Learning: A Lesson on Learning: A Lesson on BehaviorismBehaviorism

Learning: A Lesson on Learning: A Lesson on BehaviorismBehaviorism

PsychologyPsychologyUnit 2: LearningUnit 2: Learning

Grade Level: 11Grade Level: 11thth and 12 and 12thth

Kyle MuntzingerKyle Muntzinger

PsychologyPsychologyUnit 2: LearningUnit 2: Learning

Grade Level: 11Grade Level: 11thth and 12 and 12thth

Kyle MuntzingerKyle Muntzinger

ObjectivesObjectivesObjectivesObjectives

• The main objective for this lesson is The main objective for this lesson is to instruct the students about to instruct the students about learning and behaviorism, a learning and behaviorism, a psychology school of thought.psychology school of thought.

• In this lesson the students will be In this lesson the students will be taught the terms and the taught the terms and the perspectives that are involved with perspectives that are involved with Behaviorism and LearningBehaviorism and Learning..

• The main objective for this lesson is The main objective for this lesson is to instruct the students about to instruct the students about learning and behaviorism, a learning and behaviorism, a psychology school of thought.psychology school of thought.

• In this lesson the students will be In this lesson the students will be taught the terms and the taught the terms and the perspectives that are involved with perspectives that are involved with Behaviorism and LearningBehaviorism and Learning..

MaterialsMaterialsMaterialsMaterials

• ComputerComputer

• TV and VCRTV and VCR

• Paper Paper

• PencilPencil

• LCD projectorLCD projector

• ScreenScreen

• Bells and StrawsBells and Straws

• ComputerComputer

• TV and VCRTV and VCR

• Paper Paper

• PencilPencil

• LCD projectorLCD projector

• ScreenScreen

• Bells and StrawsBells and Straws

Student ActivitiesStudent ActivitiesStudent ActivitiesStudent Activities

• Video: Discovering PsychologyVideo: Discovering Psychology– By Philip ZimbardoBy Philip Zimbardo

• Watch Video #8Watch Video #8– Learning Learning

Prominent researchers — Pavlov, Thorndike, Prominent researchers — Pavlov, Thorndike, Watson, and Skinner — have greatly influenced Watson, and Skinner — have greatly influenced today’s thinking about how learning takes today’s thinking about how learning takes place. This program examines the basic place. This program examines the basic principles of classical and operant conditioning principles of classical and operant conditioning elaborated by these renowned figures.elaborated by these renowned figures.

• Video: Discovering PsychologyVideo: Discovering Psychology– By Philip ZimbardoBy Philip Zimbardo

• Watch Video #8Watch Video #8– Learning Learning

Prominent researchers — Pavlov, Thorndike, Prominent researchers — Pavlov, Thorndike, Watson, and Skinner — have greatly influenced Watson, and Skinner — have greatly influenced today’s thinking about how learning takes today’s thinking about how learning takes place. This program examines the basic place. This program examines the basic principles of classical and operant conditioning principles of classical and operant conditioning elaborated by these renowned figures.elaborated by these renowned figures.

Unit #2: LearningUnit #2: LearningUnit #2: LearningUnit #2: Learning

• Learning:Learning:– to gain knowledge or to gain knowledge or

understanding of or understanding of or skill in by study, skill in by study, instruction, or instruction, or experienceexperience

• Learning:Learning:– to gain knowledge or to gain knowledge or

understanding of or understanding of or skill in by study, skill in by study, instruction, or instruction, or experienceexperience

ConditioningConditioningConditioningConditioning• Conditioning= LearningConditioning= Learning

– Stimulus: something that produces a Stimulus: something that produces a reactionreaction

– Response: is the reaction to the Response: is the reaction to the stimulusstimulus

• Edward Thorndike (1874-1949)Edward Thorndike (1874-1949)– Law of Effect:Law of Effect:

• Responses to stimuli that produce a Responses to stimuli that produce a satisfying state in a particular situation are satisfying state in a particular situation are more likely to occur again in the situationmore likely to occur again in the situation

• Responses that produce a discomforting, Responses that produce a discomforting, annoying or unpleasant effect in a situation annoying or unpleasant effect in a situation are less likely to occur again in the situationare less likely to occur again in the situation

• Conditioning= LearningConditioning= Learning– Stimulus: something that produces a Stimulus: something that produces a

reactionreaction– Response: is the reaction to the Response: is the reaction to the

stimulusstimulus

• Edward Thorndike (1874-1949)Edward Thorndike (1874-1949)– Law of Effect:Law of Effect:

• Responses to stimuli that produce a Responses to stimuli that produce a satisfying state in a particular situation are satisfying state in a particular situation are more likely to occur again in the situationmore likely to occur again in the situation

• Responses that produce a discomforting, Responses that produce a discomforting, annoying or unpleasant effect in a situation annoying or unpleasant effect in a situation are less likely to occur again in the situationare less likely to occur again in the situation

Classical ConditioningClassical ConditioningClassical ConditioningClassical Conditioning

• Ivan Pavlov (1849-1936)Ivan Pavlov (1849-1936)– Russian psychologistRussian psychologist– Classical conditioning:Classical conditioning:

• When a neutral stimulus comes to elicit an When a neutral stimulus comes to elicit an unconditioned response when that neutral stimulus is unconditioned response when that neutral stimulus is repeatedly paired with a stimulus that normally repeatedly paired with a stimulus that normally causes an unconditioned responsecauses an unconditioned response

– What happens when you picture your favorite food?What happens when you picture your favorite food?

• Ivan Pavlov (1849-1936)Ivan Pavlov (1849-1936)– Russian psychologistRussian psychologist– Classical conditioning:Classical conditioning:

• When a neutral stimulus comes to elicit an When a neutral stimulus comes to elicit an unconditioned response when that neutral stimulus is unconditioned response when that neutral stimulus is repeatedly paired with a stimulus that normally repeatedly paired with a stimulus that normally causes an unconditioned responsecauses an unconditioned response

– What happens when you picture your favorite food?What happens when you picture your favorite food?

Pavlov’s DogsPavlov’s DogsPavlov’s DogsPavlov’s Dogs

• Experiment of Experiment of Classical Classical ConditioningConditioning– US, UR, CR, and CSUS, UR, CR, and CS

• Experiment of Experiment of Classical Classical ConditioningConditioning– US, UR, CR, and CSUS, UR, CR, and CS

Classical ConditioningClassical ConditioningClassical ConditioningClassical Conditioning

• Neutral Stimulus: stimulus Neutral Stimulus: stimulus that invokes no response in that invokes no response in context (ex. Bell with no context (ex. Bell with no pairing)pairing)

• Unconditioned Stimulus: Unconditioned Stimulus: stimulus that causes an stimulus that causes an automatic response (ex. automatic response (ex. Food)Food)

• Unconditioned Response: the Unconditioned Response: the automatic response to automatic response to stimulus (ex. Salivation)stimulus (ex. Salivation)

• Conditioned Stimulus: learned Conditioned Stimulus: learned stimulus that invokes the stimulus that invokes the conditioned response (ex. Bell conditioned response (ex. Bell paired with Food)paired with Food)

• Conditioned Response: Conditioned Response: learned response to a learned response to a stimulus that was previously stimulus that was previously neutral (ex. Salivation to Bell)neutral (ex. Salivation to Bell)

• Neutral Stimulus: stimulus Neutral Stimulus: stimulus that invokes no response in that invokes no response in context (ex. Bell with no context (ex. Bell with no pairing)pairing)

• Unconditioned Stimulus: Unconditioned Stimulus: stimulus that causes an stimulus that causes an automatic response (ex. automatic response (ex. Food)Food)

• Unconditioned Response: the Unconditioned Response: the automatic response to automatic response to stimulus (ex. Salivation)stimulus (ex. Salivation)

• Conditioned Stimulus: learned Conditioned Stimulus: learned stimulus that invokes the stimulus that invokes the conditioned response (ex. Bell conditioned response (ex. Bell paired with Food)paired with Food)

• Conditioned Response: Conditioned Response: learned response to a learned response to a stimulus that was previously stimulus that was previously neutral (ex. Salivation to Bell)neutral (ex. Salivation to Bell)

Examples of Classical Examples of Classical ConditioningConditioningExamples of Classical Examples of Classical ConditioningConditioning

• Case StudyCase Study– Little Albert and John B. WatsonLittle Albert and John B. Watson

• 1920s psychologist1920s psychologist

• Demonstration that emotional reaction such as fears Demonstration that emotional reaction such as fears can be acquired through principles of classical can be acquired through principles of classical conditioningconditioning

• What happen:What happen:– Albert, 11 month old babyAlbert, 11 month old baby– Trained to fear white fluffy objects by pairing loud Trained to fear white fluffy objects by pairing loud

harsh noises (clanging of pots and pans to steel harsh noises (clanging of pots and pans to steel bars) with objects like stuffed rabbits to white rats bars) with objects like stuffed rabbits to white rats that original invoked a pleasurable responsethat original invoked a pleasurable response

Student ActivitiesStudent ActivitiesStudent ActivitiesStudent Activities

• Bell and Straw ConditioningBell and Straw Conditioning– Hands on experiment for the kids using the Hands on experiment for the kids using the

involuntary reaction of blinking.involuntary reaction of blinking.•Pairs of students will classically condition one Pairs of students will classically condition one

another by using the bells and straws.another by using the bells and straws.– One student stands facing his/her partner.One student stands facing his/her partner.– The student with the straw blows a puff of air into the The student with the straw blows a puff of air into the

partners eye while simultaneously ringing the bell 5 times.partners eye while simultaneously ringing the bell 5 times.– After five times the student with the bell rings the bell After five times the student with the bell rings the bell

with no puff of air. The student should blink involuntarily with no puff of air. The student should blink involuntarily and the action should go extinct within a few minutes.and the action should go extinct within a few minutes.

• Bell and Straw ConditioningBell and Straw Conditioning– Hands on experiment for the kids using the Hands on experiment for the kids using the

involuntary reaction of blinking.involuntary reaction of blinking.•Pairs of students will classically condition one Pairs of students will classically condition one

another by using the bells and straws.another by using the bells and straws.– One student stands facing his/her partner.One student stands facing his/her partner.– The student with the straw blows a puff of air into the The student with the straw blows a puff of air into the

partners eye while simultaneously ringing the bell 5 times.partners eye while simultaneously ringing the bell 5 times.– After five times the student with the bell rings the bell After five times the student with the bell rings the bell

with no puff of air. The student should blink involuntarily with no puff of air. The student should blink involuntarily and the action should go extinct within a few minutes.and the action should go extinct within a few minutes.

Operant ConditioningOperant ConditioningOperant ConditioningOperant Conditioning

• B.F. Skinner (1904-1990)B.F. Skinner (1904-1990)– American PsychologistAmerican Psychologist– Operant Conditioning: Operant Conditioning:

Learning that is Learning that is strengthened when strengthened when behavior is followed by behavior is followed by reinforcement or reinforcement or consequenceconsequence

– Reinforcement: Increase the Reinforcement: Increase the likelihood of the behaviorlikelihood of the behavior

– Punishment: Decrease the Punishment: Decrease the likelihood of the behaviorlikelihood of the behavior

• B.F. Skinner (1904-1990)B.F. Skinner (1904-1990)– American PsychologistAmerican Psychologist– Operant Conditioning: Operant Conditioning:

Learning that is Learning that is strengthened when strengthened when behavior is followed by behavior is followed by reinforcement or reinforcement or consequenceconsequence

– Reinforcement: Increase the Reinforcement: Increase the likelihood of the behaviorlikelihood of the behavior

– Punishment: Decrease the Punishment: Decrease the likelihood of the behaviorlikelihood of the behavior

ReinforcementReinforcementReinforcementReinforcement

Schedules of ReinforcementSchedules of ReinforcementSchedules of ReinforcementSchedules of Reinforcement

• ContinuousContinuous– Reinforced every time the behavior occursReinforced every time the behavior occurs

• PartialPartial– Not reinforced every timeNot reinforced every time– TypesTypes

• Interval: a certain time elapses before the behavior can Interval: a certain time elapses before the behavior can be reinforced (Fixed or Variable)be reinforced (Fixed or Variable)

• Ratio: a certain amount of times the behavior must be Ratio: a certain amount of times the behavior must be performed before it is reinforced (Fixed or Variable)performed before it is reinforced (Fixed or Variable)

Examples of Operant Examples of Operant ConditioningConditioningExamples of Operant Examples of Operant ConditioningConditioning• + Reinforcement:+ Reinforcement:

• Push the lever= Push the lever= FoodFood

• - Reinforcement:- Reinforcement:• Get too warm in Get too warm in

the sun= Move the sun= Move insideinside

• + Punishment:+ Punishment:• Giving chores if Giving chores if

kids misbehavekids misbehave

• - Punishment:- Punishment:• Taking away recess Taking away recess

to unruly kidsto unruly kids

Student ActivitiesStudent ActivitiesStudent ActivitiesStudent Activities

• Sniffy the Virtual RatSniffy the Virtual Rat– Examples of ConditioningExamples of Conditioning

• Schedules of reinforcement:Schedules of reinforcement:

• ContinuousContinuous

• PartialPartial– IntervalInterval– RatioRatio

• Students will have hands on training in Students will have hands on training in conditioning Sniffy the Virtual Rat to better conditioning Sniffy the Virtual Rat to better understand different types of conditioning.understand different types of conditioning.

• Sniffy the Virtual RatSniffy the Virtual Rat– Examples of ConditioningExamples of Conditioning

• Schedules of reinforcement:Schedules of reinforcement:

• ContinuousContinuous

• PartialPartial– IntervalInterval– RatioRatio

• Students will have hands on training in Students will have hands on training in conditioning Sniffy the Virtual Rat to better conditioning Sniffy the Virtual Rat to better understand different types of conditioning.understand different types of conditioning.

Observational LearningObservational LearningObservational LearningObservational Learning

• Albert Bandura (1925-Albert Bandura (1925-…)…)– Observational Observational

Learning: People Learning: People acquire knowledge and acquire knowledge and skills by observing and skills by observing and imitating othersimitating others

• Albert Bandura (1925-Albert Bandura (1925-…)…)– Observational Observational

Learning: People Learning: People acquire knowledge and acquire knowledge and skills by observing and skills by observing and imitating othersimitating others

Bandura’s Social Learning Bandura’s Social Learning TheoryTheoryBandura’s Social Learning Bandura’s Social Learning TheoryTheory

Student ActivitiesStudent ActivitiesStudent ActivitiesStudent Activities

• DiscussionDiscussion– Observational Learning and Observational Learning and

BanduraBandura• Modeling and learning by imitationModeling and learning by imitation

• Question for class to debate:Question for class to debate:– Split the class into two teams Split the class into two teams

for debatefor debate• Does violence on television and Does violence on television and

video games lead to violence in video games lead to violence in teenagers?teenagers?

• DiscussionDiscussion– Observational Learning and Observational Learning and

BanduraBandura• Modeling and learning by imitationModeling and learning by imitation

• Question for class to debate:Question for class to debate:– Split the class into two teams Split the class into two teams

for debatefor debate• Does violence on television and Does violence on television and

video games lead to violence in video games lead to violence in teenagers?teenagers?

WebsitesWebsitesWebsitesWebsites

• Thomson Wadsworth Thomson Wadsworth PublishingPublishing– Sniffy the Virtual RatSniffy the Virtual Rat

• WikipediaWikipedia– BehaviorismBehaviorism

• Discovering PsychologyDiscovering Psychology– Phil Zimbardo VideosPhil Zimbardo Videos

• Rockstar GamesRockstar Games– Grand Theft Auto picturesGrand Theft Auto pictures

• Merriam- Webster Online Merriam- Webster Online ReferencesReferences– Definition to learningDefinition to learning