli that are not similar • Not liking only OJ • Not liking juices, but fine with flavored drinks or sodas

14. Learning • Applications of C.C. • Flooding • Exposed to harmless stimuli until fear responses are extinguished • Person who has fear of snakes placed in room full of harmless snakes

15. Learning • Application • Systematic desensitization • Gradual exposure to fear stimulus until fear is overcome

16. Learning • Application • Counterconditioning • Pleasant stimulus paired with fearful one repeatedly

17. Learning • Bell and Pad for bedwetting • Bell and pad = UCS • Waking up = UCR • Bladder tension = CS • Waking up before wetting bed = CR 75% - 80% effectiveness

18. Learning • Observational Learning • Have you ever learned from watching other’s, reading books, watching film’s or TV? • Chances are you have • Cooking shows, self-help books, home-improvement shows, social interactions, dance moves, sports moves, etc…

19. Learning • Observational learning • Albert Bandura • Research shows we acquire knowledge and skills by observing and imitating others • Bobo doll study showed that aggression is learned by watching others • Children are more likely to do what their parents do, rather than what they say

20. Learning • Observational Learning • Accounts for much of human learning • Speaking • Eating • Playing

21. Learning • Observational learning • Seen as a cause in violence and immorality in society due to the media • TV • Movies • Music • Video games • A typical child in the U.S. watches 28 hours of TV weekly, seeing as many as 8,000 murders by the time he or she finishes elementary school at age 11, and worse, the killers are depicted as getting away with the murders75% of the time while showing no remorse or accountability

22. Learning • The Debate • Does media violence cause/contribute to violent/ reckless behavior?

23. Learning • The evidence: • Studies show that children will imitate aggressive behaviors on TV • Repeated exposure may cause Desensitization • Less likely to see violence as wrong • Less likely to see consequences of violent acts upon others • Less likely to restrain aggressive behavior

24. Learning • Examples: • Ft. Lauderdale, Fl. 2001. 14 year old boy sentenced to life for killing 7yr old girl after imitating body-slamming moves • In Yakima, Wash., a 12-year-old boy was convicted of second-degree murder after he killed his 19-month-old cousin by repeatedly slamming him to the ground. He used a move called the "jackknife power bomb," where the wrestler lifts his opponent above his head and throws him down. When the boy grew tired from throwing his cousin, he sat down and watched Brady Bunch reruns. • In Dallas, a 7-year-old boy ran across the room and struck his 3-year-old brother at the neck with his forearm -- a "clothesline" move he had seen wrestlers perform numerous times. The 3-year-old fell back and fatally struck his head. No charges were filed. • In Warner Robins, Ga., a 4-year-old boy who was told to watch wrestling tapes when his baby-sitter left him home with other young children, fatally stomped a 15-month-old baby who had been left in a crib in another room.

25. Learning • Observational Learning • Many Psychologists agree that media violence contributes to aggression • Certain video games have been banned in some countries • GTA San Andreas • Punisher

27. Observational Learning • Scary Stats • Body Image • In a recent survey by Teen People magazine, 27% of the girls felt that the media pressures them to have a perfect body. • A 1996 poll conducted by Saatchi and Saatchi found that ads made women fear being unattractive or old. • By the time a young person is 17 years old, they have received over 250,000 commercial messages through the media. • 69% of girls in one study said that magazine models influence their idea of a perfect body shape. • Eating disorders are up 400% since 1970

28. Observational Learning • Scary stats • Teens and Sex • Three out of four teens say ‘TV shows and movies make it seem normal for teenagers to have sex. • Young teens (ages 13-15) rank entertainment media as the top source of information about sexuality and sexual health • Four out of ten teenagers say they have gotten ideas for how to talk to their boyfriends and girlfriends about sexual issues from the entertainment media. • The American Psychological Association estimates that teens are exposed to 14,000 sexual references & innuendos per year on TV. • A recent report from the Center for Media & Public Affairs found music videos to contain more sex per minute than any competing media genre. • A study of 4,294 network television commercials found that nearly one in 4 commercials includes some type of sexual attractiveness as a base for the message. • Young teens (13-15) indicate that a major source of sex education is from TV.

29. Observational Learning • Violence on TV • The Mediascope National Television Violence Study found that children are: • learning aggressive attitudes and behaviors • becoming desensitized to real world violence • developing a fear of being victimized by violence • Many of the programs that children watch send the message that a conflict always involves a winner and a loser. • On television, perpetrators go unpunished 73% of the time. This gives the message that violence is a successful method of resolving conflicts. • 47% of all violent interactions on TV depict no harm to victims. • 58% show no pain • Only 16% of all broadcast programs show the long-term negative effects of violence.

31. Operant Conditioning • Based on B.F. Skinner’s work • People learn behaviors by being reinforced for them. • Reinforcement – increases response probability • “Skinner Box” • Rat taught to press a lever • Correct response was rewarded with a food pellet.

32. Operant Conditioning • Types of Reinforcers • Primary: • Value is intrinsic • Examples: • Food • Water • warmth • Secondary: • Value must be learned • Examples: • Money • Grades • Attention

33. Operant Conditioning • Types of reinforcers: • Positive: • Increases the frequency of a behavior when applied • Food • Money • Involves doing something because we want something good in return • Negative: • Increase the frequency of a behavior when they are removed • Usually involves discomfort, fear, anxiety • We do something to make something we don’t like to stop

34. Operant Conditioning • Rewards & Punishments • Rewards are similar to P.R. • Punishments are not like N.R. • They are unwanted events that decrease a behavior when applied • We stop doing something because we don’t want something to happen

35. Operant Conditioning • Issues concerning Punishment • Does not teach alternate acceptable behavior • Tends to work only when it is guaranteed • Severely punished people/animals may try to leave or lash out • It may be imitated as a means to solve problems • Can be accompanied by unseen benefits which encourage that behavior

36. Operant Conditioning • Schedules of Reinforcement • Continuous Reinforcement: • Behavior is reinforced every time • Partial Reinforcement: • Behaviors are reinforced only sometimes.

37. Operant Conditioning • Interval Schedules: reinforcements are based on time • Fixed-interval: • -Reinforcement occurs after a set (fixed) time frame (i.e. every hour, or week) • -Allowances • -Paychecks • -Responses fall off, then pick up as time for reinforcement draws nearer

38. Operant Conditioning • Interval schedule • Variable-Interval • Reinforcement after a variable time frame (time changes after each response) • Surfers waiting for the next big wave!

39. Operant Conditioning • Ratio Schedules • Fixed-Ratio: • Reinforcement occurs after a certain number of correct responses (5 correct responses = 1 reinforcer) • Companies use a “rewards” system • Buy 5 car washes, get one free

40. Operant Conditioning • Ratio Schedules: • Variable-Ratio: • Reinforcement occurs after a various number of correct responses (after 5, 12, 9, 4, etc…) • Slot machines are based on this

41. Principles • Extinction: • Behavior will die off if not reinforced • Timing of Reinforcers • The sooner a reinforcer or punisher follows a behavior, the greater its effect

42. Operant Conditioing • Applications: • Shaping: • Reinforce small steps in the right direction

43. Multiple Intelligences • Proposed by Howard Gardner, Prof. of Education at Harvard University • It's a crucial blunder, he maintains, to assume that IQ is a single fixed entity which can be measured by a pencil and paper test. • It's not how smart you are but how you are smart

44. Multiple Intelligences • Gardner proposed 7 intelligences (ways of learning)

45. Multiple Intelligences • Linguistic Intelligence • The ability to read , write and communicate with words. • Authors, journalists, poets, orators and comedians are obvious examples of people with linguistic intelligence.

46. Multiple Intelligences • Logical-Mathematical Intelligence • The ability to reason and calculate, to think things through in a logical, systematic manner. These are the kinds of skills highly developed in engineers, scientists, economists, accountants, detectives and members of the legal profession.

47. Multiple Intelligences • Visual-Spatial Intelligence • The ability to think in pictures, visualize a future result. To imagine things in your mind's eye. • Architects, sculptors, sailors, photographers and strategic planners. • You use it when you have a sense of direction, when you navigate or draw.

48. Multiple Intelligences • Interpersonal (Social) Intelligence • The ability to work effectively with others, to relate to other people, and display empathy and understanding, to notice their motivations and goals. • This is a vital human intelligence displayed by good teachers (like you know who), facilitators, therapists, politicians, religious leaders and sales people.

49. Multiple Intelligences • Intrapersonal Intelligence • The ability for self-analysis and reflection • to be able to quietly contemplate and assess one's accomplishments, to review one's behavior and innermost feelings, to make plans and set goals, the capacity to know oneself. • Philosophers, counselors, and many peak performers in all fields of endeavor have this form of intelligence.

50. Multiple Intelligences • Bodily-Kinesthetic Intelligence • The ability to use your body skillfully to solve problems, create products or present ideas and emotions. • An ability obviously displayed for athletic pursuits, dancing, acting, artistically, or in building and construction. • You can include surgeons in this category but many people who are physically talented–"good with their hands"–don't recognize that this form of intelligence is of equal value to the other intelligences.