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Beginning of Part 3: Nurture. 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.
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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
Nurture • How our environment shapes mind and behavior • Environments: • Family • Society • Culture • Peer groups • Etc.
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
For next time • Do the PsychInquiry activity for Chapter 4 called Classically conditioned tastes • Read Chapter 4
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
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
Questions to ponder • What is Learning? • Why Learn?
Types of Learning • Observational learning • Associative learning • Classical conditioning • Operant conditioning
Child routinely observes gunplay and violence on TV Child feels angry, hostile, or insecure Observational Learning Child takes gun to school, kills teachers & classmates
Classical (Pavlovian) conditioning Operant (Skinnerian) conditioning Associative learning
Behavior Behavior Peck Peck The behaviorist’s view of behavior time
Behavior Behavior Reinforcer Peck Peck Food Reinforcer time
Conditioned Reinforcer Behavior Behavior Reinforcer Peck Peck Tone Food Conditioning time
Conditioned Reinforcer Behavior Behavior Peck Peck Tone Evidence of learning time
= UCS = UCR = NS = CS = CR Classical (Pavlovian) Conditioning Terms • UnConditioned Stimulus • UnConditioned Response • Neutral Stimulus • Conditioned Stimulus • Conditioned Response
UCR Drool NS Bell Pavlov’s Dogs 1(Before Conditioning) UCS Food Nothing
UnConditioned Stimulus UnConditioned Response Neutral Stimulus Conditioned Stimulus Conditioned Response = UCS = UCR = NS = CS = CR Classical (Pavlovian) Conditioning Terms
UCS UCR NS CS Food Drool + Tone Food Drool Tone BEFORE Food Pavlov’s Dogs 2(During Conditioning) CS BEFORE UCS !!
NS + Tone Food Light Touch CR CS Tone Drool Light Touch Pavlov’s Dogs 3(After Conditioning) UCS UCR Food Drool Drool
NS UCS UCR Drug Nausea + Nurse Drug CS CR Nurse Nausea Chemotherapy Patients Nausea
NS UCS UCR + Onion breath Kiss CS CR Onion breath Arousal Tirrell’s Kiss Kiss Arousal Arousal
NS UCS UCR Noise Fear + Rat Noise Bunny Dog CS CR Rat Fear Bunny Dog Little Albert(Watson & Rayner) Fear
UnConditioned Stimulus UnConditioned Response Neutral Stimulus Conditioned Stimulus Conditioned Response Classical (Pavlovian) Conditioning Terms = UCS = UCR = NS = CS = CR
FYI: Classical Conditioning Terms • Acquisition • Initial learning • Extinction • Removal of CS => Suppression of CR • Spontaneous Recovery • Reappearance of a weakened CR • Generalization • Discrimination
Consequence Reinforcers Operant (Skinnerian) Conditioning • Associating behavior with its consequence shapes subsequent behavior Behavior
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
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
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)
Positive if something is given Negative if something is taken away Positive vs. Negative
The animal receives something that it values Food Money Any incentive Positive Reinforcement
The animal receives something that it values Food Money Any incentive The animal receives something it dreads Pain Hardship Deprivation Positive Reinforcement Punishment
The animal has something it values taken away Food Money Any incentive Negative Punishment
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
Reinforcement if the behavior continues Punishment if the behavior diminishes or stops Reinforcement vs. Punishment
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.”
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
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)
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)
Positive Reinforcement Giving something desired Consequence is something GIVEN Behavior Behavior continues
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)
Negative Reinforcement Taking away something UNdesired Consequence is something TAKEN AWAY Behavior continues Behavior
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)
Negative Punishment Taking away something desired Consequence is something TAKEN AWAY Behavior diminishes or stops Behavior
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)
Positive Punishment Giving something UNdesired Consequence is something GIVEN Behavior diminishes or stops Behavior
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?