Beginning of Part 3: Nurture

1. Beginning of Part 3: Nurture

2. Where we are in the syllabus • Part 1: Psychology - the science of mind and behavior • Part 2: Nature - how our evolutionary inheritance shapes behavior and brains and our capacity for language • Part 3: Nurture - how our environment shapes mind and behavior

3. Nurture • How our environment shapes mind and behavior • Environments: • Family • Society • Culture • Peer groups • Etc.

4. Learning Classical conditioning Watson, Pavlov Operant conditioning Skinner Child development Piaget Ecological psychology Jimmy and Eleanor Gibson Social psychology Social perceptions and attitudes Social influences on behavior Peer pressure Personality Topics in Part 3: Nurture

5. Chapter 4Learning

6. For next time • Do the PsychInquiry activity for Chapter 4 called Classically conditioned tastes • Read Chapter 4

7. A Little History • During the first half of the 20th century, psychology focused on overt behavior and was not concerned with what goes on inside the head • The paradigm was called Behaviorism • The focus of research was Learning

8. Behaviorism(1913 - 1956...) • The goal of psychology “is the prediction and control of behavior. Introspection forms no essential part of its methods.” • Watson, 1913 • Psychology is “the science of observable behavior” • Pavlov

9. Questions to ponder • What is Learning? • Why Learn?

10. Types of Learning • Observational learning • Associative learning • Classical conditioning • Operant conditioning

11. Child routinely observes gunplay and violence on TV Child feels angry, hostile, or insecure Observational Learning Child takes gun to school, kills teachers & classmates

12. Classical (Pavlovian) conditioning Operant (Skinnerian) conditioning Associative learning

13. Classical (Pavlovian) Conditioning

14. Behavior Behavior Peck Peck The behaviorist’s view of behavior time

15. Behavior Behavior Reinforcer Peck Peck Food Reinforcer time

16. Conditioned Reinforcer Behavior Behavior Reinforcer Peck Peck Tone Food Conditioning time

17. Conditioned Reinforcer Behavior Behavior Peck Peck Tone Evidence of learning time

18. = UCS = UCR = NS = CS = CR Classical (Pavlovian) Conditioning Terms • UnConditioned Stimulus • UnConditioned Response • Neutral Stimulus • Conditioned Stimulus • Conditioned Response

19. UCR Drool NS Bell Pavlov’s Dogs 1(Before Conditioning) UCS Food Nothing

20. UnConditioned Stimulus UnConditioned Response Neutral Stimulus Conditioned Stimulus Conditioned Response = UCS = UCR = NS = CS = CR Classical (Pavlovian) Conditioning Terms

21. UCS UCR NS CS Food Drool + Tone Food Drool Tone BEFORE Food Pavlov’s Dogs 2(During Conditioning) CS BEFORE UCS !!

22. NS + Tone Food Light Touch CR CS Tone Drool Light Touch Pavlov’s Dogs 3(After Conditioning) UCS UCR Food Drool Drool

23. NS UCS UCR Drug Nausea + Nurse Drug CS CR Nurse Nausea Chemotherapy Patients Nausea

24. NS UCS UCR + Onion breath Kiss CS CR Onion breath Arousal Tirrell’s Kiss Kiss Arousal Arousal

25. NS UCS UCR Noise Fear + Rat Noise Bunny Dog CS CR Rat Fear Bunny Dog Little Albert(Watson & Rayner) Fear

26. UnConditioned Stimulus UnConditioned Response Neutral Stimulus Conditioned Stimulus Conditioned Response Classical (Pavlovian) Conditioning Terms = UCS = UCR = NS = CS = CR

27. FYI: Classical Conditioning Terms • Acquisition • Initial learning • Extinction • Removal of CS => Suppression of CR • Spontaneous Recovery • Reappearance of a weakened CR • Generalization • Discrimination

28. Operant (Skinnerian) Conditioning

29. Consequence Reinforcers Operant (Skinnerian) Conditioning • Associating behavior with its consequence shapes subsequent behavior Behavior

30. Two types of Reinforcers Reward Punishment “Law of Effect” Rewarded behavior is more likely to recur Punished behavior is less likely to recur Consequence Behavior Consequence Behavior Reward Punishment

31. Shaping • A procedure in which reinforcers (rewards or punishments) gradually guide an animal’s behavior toward a desired behavior • The animal associates its own behaviors with their consequences

32. Operant conditioning has two components: • The consequence of the behavior is either • having something given (positive) or • having something taken away (negative) • Based on the consequence, the behavior either • continues (reinforcement) or • decreases or stops (punishment)

33. Positive if something is given Negative if something is taken away Positive vs. Negative

34. The animal receives something that it values Food Money Any incentive Positive Reinforcement

35. The animal receives something that it values Food Money Any incentive The animal receives something it dreads Pain Hardship Deprivation Positive Reinforcement Punishment

36. The animal has something it values taken away Food Money Any incentive Negative Punishment

37. The animal has something it values taken away Food Money Any incentive The animal has something it dreads taken away Pain Hardship Deprivation Negative Punishment Reinforcement

38. Reinforcement if the behavior continues Punishment if the behavior diminishes or stops Reinforcement vs. Punishment

39. Reinforcement • Doing something to encourage a behavior AND the behavior continues • “Reinforcement rests on the principle that whenever something reinforces a particular activity of an organism, it increases the chances the organism will repeat the behavior.”

40. Punishment • Doing something to discourage a behavior AND the behavior diminishes or stops • Punishment rests on the principle that whenever something militates against a particular activity, it decreases the chances the activity will continue

41. Behavior continues Behavior decreases or stops The animal behaves, the consequence is something GIVEN The animal behaves, the consequence is something TAKEN AWAY Positive punishment:giving something undesired (Ex: Yelling at your roommate for leaving the apartment a mess- and your roommate decreases her messy behavior) Positive reinforcement: giving something desired (Ex: Giving a child a sticker for doing well on a test- the child continues to do well on tests) Negative reinforcement: taking away something undesired (Ex: A rat presses a lever to escape an electric shock - the rat will continue to press the lever) Negative punishment: taking away something desired (Ex: Taking away driving privileges after a DWI- and the person stops driving intoxicated)

42. Consequence is something GIVEN Positive or Negative ? Reinforcement or Punishment ? Behavior Giving something desired (Ex: Giving a child a sticker for doing well on a test - the child continues to do well on tests)

43. Positive Reinforcement Giving something desired Consequence is something GIVEN Behavior Behavior continues

44. Consequence is something TAKEN AWAY Positive or Negative ? Reinforcement or Punishment ? Behavior Taking away something UNdesired (Ex: A rat presses a lever to escape an electric shock - the rat will continue to press the lever)

45. Negative Reinforcement Taking away something UNdesired Consequence is something TAKEN AWAY Behavior continues Behavior

46. Consequence is something TAKEN AWAY Positive or Negative ? Reinforcement or Punishment ? Behavior Taking away something desired (Ex: Taking away driving privileges after a DWI- and the person stops driving intoxicated)

47. Negative Punishment Taking away something desired Consequence is something TAKEN AWAY Behavior diminishes or stops Behavior

48. Consequence is something GIVEN Positive or Negative ? Reinforcement or Punishment ? Behavior Giving something UNdesired (Ex: Late fees and finance charges on credit card bills - payments may become less tardy)

49. Positive Punishment Giving something UNdesired Consequence is something GIVEN Behavior diminishes or stops Behavior

50. Group Discussion • A teenager has a curfew of midnight. She continually comes home before her curfew. To reward her, her parents remove her curfew. The teenager continues to come home around midnight. • What kind of conditioning is this?