AP PSYCHOLOGYUNIT VI: LEARNING

ESSENTIAL QUESTION:

HOW DOES EACH MODALITY OF LEARNING AFFECT THE LIKELIHOOD OF BECOMING LIFELONG LEARNERS?

MODES OF LEARNINGCRASH COURSE VIDEO: CONDITIONING

HTTP://WWW.YOUTUBE.COM/WATCH?V=QG2SWE_6UVM

1. ASSOCIATIVE LEARNING: MENTALLY CONNECTING TWO OR MORE EVENTS TOGETHER

a)CLASSICAL CONDITIONING – LEARNING TO EXPECT AND PREPARE FOR CERTAIN EVENTS

b)OPERANT CONDITIONING – LEARNING TO REPEAT BEHAVIORS THAT LEAD TO POSITIVE RESULTS OR AVOID BEHAVIORS THAT BRING ABOUT NEGATIVE RESULTS

2.OBSERVATIONAL LEARNING: LEARNING FROM OBSERVING OTHERS’ EXPERIENCES

CLASSICAL CONDITIONING

IVAN PAVLOV – RUSSIAN SCIENTIST WHO STUMBLED UPON THIS MODE OF LEARNING WHILE CONDUCTING

RESEARCH ON A DOG’S DIGESTIVE SYSTEM

PAVLOV’S EXPERIMENT VIDEO CLIPHTTP://WWW.YOUTUBE.COM/WATCH?V=W0VLY41HUBW

CLASSICAL CONDITIONING PROCESSACQUISITION: THE INITIAL COGNITIVE CONNECTION BETWEEN STIMULUS AND

RESPONSE

Unconditioned stimulus (US)

Unconditioned Response (UR)

Introduction of the

CONDITIONED Stimulus (CS)

CONDITIONED RESPONSE (CR)

Higher-order conditioning: Introducing a 2nd neutral stimulus, which yields the same conditioned response over time.

EXTINCTION VS. SPONTANEOUS RECOVERY

EXTINCTION

• WHEN THE PRESENCE OF THE CONDITIONED STIMULUS (CS) IS REDUCED TO THE POINT THAT THE CONDITIONED RESPONSE (CR) CEASES WHEN THE CONDITIONED STIMULUS (CS) IS REINTRODUCED.

SPONTANEOUS RECOVERY

• WHEN THE REINTRODUCTION OF THE CONDITIONED STIMULUS CAUSES THE CONDITIONED RESPONSE AFTER AN EXTENDED ABSENCE.

GENERALIZATION VS. DISCRIMINATION

GENERALIZATION WHEN A NEUTRAL STIMULUS THAT IS SIMILAR TO THE CONDITIONED STIMULUS IS INTRODUCED AND THE SUBJECT IS UNABLE TO MAKE A DISTINCTION, PRODUCING THE CONDITIONED RESPONSE

DISCRIMINATION WHEN A NEUTRAL STIMULUS THAT IS SIMILAR TO THE CONDITIONED STIMULUS IS INTRODUCED AND THE SUBJECT IS ABLE TO TELL THE DIFFERENCE BETWEEN IT AND THE CONDITIONED STIMULUS AND DOES NOT PRODUCE THE CONDITIONED RESPONSE

PAIR PARTNER MINI-PROJECTCREATE A CLASSICAL CONDITIONING PROJECT

(WILL COUNT AS A PROJECT GRADE)

• DIRECTIONS: CREATE (ON PAPER) A CLASSICAL CONDITIONING PROJECT THAT DOES NOT VIOLATE THE BELMONT REPORT. ALL OF THE FOLLOWING CLASSICAL CONDITIONING CONCEPTS MUST BE UTILIZED AND CLEARLY LABELED:

1. UNCONDITIONED STIMULUS

2. UNCONDITIONED RESPONSE

3. CONDITIONED STIMULUS

4. CONDITIONED RESPONSE

5. EXTINCTION

6. SPONTANEOUS RECOVERY

7. GENERALIZATION

8. DISCRIMINATION

PAIR PARTNER DISCUSSION

***REVIEW WITH YOUR PAIR PARTNER THE DEFINITION OF “TASTE AVERSION”.***

SOME DRUG TREATMENT PROGRAMS USE TASTE AVERSION TECHNIQUES TO GET PATIENTS TO QUIT USING DRUGS.

1. HOW DO THESE TREATMENT PROGRAMS USE TASTE AVERSIONS TO GET PEOPLE TO QUIT?

2. ARE THEY SUCCESSFUL? WHY OR WHY NOT?

3. IS IT ETHICAL TO MAKE SOMEONE SICK ON PURPOSE, EVEN IF YOU ARE TRYING TO HELP HIM OR HER OVERCOME A DEVASTATING ILLNESS? WHY OR WHY NOT?

OPERANT CONDITIONINGB.F. SKINNER – THE FATHER OF BEHAVIORISM; BELIEVED THAT

BEHAVIOR COULD BE INFLUENCED THROUGH REWARDS AND/OR CONSEQUENCES.

RESPONDENT VS. OPERANT BEHAVIOR

•RESPONDENT BEHAVIOR: BEHAVIOR THAT IS PRODUCED IN CLASSICAL CONDITIONING; AUTOMATICALLY RESPONDS TO A STIMULUS

•OPERANT BEHAVIOR: BEHAVIOR THAT IS RELIANT ON THE ENVIRONMENT TO PRODUCE REWARDING OR PUNISHING STIMULI

LAW OF EFFECT

B. F. SKINNER BASED HIS CONCEPT OF OPERANT CONDITIONING ON EDWARD L. THORNDIKE’S LAW OF EFFECT:

“REWARDED BEHAVIOR IS LIKELY TO RECUR.”

B. F. SKINNER’S OPERANT CHAMBER EXPERIMENT:

HTTP://WWW.YOUTUBE.COM/WATCH?V=I_CTJQJLRHA

SHAPING

• THE INTENTIONAL INFLUENCING OF BEHAVIOR…STEP BY STEP…OVER A PERIOD OF TIME IN ORDER TO ACHIEVE THE DESIRED RESULT BY THE USE OF REINFORCERS.

• POSITIVE REINFORCEMENT: STRENGTHENS A RESPONSE BY GIVING A PLEASURABLE/POSITIVE STIMULUS AFTER A RESPONSE

• EXAMPLE: GIVING A 6-YEAR OLD A BALLOON AFTER A SUCCESSFUL DENTIST APPOINTMENT.

• EXAMPLE: THE 8TH GRADER RECEIVES HIS/HER CELL PHONE BACK ONCE HE/SHE MAKES THE HONOR ROLL.

• NEGATIVE REINFORCEMENT: STRENGTHENS A RESPONSES BY REMOVING AN UNDESIRABLE/NEGATIVE STIMULUS AFTER A RESPONSE

• EXAMPLE: THE ANNOYING “DING-DING” AND RED LIGHT OF THE SEAT BELT INDICATOR ARE REMOVED ONCE THE DRIVER FASTENS HIS/HER SEAT BELT

• EXAMPLE: ONCE A PERSON TAKES AN IBUPROFEN PILL, THE THROBBING HEADACHE GOES AWAY

PRIMARY VS. CONDITIONED REINFORCERS

PRIMARY REINFORCERS• BASIC ITEMS OR ACTIONS THAT ARE

INSTINCTIVE

• NEEDED FOR SURVIVAL

• EXAMPLES: FOOD, CLOTHING, SHELTER, LOVE

SECONDARY/CONDITIONED REINFORCERS

• BECOMING IMPORTANT THROUGH LEARNED ASSOCIATION

• EXAMPLE: MONEY NEEDED TO GET FOOD, CLOTHING, SHELTER…

PAIR PARTNER DISCUSSION:

WHAT IS THE DIFFERENCE BETWEEN CONTINUOUS AND PARTIAL REINFORCEMENT?

REINFORCEMENT SCHEDULES

• FIXED-RATIO: REINFORCEMENT OCCURS AFTER A SET NUMBER OF RESPONSES

• EXAMPLE: YOU GET A FREE PIZZA AFTER ORDERING 5 MEDIUM SIZE PIZZAS.

• VARIABLE-RATIO: REINFORCEMENT OCCURS AFTER AN UNPREDICTABLE NUMBER OF RESPONSES

• EXAMPLE: CATCHING A FISH AFTER CASTING YOUR FISHING ROD A RANDOM NUMBER OF TIMES; WINNING THE LOTTERY AFTER SEVERAL TRIES

• FIXED-INTERVAL: REINFORCEMENT OCCURS AFTER A SET PERIOD OF TIME

• EXAMPLE: YOU RECEIVE A REPORT CARD AT THE END OF THE NINE WEEKS

• VARIABLE-INTERVAL: REINFORCEMENT OCCURS AFTER RANDOM TIME INTERVALS

• EXAMPLE: “YOU’VE GOT MAIL” NOTICES; A DEPLOYED SOLDIER RECEIVING CARE PACKAGES FROM VARIOUS ORGANIZATIONS AT RANDOM TIMES WITH NO PRIOR NOTICE

PAIR PARTNER MINI-PROJECTCREATE A OPERANT CONDITIONING

PROJECT(WILL COUNT AS A PROJECT GRADE)

DIRECTIONS: DESCRIBE ON PAPER (½ - 1 PAGE) AN OPERANT CONDITIONING EXPERIMENT, USING JUST ONE OF THE REINFORCEMENT SCHEDULES, WITHOUT VIOLATION OF THE BELMONT REPORT.

PAIR PARTNER DISCUSSION

DIFFERENTIATE BETWEEN INTRINSIC AND EXTRINSIC

MOTIVATION AND GIVE AN EXAMPLE OF EACH.

OBSERVATIONAL LEARNING

ALBERT BANDURA: BELIEVED THAT LEARNING OCCURS THROUGH OBSERVATION AND MODELING

BANDURA’S EXPERIMENT OF OBSERVATIONAL LEARNINGHTTP://WWW.YOUTUBE.COM/WATCH?V=06FTNSZZE_Q

PAIR PARTNER DISCUSSION

IN WHAT WAY MIGHT PROSOCIAL MODELING IMPACT BEHAVIOR?

IN WHAT WAY MIGHT ANTISOCIAL MODELING IMPACT BEHAVIOR?